Bloom Taxonomy is an educational taxonomy which was given by Benjamin Bloom in 1956 and it was classify into 3 different domains.
#Cognitive
#Affective
#Psychomotor
This document discusses Bloom's Taxonomy of the Affective Domain, which focuses on the development of feelings, attitudes, values, and appreciations in learning. It outlines the five levels of the Affective Domain - Receiving, Responding, Valuing, Organizing, and Characterizing - each representing a more complex level of learning in how learners feel about and are motivated towards what they are learning. The Affective Domain is important for developing positive attitudes, values, and appreciations in learners that can lead to increased engagement, good decision making, and an enriched life experience.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
This document discusses teaching methodology and theories of learning. It defines key terms, outlines learning domains and stages, and factors that influence teaching and learning. It also describes principles of learning for both children and adults. Finally, it summarizes several theories of learning, including behaviorist theories from Skinner and Pavlov, cognitive theories from Bloom and Bruner, and humanistic theories from Rogers and Maslow. The goal is for learners to understand concepts and apply principles of effective teaching.
Reflective learning involves reflecting on experiences to improve learning outcomes. It requires reflecting on what was learned, what gaps in knowledge remain, and how to apply lessons to new situations. Various models provide frameworks for structured reflection, including identifying key events, responding emotionally and intellectually, relating content to prior knowledge, reasoning about broader implications, and reconstructing understanding. Regular reflection improves metacognition, motivation, and learning.
This document discusses Bloom's Taxonomy of the Affective Domain, which focuses on the development of feelings, attitudes, values, and appreciations in learning. It outlines the five levels of the Affective Domain - Receiving, Responding, Valuing, Organizing, and Characterizing - each representing a more complex level of learning in how learners feel about and are motivated towards what they are learning. The Affective Domain is important for developing positive attitudes, values, and appreciations in learners that can lead to increased engagement, good decision making, and an enriched life experience.
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
This document discusses teaching methodology and theories of learning. It defines key terms, outlines learning domains and stages, and factors that influence teaching and learning. It also describes principles of learning for both children and adults. Finally, it summarizes several theories of learning, including behaviorist theories from Skinner and Pavlov, cognitive theories from Bloom and Bruner, and humanistic theories from Rogers and Maslow. The goal is for learners to understand concepts and apply principles of effective teaching.
Reflective learning involves reflecting on experiences to improve learning outcomes. It requires reflecting on what was learned, what gaps in knowledge remain, and how to apply lessons to new situations. Various models provide frameworks for structured reflection, including identifying key events, responding emotionally and intellectually, relating content to prior knowledge, reasoning about broader implications, and reconstructing understanding. Regular reflection improves metacognition, motivation, and learning.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
The document discusses cooperative learning as an instructional strategy where students work together in small groups to help each other learn. It defines cooperative learning and identifies its key principles, including positive interdependence and individual accountability. The document also reviews different cooperative learning approaches such as Jigsaw and Think-Pair-Share and examines the benefits of utilizing cooperative learning in the classroom.
Here you find in this ppt about teaching, its type, objectives of teaching, concept of learning, types of learning, characteristics, blooms taxonomy and all important theories of learning.
The document discusses differentiating instruction to meet the individual needs of students. It defines differentiated instruction as modifying instruction based on student readiness, interests, and learning profiles rather than using a one-size-fits-all approach. The key principles of a differentiated classroom are that the teacher understands student differences and adapts content, process, and product to maximize growth for each student. Teachers can differentiate instruction through flexible grouping, assessment to guide instruction, and varying content, process, and products based on student characteristics. The goal of differentiation is to respect individual student differences while helping all students understand common human experiences.
This document provides an overview of differentiated instruction. It defines differentiated instruction as modifying instruction to meet students' varying needs in terms of readiness, interests, and learning profiles. The key principles of a differentiated classroom are that the teacher is clear on subject matter objectives, understands and builds on student differences, uses ongoing assessment to adjust instruction, and ensures all students are engaged in meaningful work. Differentiation involves varying content, process, and product. Research supports differentiation as it addresses how students learn best. While change can be difficult, differentiated instruction helps ensure all learners' needs are met. Effective leadership and administrative support are important for implementing differentiation successfully in classrooms and schools.
