Digital Blooms October 2011  Compiled by Kyle O. von Kamp including work prepared  by  Denise Tarlinton and Samantha Penney
Remembering <ul><li>The learner is able to recall, restate and remember learned information. </li></ul><ul><ul><li>Recogni...
Remembering cont’ <ul><li>List </li></ul><ul><li>Memorise </li></ul><ul><li>Relate </li></ul><ul><li>Show </li></ul><ul><l...
Classroom Roles for Remembering <ul><li>Teacher roles </li></ul><ul><li>Directs </li></ul><ul><li>Tells </li></ul><ul><li>...
What information do you require students to recall and what can be done on computer? <ul><li>Make a list of the main event...
Understanding <ul><li>The learner grasps the meaning of information by interpreting and translating what has been learned....
Understanding cont’ <ul><li>Restate </li></ul><ul><li>Identify </li></ul><ul><li>Discuss </li></ul><ul><li>Retell </li></u...
Classroom Roles for Understanding <ul><li>Teacher roles </li></ul><ul><li>Demonstrates </li></ul><ul><li>Listens </li></ul...
What information do you require students to understand and what can be done on computer? <ul><li>Cut out, or draw pictures...
Applying <ul><li>  The learner makes use of information in a context different from the one in which it was learned. </li>...
Applying cont’ <ul><li>Translate </li></ul><ul><li>Manipulate </li></ul><ul><li>Exhibit </li></ul><ul><li>Illustrate </li>...
Classroom Roles for Applying  <ul><li>Teacher roles </li></ul><ul><li>Shows </li></ul><ul><li>Facilitates </li></ul><ul><l...
What information do you require students to apply and what can be done on computer? <ul><li>Construct a model to demonstra...
Analysing <ul><li>The learner breaks learned information into its parts to best understand that information. </li></ul><ul...
Analysing cont’ <ul><li>Distinguish </li></ul><ul><li>Question </li></ul><ul><li>Appraise </li></ul><ul><li>Experiment </l...
Classroom Roles for Analysing <ul><li>Teacher roles </li></ul><ul><li>Probes </li></ul><ul><li>Guides </li></ul><ul><li>Ob...
What information do you require students to analyse and what can be done on computer? <ul><li>Design a questionnaire to ga...
Evaluating <ul><li>The learner makes decisions based on in-depth reflection, criticism and assessment. </li></ul><ul><ul><...
Evaluating cont’ <ul><li>Judge </li></ul><ul><li>Rate </li></ul><ul><li>Validate </li></ul><ul><li>Predict </li></ul><ul><...
Classroom Roles for Evaluating <ul><li>Teacher roles </li></ul><ul><li>Clarifies </li></ul><ul><li>Accepts </li></ul><ul><...
What information do you require students to evaluate and what can be done on computer? <ul><li>Prepare a list of criteria ...
Creating <ul><li>The learner creates new ideas and information using what has been previously learned. </li></ul><ul><ul><...
Creating cont’ <ul><li>Compose </li></ul><ul><li>Assemble </li></ul><ul><li>Organise </li></ul><ul><li>Invent </li></ul><u...
Classroom Roles for Creating <ul><li>Teacher roles </li></ul><ul><li>Facilitates </li></ul><ul><li>Extends  </li></ul><ul>...
What information do you require students to create and what can be done on computer? <ul><li>Invent a machine to do a spec...
This work is licensed under a  Creative Commons Attribution- NoDerivs  3.0  Unported  License .  Author: Samantha Penney, ...
http://www.stedwards.edu/cte/files/BloomPolygon.pdf
More about Bloom’s <ul><li>Bloom's learning domains :  http:// coe.sdsu.edu/eet/Articles/BloomsLD/index.htm   </li></ul><u...
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Waiver day digital blooms

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  • Thanks to Dr. Minjuan Wang, Susan Connell and Jerry Marino
  • Incredibly helpful polygon wheel from St. Edwards Universtiy Center for Teaching Excellence Note that the categories use the headings from the original taxonomy and not the current one. Content is still relevant and useful.
  • A learner&apos;s attitudes, interest, attention, awareness, and values are demonstrated by affective behaviors.