AIOU B. Ed Program Course 8601 Unit (01).pptxpateeq81
Teachers use different techniques to teach students based on their background, environment, and learning goals. Effective teaching considers these factors and moves students from not knowing concepts to understanding them. The document discusses definitions of teaching, what makes good teachers, teaching methods like lecturing versus active learning, intrinsic and extrinsic rewards for teachers, and questions for teachers to reflect on their philosophy and practice.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document discusses underachievement in children. It defines underachievement as a significant gap between a child's abilities and their actual achievement in school. Common characteristics of underachievers include being disruptive or quiet in class, having poor attendance and motivation, and low self-esteem. Reasons for underachievement include a lack of interest, a desire for independence, or family issues. Teachers can help by providing challenge and stimulation, establishing goals, and building on small successes. The document also discusses underachievement in gifted students, causes such as pressure to conform or low self-esteem, and suggestions for teachers like creating a supportive environment.
This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
This document discusses various forms of professional development for teachers. It describes reflection and self-development, mentoring, in-service workshops and graduate studies, participation in professional organizations, communication with other teachers, and summer/off-teaching work experience as important ways for teachers to continue developing professionally. Self-reflection, maintaining a professional portfolio and journal, and engaging in peer coaching are highlighted as effective methods for teachers to improve their skills and enhance student learning.
This document provides guidance on how to write an effective teaching statement. It begins by outlining key elements to include such as learning objectives, concrete examples of teaching methods, challenges faced and how they were addressed, and student evaluations. It also recommends connecting teaching to research. The document then provides sample teaching statements from various disciplines like biology, foreign languages, history and psychology that demonstrate these elements. Finally, it discusses recent research on how students learn best through active inquiry, experiential learning, collaboration and dialogue.
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals, not just what is taught in schools. It outlines different perspectives on curriculum, including traditional views that see it as a list of subjects versus progressive views that consider all planned experiences. Two models of curriculum development are described: Ralph Tyler's rationale focusing on purposes, experiences, organization, and evaluation, and Hilda Taba's linear 7-step grassroots approach. The document also discusses the types of curriculum operating in schools and the philosophical, historical, psychological, and social foundations of curriculum.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
The document discusses cooperative learning as an instructional strategy where students work together in small groups to help each other learn. It defines cooperative learning and identifies its key principles, including positive interdependence and individual accountability. The document also reviews different cooperative learning approaches such as Jigsaw and Think-Pair-Share and examines the benefits of utilizing cooperative learning in the classroom.
Here you find in this ppt about teaching, its type, objectives of teaching, concept of learning, types of learning, characteristics, blooms taxonomy and all important theories of learning.
The document discusses differentiating instruction to meet the individual needs of students. It defines differentiated instruction as modifying instruction based on student readiness, interests, and learning profiles rather than using a one-size-fits-all approach. The key principles of a differentiated classroom are that the teacher understands student differences and adapts content, process, and product to maximize growth for each student. Teachers can differentiate instruction through flexible grouping, assessment to guide instruction, and varying content, process, and products based on student characteristics. The goal of differentiation is to respect individual student differences while helping all students understand common human experiences.
This document provides an overview of differentiated instruction. It defines differentiated instruction as modifying instruction to meet students' varying needs in terms of readiness, interests, and learning profiles. The key principles of a differentiated classroom are that the teacher is clear on subject matter objectives, understands and builds on student differences, uses ongoing assessment to adjust instruction, and ensures all students are engaged in meaningful work. Differentiation involves varying content, process, and product. Research supports differentiation as it addresses how students learn best. While change can be difficult, differentiated instruction helps ensure all learners' needs are met. Effective leadership and administrative support are important for implementing differentiation successfully in classrooms and schools.
AIOU B. Ed Program Course 8601 Unit (01).pptxpateeq81
Teachers use different techniques to teach students based on their background, environment, and learning goals. Effective teaching considers these factors and moves students from not knowing concepts to understanding them. The document discusses definitions of teaching, what makes good teachers, teaching methods like lecturing versus active learning, intrinsic and extrinsic rewards for teachers, and questions for teachers to reflect on their philosophy and practice.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document discusses underachievement in children. It defines underachievement as a significant gap between a child's abilities and their actual achievement in school. Common characteristics of underachievers include being disruptive or quiet in class, having poor attendance and motivation, and low self-esteem. Reasons for underachievement include a lack of interest, a desire for independence, or family issues. Teachers can help by providing challenge and stimulation, establishing goals, and building on small successes. The document also discusses underachievement in gifted students, causes such as pressure to conform or low self-esteem, and suggestions for teachers like creating a supportive environment.
This document contains Beverly Alexander's professional portfolio, which includes sections about her family, resume, education, computer skills, professional experience, special interests, workshops attended, contributions, philosophy on education, approaches to teaching, assessment, special needs students, physical education, fun with students, and vacation bible school. The portfolio highlights Beverly's 16 years of teaching experience and strengths in areas like organizational skills, computer literacy, teamwork, lesson planning, and classroom management.
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
This document discusses various forms of professional development for teachers. It describes reflection and self-development, mentoring, in-service workshops and graduate studies, participation in professional organizations, communication with other teachers, and summer/off-teaching work experience as important ways for teachers to continue developing professionally. Self-reflection, maintaining a professional portfolio and journal, and engaging in peer coaching are highlighted as effective methods for teachers to improve their skills and enhance student learning.
This document provides guidance on how to write an effective teaching statement. It begins by outlining key elements to include such as learning objectives, concrete examples of teaching methods, challenges faced and how they were addressed, and student evaluations. It also recommends connecting teaching to research. The document then provides sample teaching statements from various disciplines like biology, foreign languages, history and psychology that demonstrate these elements. Finally, it discusses recent research on how students learn best through active inquiry, experiential learning, collaboration and dialogue.
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals, not just what is taught in schools. It outlines different perspectives on curriculum, including traditional views that see it as a list of subjects versus progressive views that consider all planned experiences. Two models of curriculum development are described: Ralph Tyler's rationale focusing on purposes, experiences, organization, and evaluation, and Hilda Taba's linear 7-step grassroots approach. The document also discusses the types of curriculum operating in schools and the philosophical, historical, psychological, and social foundations of curriculum.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. INTRODUCTION
The Affective Domain is one of three domains of learning
identified by Benjamin Bloom and his colleagues in 1956. The
Affective Domain focuses on the development of feelings,
attitudes, values, and appreciations. It is concerned with how
learners feel about what they are learning and how they are
motivated to learn.
4. THE FIVE LEVELS OF THE AFFECTIVE DOMAIN
• The Affective Domain is divided into five levels, each of which represents a more
complex level of learning. The five levels are:
Receiving.
Responding.
Valuing.
Organizing.
Characterizing.
5. RECEIVING
• At the receiving level, learners are aware of and willing to attend to new
information. They may not necessarily agree with the information, but they are
open to learning about it.
• Examples:
Ask open-ended questions to stimulate thinking.
Provide opportunities for learners to explore new ideas.
Present information in a variety of formats.
6. RESPONDING
• At the responding level, learners actively participate in learning activities. They
may volunteer to answer questions, participate in discussions, or complete
assignments.
• Examples:
Invite learners to share their thoughts and feelings.
Provide opportunities for learners to participate in hands-on activities.
Create a safe and supportive learning environment.
7. VALUING
• At the valuing level, learners develop a commitment to certain ideas or
beliefs. They may express their values through their words or actions.
• Examples:
Encourage learners to discuss their values and beliefs.
Provide opportunities for learners to make choices that reflect their values.
Model the values that you want learners to adopt.
8. ORGANIZING
• At the organizing level, learners begin to relate their values to other values
and beliefs. They may develop a personal philosophy or set of principles.
• Examples:
Help learners to see the connections between their values and other values
and beliefs.
Encourage learners to develop a personal philosophy or set of principles.
Provide opportunities for learners to debate and discuss controversial issues.
9. CHARACTERIZING
• At the characterizing level, learners internalize their values and beliefs. They
act consistently with their values, even in the face of challenges.
• Examples:
Provide opportunities for learners to practice acting consistently with their
values.
Provide feedback on learners' behavior.
Celebrate learners' accomplishments.
10. IMPORTANCE OF THE AFFECTIVE DOMAIN
• The affective domain is important for learning because it helps learners develop the
following:
Attitudes: Positive attitudes towards learning and towards other people can lead to
increased motivation and engagement.
Values: A strong set of values can help learners make good decisions and live a fulfilling
life.
Appreciations: An appreciation for beauty, culture, and other aspects of life can enrich the
learner's experience.
11. CONCLUSION
The Affective Domain is an important part of learning. By
understanding the different levels of the Affective Domain and
using appropriate activities, educators can help learners
develop the attitudes, values, and appreciations that they need
to be successful in life.