  • Waiver day digital blooms

    1. 1. Digital Blooms October 2011 Compiled by Kyle O. von Kamp including work prepared by Denise Tarlinton and Samantha Penney
    2. 2. Remembering <ul><li>The learner is able to recall, restate and remember learned information. </li></ul><ul><ul><li>Recognising </li></ul></ul><ul><ul><li>Listing </li></ul></ul><ul><ul><li>Describing </li></ul></ul><ul><ul><li>Identifying </li></ul></ul><ul><ul><li>Retrieving </li></ul></ul><ul><ul><li>Naming </li></ul></ul><ul><ul><li>Locating </li></ul></ul><ul><ul><li>Finding   </li></ul></ul>
    3. 3. Remembering cont’ <ul><li>List </li></ul><ul><li>Memorise </li></ul><ul><li>Relate </li></ul><ul><li>Show </li></ul><ul><li>Locate </li></ul><ul><li>Distinguish </li></ul><ul><li>Give example </li></ul><ul><li>Reproduce </li></ul><ul><li>Quote </li></ul><ul><li>Repeat </li></ul><ul><li>Label </li></ul><ul><li>Recall </li></ul><ul><li>Know </li></ul><ul><li>Group </li></ul><ul><li>Read </li></ul><ul><li>Write </li></ul><ul><li>Outline </li></ul><ul><li>Listen </li></ul><ul><li>Group </li></ul><ul><li>Choose </li></ul><ul><li>Recite </li></ul><ul><li>Review </li></ul><ul><li>Quote </li></ul><ul><li>Record </li></ul><ul><li>Match </li></ul><ul><li>Select </li></ul><ul><li>Underline </li></ul><ul><li>Cite </li></ul><ul><li>Sort </li></ul>Recall or recognition of specific information <ul><li>Products include : </li></ul><ul><li>Quiz </li></ul><ul><li>Definition </li></ul><ul><li>Fact </li></ul><ul><li>Worksheet </li></ul><ul><li>Test </li></ul><ul><li>Label </li></ul><ul><li>List </li></ul><ul><li>Workbook </li></ul><ul><li>Reproduction </li></ul><ul><li>Vocabulary </li></ul>
    4. 4. Classroom Roles for Remembering <ul><li>Teacher roles </li></ul><ul><li>Directs </li></ul><ul><li>Tells </li></ul><ul><li>Shows </li></ul><ul><li>Examines </li></ul><ul><li>Questions </li></ul><ul><li>Evaluates </li></ul><ul><li>Student roles </li></ul><ul><li>Responds </li></ul><ul><li>Absorbs </li></ul><ul><li>Remembers </li></ul><ul><li>Recognises </li></ul><ul><li>Memorises </li></ul><ul><li>Defines </li></ul><ul><li>Describes </li></ul><ul><li>Retells </li></ul><ul><li>Passive recipient </li></ul>
    5. 5. What information do you require students to recall and what can be done on computer? <ul><li>Make a list of the main events of the story. </li></ul><ul><li>Make a time line of events. </li></ul><ul><li>Make a facts chart. </li></ul><ul><li>Write a list of any pieces of information you can remember. </li></ul><ul><li>What animals were in the story? </li></ul><ul><li>Make a chart showing… </li></ul><ul><li>Make an acrostic. </li></ul><ul><li>Recite a poem. </li></ul>
    6. 6. Understanding <ul><li>The learner grasps the meaning of information by interpreting and translating what has been learned. </li></ul><ul><ul><li>Interpreting </li></ul></ul><ul><ul><li>Exemplifying </li></ul></ul><ul><ul><li>Summarising </li></ul></ul><ul><ul><li>Inferring </li></ul></ul><ul><ul><li>Paraphrasing </li></ul></ul><ul><ul><li>Classifying </li></ul></ul><ul><ul><li>Comparing </li></ul></ul><ul><ul><li>Explaining </li></ul></ul><ul><li>   Can you explain ideas or concepts? </li></ul>
    7. 7. Understanding cont’ <ul><li>Restate </li></ul><ul><li>Identify </li></ul><ul><li>Discuss </li></ul><ul><li>Retell </li></ul><ul><li>Research </li></ul><ul><li>Annotate </li></ul><ul><li>Translate </li></ul><ul><li>Give examples of </li></ul><ul><li>Paraphrase </li></ul><ul><li>Reorganise </li></ul><ul><li>Associate </li></ul><ul><li>Describe </li></ul><ul><li>Report </li></ul><ul><li>Recognise </li></ul><ul><li>Review </li></ul><ul><li>Observe </li></ul><ul><li>Outline </li></ul><ul><li>Account for </li></ul><ul><li>Interpret </li></ul><ul><li>Give main </li></ul><ul><li>idea </li></ul><ul><li>Estimate </li></ul><ul><li>Define </li></ul>Understanding of given information <ul><li>Products include : </li></ul><ul><li>Recitation </li></ul><ul><li>Summary </li></ul><ul><li>Collection </li></ul><ul><li>Explanation </li></ul><ul><li>Show and tell </li></ul><ul><li>Example </li></ul><ul><li>Quiz </li></ul><ul><li>List </li></ul><ul><li>Label </li></ul><ul><li>Outline </li></ul>
    8. 8. Classroom Roles for Understanding <ul><li>Teacher roles </li></ul><ul><li>Demonstrates </li></ul><ul><li>Listens </li></ul><ul><li>Questions </li></ul><ul><li>Compares </li></ul><ul><li>Contrasts </li></ul><ul><li>Examines </li></ul><ul><li>Student roles </li></ul><ul><li>Explains </li></ul><ul><li>Describes </li></ul><ul><li>Outlines </li></ul><ul><li>Restates </li></ul><ul><li>Translates </li></ul><ul><li>Demonstrates </li></ul><ul><li>Interprets </li></ul><ul><li>Active participant </li></ul>
    9. 9. What information do you require students to understand and what can be done on computer? <ul><li>Cut out, or draw pictures to show a particular event. </li></ul><ul><li>Illustrate what you think the main idea may have been. </li></ul><ul><li>Make a cartoon strip showing the sequence of events. </li></ul><ul><li>Write and perform a play based on the story. </li></ul><ul><li>Retell the story in your own words. </li></ul><ul><li>Write a summary report of the event </li></ul><ul><li>Prepare a flow chart to illustrate the sequence of events. </li></ul><ul><li>Make a colouring book. </li></ul><ul><li>Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. </li></ul><ul><li>Make a cartoon strip showing the sequence of events. </li></ul><ul><li>Write and perform a play based on the story. </li></ul><ul><li>Retell the story in your own words. </li></ul><ul><li>Write a summary report of the event </li></ul><ul><li>Prepare a flow chart to illustrate the sequence of events. </li></ul><ul><li>Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. </li></ul><ul><li>Make a cartoon strip showing the sequence of events. </li></ul><ul><li>Write and perform a play based on the story. </li></ul>
    10. 10. Applying <ul><li>  The learner makes use of information in a context different from the one in which it was learned. </li></ul><ul><ul><li>Implementing </li></ul></ul><ul><ul><li>Carrying out </li></ul></ul><ul><ul><li>Using </li></ul></ul><ul><ul><li>Executing </li></ul></ul>
    11. 11. Applying cont’ <ul><li>Translate </li></ul><ul><li>Manipulate </li></ul><ul><li>Exhibit </li></ul><ul><li>Illustrate </li></ul><ul><li>Calculate </li></ul><ul><li>Interpret </li></ul><ul><li>Make </li></ul><ul><li>Practice </li></ul><ul><li>Apply </li></ul><ul><li>Operate </li></ul><ul><li>Interview </li></ul><ul><li>Paint </li></ul><ul><li>Change </li></ul><ul><li>Compute </li></ul><ul><li>Sequence </li></ul><ul><li>Show </li></ul><ul><li>Solve </li></ul><ul><li>Collect </li></ul><ul><li>Demonstrate </li></ul><ul><li>Dramatise </li></ul><ul><li>Construct </li></ul><ul><li>Use </li></ul><ul><li>Adapt </li></ul><ul><li>Draw </li></ul>Using strategies, concepts, principles and theories in new situations <ul><li>Products include : </li></ul><ul><li>Photograph </li></ul><ul><li>Illustration </li></ul><ul><li>Simulation </li></ul><ul><li>Sculpture </li></ul><ul><li>Demonstration </li></ul><ul><li>Presentation </li></ul><ul><li>Interview </li></ul><ul><li>Performance </li></ul><ul><li>Diary </li></ul><ul><li>Journal </li></ul>
    12. 12. Classroom Roles for Applying <ul><li>Teacher roles </li></ul><ul><li>Shows </li></ul><ul><li>Facilitates </li></ul><ul><li>Observes </li></ul><ul><li>Evaluates </li></ul><ul><li>Organises </li></ul><ul><li>Questions </li></ul><ul><li>Student roles </li></ul><ul><li>Solves problems </li></ul><ul><li>Demonstrates use of knowledge </li></ul><ul><li>Calculates </li></ul><ul><li>Compiles </li></ul><ul><li>Completes </li></ul><ul><li>Illustrates </li></ul><ul><li>Constructs </li></ul><ul><li>Active recipient </li></ul>
    13. 13. What information do you require students to apply and what can be done on computer? <ul><li>Construct a model to demonstrate how it works </li></ul><ul><li>Make a diorama to illustrate an event </li></ul><ul><li>Make a scrapbook about the areas of study. </li></ul><ul><li>Make a papier-mache map / clay model to include relevant information about an event. </li></ul><ul><li>Take a collection of photographs to demonstrate a particular point. </li></ul><ul><li>Make up a puzzle or a game about the topic. </li></ul><ul><li>Write a textbook about this topic for others. </li></ul><ul><li>Dress a doll in national costume. </li></ul><ul><li>Make a clay model… </li></ul><ul><li>Paint a mural using the same materials. </li></ul><ul><li>Design a marketing strategy for your product using a known strategy as a model. </li></ul>
    14. 14. Analysing <ul><li>The learner breaks learned information into its parts to best understand that information. </li></ul><ul><ul><li>Comparing </li></ul></ul><ul><ul><li>Organising </li></ul></ul><ul><ul><li>Deconstructing </li></ul></ul><ul><ul><li>Attributing </li></ul></ul><ul><ul><li>Outlining </li></ul></ul><ul><ul><li>Finding </li></ul></ul><ul><ul><li>Structuring </li></ul></ul><ul><ul><li>Integrating </li></ul></ul>
    15. 15. Analysing cont’ <ul><li>Distinguish </li></ul><ul><li>Question </li></ul><ul><li>Appraise </li></ul><ul><li>Experiment </li></ul><ul><li>Inspect </li></ul><ul><li>Examine </li></ul><ul><li>Probe </li></ul><ul><li>Separate </li></ul><ul><li>Inquire </li></ul><ul><li>Arrange </li></ul><ul><li>Investigate </li></ul><ul><li>Sift </li></ul><ul><li>Research </li></ul><ul><li>Calculate </li></ul><ul><li>Criticize </li></ul><ul><li>Compare </li></ul><ul><li>Contrast </li></ul><ul><li>Survey </li></ul><ul><li>Detect </li></ul><ul><li>Group </li></ul><ul><li>Order </li></ul><ul><li>Sequence </li></ul><ul><li>Test </li></ul><ul><li>Debate </li></ul><ul><li>Analyse </li></ul><ul><li>Diagram </li></ul><ul><li>Relate </li></ul><ul><li>Dissect </li></ul><ul><li>Categorise </li></ul><ul><li>Discriminate </li></ul>Breaking information down into its component elements <ul><li>Products include : </li></ul><ul><li>Graph </li></ul><ul><li>Spreadsheet </li></ul><ul><li>Checklist </li></ul><ul><li>Chart </li></ul><ul><li>Outline </li></ul><ul><li>Survey </li></ul><ul><li>Database </li></ul><ul><li>Mobile </li></ul><ul><li>Abstract </li></ul><ul><li>Report </li></ul>
    16. 16. Classroom Roles for Analysing <ul><li>Teacher roles </li></ul><ul><li>Probes </li></ul><ul><li>Guides </li></ul><ul><li>Observes </li></ul><ul><li>Evaluates </li></ul><ul><li>Acts as a resource </li></ul><ul><li>Questions </li></ul><ul><li>Organises </li></ul><ul><li>Dissects </li></ul><ul><li>Student roles </li></ul><ul><li>Discusses </li></ul><ul><li>Uncovers </li></ul><ul><li>Argues </li></ul><ul><li>Debates </li></ul><ul><li>Thinks deeply </li></ul><ul><li>Tests </li></ul><ul><li>Examines </li></ul><ul><li>Questions </li></ul><ul><li>Calculates </li></ul><ul><li>Investigates </li></ul><ul><li>Inquires </li></ul><ul><li>Active participant </li></ul>
    17. 17. What information do you require students to analyse and what can be done on computer? <ul><li>Design a questionnaire to gather information. </li></ul><ul><li>Write a commercial to sell a new product </li></ul><ul><li>Make a flow chart to show the critical stages. </li></ul><ul><li>Construct a graph to illustrate selected information. </li></ul><ul><li>Make a family tree showing relationships. </li></ul><ul><li>Devise a play about the study area. </li></ul><ul><li>Write a biography of a person studied. </li></ul><ul><li>Prepare a report about the area of study. </li></ul><ul><li>Conduct an investigation to produce information to support a view. </li></ul><ul><li>Review a work of art in terms of form, colour and texture. </li></ul>
    18. 18. Evaluating <ul><li>The learner makes decisions based on in-depth reflection, criticism and assessment. </li></ul><ul><ul><li>Checking </li></ul></ul><ul><ul><li>Hypothesising </li></ul></ul><ul><ul><li>Critiquing </li></ul></ul><ul><ul><li>Experimenting </li></ul></ul><ul><ul><li>Judging </li></ul></ul><ul><ul><li>Testing </li></ul></ul><ul><ul><li>Detecting </li></ul></ul><ul><ul><li>Monitoring </li></ul></ul>
    19. 19. Evaluating cont’ <ul><li>Judge </li></ul><ul><li>Rate </li></ul><ul><li>Validate </li></ul><ul><li>Predict </li></ul><ul><li>Assess </li></ul><ul><li>Score </li></ul><ul><li>Revise </li></ul><ul><li>Infer </li></ul><ul><li>Determine </li></ul><ul><li>Prioritise </li></ul><ul><li>Tell why </li></ul><ul><li>Compare </li></ul><ul><li>Evaluate </li></ul><ul><li>Defend </li></ul><ul><li>Select </li></ul><ul><li>Measure </li></ul><ul><li>Choose </li></ul><ul><li>Conclude </li></ul><ul><li>Deduce </li></ul><ul><li>Debate </li></ul><ul><li>Justify </li></ul><ul><li>Recommend </li></ul><ul><li>Discriminate </li></ul><ul><li>Appraise </li></ul><ul><li>Value </li></ul><ul><li>Probe </li></ul><ul><li>Argue </li></ul><ul><li>Decide </li></ul><ul><li>Criticise </li></ul><ul><li>Rank </li></ul><ul><li>Reject </li></ul>Judging the value of ideas, materials and methods by developing and applying standards and criteria. <ul><li>Products include : </li></ul><ul><li>Debate </li></ul><ul><li>Panel </li></ul><ul><li>Report </li></ul><ul><li>Evaluation </li></ul><ul><li>Investigation </li></ul><ul><li>Verdict </li></ul><ul><li>Conclusion </li></ul><ul><li>Persuasive speech </li></ul>
    20. 20. Classroom Roles for Evaluating <ul><li>Teacher roles </li></ul><ul><li>Clarifies </li></ul><ul><li>Accepts </li></ul><ul><li>Guides </li></ul><ul><li>Student roles </li></ul><ul><li>Judges </li></ul><ul><li>Disputes </li></ul><ul><li>Compares </li></ul><ul><li>Critiques </li></ul><ul><li>Questions </li></ul><ul><li>Argues </li></ul><ul><li>Assesses </li></ul><ul><li>Decides </li></ul><ul><li>Selects </li></ul><ul><li>Justifies </li></ul><ul><li>Active participant </li></ul>
    21. 21. What information do you require students to evaluate and what can be done on computer? <ul><li>Prepare a list of criteria to judge… </li></ul><ul><li>Conduct a debate about an issue of special interest. </li></ul><ul><li>Make a booklet about five rules you see as important. Convince others. </li></ul><ul><li>Form a panel to discuss views. </li></ul><ul><li>Write a letter to. ..advising on changes needed. </li></ul><ul><li>Write a half-yearly report. </li></ul><ul><li>Prepare a case to present your view about... </li></ul>
    22. 22. Creating <ul><li>The learner creates new ideas and information using what has been previously learned. </li></ul><ul><ul><li>Designing </li></ul></ul><ul><ul><li>Constructing </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Producing </li></ul></ul><ul><ul><li>Inventing </li></ul></ul><ul><ul><li>Devising </li></ul></ul><ul><ul><li>Making </li></ul></ul><ul><li>  Can you generate new products, ideas, or ways of viewing things? </li></ul>
    23. 23. Creating cont’ <ul><li>Compose </li></ul><ul><li>Assemble </li></ul><ul><li>Organise </li></ul><ul><li>Invent </li></ul><ul><li>Compile </li></ul><ul><li>Forecast </li></ul><ul><li>Devise </li></ul><ul><li>Propose </li></ul><ul><li>Construct </li></ul><ul><li>Plan </li></ul><ul><li>Prepare </li></ul><ul><li>Develop </li></ul><ul><li>Originate </li></ul><ul><li>Imagine </li></ul><ul><li>Generate </li></ul><ul><li>Formulate </li></ul><ul><li>Improve </li></ul><ul><li>Act </li></ul><ul><li>Predict </li></ul><ul><li>Produce </li></ul><ul><li>Blend </li></ul><ul><li>Set up </li></ul><ul><li>Devise </li></ul><ul><li>Concoct </li></ul><ul><li>Compile </li></ul>Putting together ideas or elements to develop a original idea or engage in creative thinking. <ul><li>Products include : </li></ul><ul><li>Film </li></ul><ul><li>Story </li></ul><ul><li>Project </li></ul><ul><li>Plan </li></ul><ul><li>New game </li></ul><ul><li>Song </li></ul><ul><li>Newspaper </li></ul><ul><li>Media product </li></ul><ul><li>Advertisement </li></ul><ul><li>Painting </li></ul>
    24. 24. Classroom Roles for Creating <ul><li>Teacher roles </li></ul><ul><li>Facilitates </li></ul><ul><li>Extends </li></ul><ul><li>Reflects </li></ul><ul><li>Analyses </li></ul><ul><li>Evaluates </li></ul><ul><li>Student roles </li></ul><ul><li>Designs </li></ul><ul><li>Formulates </li></ul><ul><li>Plans </li></ul><ul><li>Takes risks </li></ul><ul><li>Modifies </li></ul><ul><li>Creates </li></ul><ul><li>Proposes </li></ul><ul><li>Active participant </li></ul>
    25. 25. What information do you require students to create and what can be done on computer? <ul><li>Invent a machine to do a specific task. </li></ul><ul><li>Design a building to house your study. </li></ul><ul><li>Create a new product. Give it a name and plan a marketing campaign. </li></ul><ul><li>Write about your feelings in relation to... </li></ul><ul><li>Write a TV show play, puppet show, role play, song or pantomime about.. </li></ul><ul><li>Design a record, book or magazine cover for... </li></ul><ul><li>Sell an idea </li></ul><ul><li>Devise a way to... </li></ul><ul><li>Make up a new language and use it in an example. </li></ul>
    26. 26. This work is licensed under a Creative Commons Attribution- NoDerivs 3.0 Unported License . Author: Samantha Penney, [email_address]    
    27. 27. http://www.stedwards.edu/cte/files/BloomPolygon.pdf
    28. 28. More about Bloom’s <ul><li>Bloom's learning domains : http:// coe.sdsu.edu/eet/Articles/BloomsLD/index.htm </li></ul><ul><li>Applying Bloom’s Taxonomy (sample verbs, questions stems, potential activities and products) http:// www.teachers.ash.org.au/researchskills/dalton.htm </li></ul><ul><li>Advice on Bloom’s, verb selection, effective questioning techniques from St. Edward’s University Center for Teaching Excellence http:// www.stedwards.edu/cte/files/BloomPolygon.pdf </li></ul><ul><li>Question cues for test items based on Bloom’s Taxonomy from University of Victoria http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html </li></ul>
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