This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It defines each level and provides examples of learning objectives for each. It also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive levels and ensure students achieve various levels of learning.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
- The document discusses research on mathematics education in the United States, finding that only about a third of students are proficient in math based on national assessments. It also discusses research showing US students performing poorly compared to other nations.
- The research emphasizes the need for a well-designed curriculum, quality teacher preparation, and explicitly teaching concepts and making connections to help students succeed in algebra and beyond. It discusses characteristics of students with learning difficulties in math.
- The document provides an overview of effective teaching practices informed by research, including concrete-representational-abstract instruction, explicit teaching, sequencing skills appropriately, and providing cumulative practice and review.
This document discusses mental representations in learning, including logic, rules, concepts, analogies, and images. It analyzes how two of David Perkins' seven principles of teaching - working on hard parts and learning from teams - can be applied when teaching systems of equations and the distributive property in mathematics. For systems of equations, focusing on moving from algebraic solutions to graphical representations addresses a hard part. Group work and feedback helps learning. For the distributive property, playing the whole game ensures students understand when and how to apply the rule in different situations.
The document discusses a workshop on engineering mathematics course planning at Alpha College of Engineering. It covers important educational goals of promoting retention and transfer of learning. It discusses different types of learning - rote learning which focuses on knowledge acquisition, and meaningful learning which provides students with knowledge and cognitive processes for problem solving. The course plan details topics to be covered each semester including classifying topics into remembering, understanding and applying categories. It also discusses assessing students for retention and transfer of learning goals.
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
This document provides an overview of the 5th grade mathematics standards for North Carolina related to the Common Core. It is intended to help educators understand what students are expected to know and be able to do under the new standards. The document explains that the standards describe the essential knowledge and skills students should master in order to be prepared for 6th grade. It also provides examples for how the standards can be unpacked to clarify their meaning and intent. Educators are encouraged to provide feedback to help improve the usefulness of the document.
This document provides an overview of matrix reasoning tests and strategies for solving Raven's Progressive Matrices. It discusses:
- Matrix reasoning tests measure fluid intelligence and are used widely as non-verbal IQ tests. Raven's Matrices are among the most well-known types.
- Raven's Matrices come in three levels - Standard, Coloured, and Advanced - with increasing difficulty. They involve identifying missing elements that complete patterns.
- Strategies for solving Raven's Matrices involve learning the five basic rule types problems can involve, either alone or combined, such as constant rows or quantitative progressions.
- Training working memory capacity alongside learning strategies can help maximize performance on matrix reasoning tests
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
- The document discusses research on mathematics education in the United States, finding that only about a third of students are proficient in math based on national assessments. It also discusses research showing US students performing poorly compared to other nations.
- The research emphasizes the need for a well-designed curriculum, quality teacher preparation, and explicitly teaching concepts and making connections to help students succeed in algebra and beyond. It discusses characteristics of students with learning difficulties in math.
- The document provides an overview of effective teaching practices informed by research, including concrete-representational-abstract instruction, explicit teaching, sequencing skills appropriately, and providing cumulative practice and review.
This document discusses mental representations in learning, including logic, rules, concepts, analogies, and images. It analyzes how two of David Perkins' seven principles of teaching - working on hard parts and learning from teams - can be applied when teaching systems of equations and the distributive property in mathematics. For systems of equations, focusing on moving from algebraic solutions to graphical representations addresses a hard part. Group work and feedback helps learning. For the distributive property, playing the whole game ensures students understand when and how to apply the rule in different situations.
The document discusses a workshop on engineering mathematics course planning at Alpha College of Engineering. It covers important educational goals of promoting retention and transfer of learning. It discusses different types of learning - rote learning which focuses on knowledge acquisition, and meaningful learning which provides students with knowledge and cognitive processes for problem solving. The course plan details topics to be covered each semester including classifying topics into remembering, understanding and applying categories. It also discusses assessing students for retention and transfer of learning goals.
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
This document provides an overview of the 5th grade mathematics standards for North Carolina related to the Common Core. It is intended to help educators understand what students are expected to know and be able to do under the new standards. The document explains that the standards describe the essential knowledge and skills students should master in order to be prepared for 6th grade. It also provides examples for how the standards can be unpacked to clarify their meaning and intent. Educators are encouraged to provide feedback to help improve the usefulness of the document.
This document provides an overview of matrix reasoning tests and strategies for solving Raven's Progressive Matrices. It discusses:
- Matrix reasoning tests measure fluid intelligence and are used widely as non-verbal IQ tests. Raven's Matrices are among the most well-known types.
- Raven's Matrices come in three levels - Standard, Coloured, and Advanced - with increasing difficulty. They involve identifying missing elements that complete patterns.
- Strategies for solving Raven's Matrices involve learning the five basic rule types problems can involve, either alone or combined, such as constant rows or quantitative progressions.
- Training working memory capacity alongside learning strategies can help maximize performance on matrix reasoning tests
In solving real life assignment problem, we often face the state of uncertainty as well as hesitation due to varies uncontrollable factors. To deal with uncertainty and hesitation many authors have suggested the intuitionistic fuzzy representation for the data. In this paper, computationally a simple method is proposed to find the optimal solution for an unbalanced assignment problem under intuitionistic fuzzy environment. In conventional assignment problem, cost is always certain. This paper develops an approach to solve the unbalanced assignment problem where the time/cost/profit is not in deterministic numbers but imprecise ones. In this assignment problem, the elements of the cost matrix are represented by the triangular intuitionistic fuzzy numbers. The existing Ranking procedure of Varghese and Kuriakose is used to transform the unbalanced intuitionistic fuzzy assignment problem into a crisp one so that the conventional method may be applied to solve the AP . Finally, the method is illustrated by a numerical example which is followed by graphical representation and discussion of the finding.
This research study module published by NCETM was developed by Anne Watson based on the paper Growth Points in Understanding of Function published in Mathematics Education Research Journal.
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Lexisearch Approach to Travelling Salesman ProblemIOSR Journals
The aim of this paper is to introduce Lexisearch the structure of the search algorithm does not
require huge dynamic memory during execution. Mathematical programming is concerned with finding optimal
solutions rather than obtaining good solutions. The Lexisearch derives its name from lexicography .This
approach has been used to solve various combinatorial problems efficiently , The Assignment problem, The
Travelling Salesman Problem , The job scheduling problem etc. In all these problems the lexicographic search
was found to be more efficient than the Branch bound algorithms. This algorithm is deterministic and is always
guaranteed to find an optimal solution.
The document provides an overview of the SAT and ACT exams, outlining key differences in scoring, structure, content and question types between the two tests. It notes trends showing more students taking the ACT in recent years and that both tests are accepted equally by colleges. The document also includes examples of math, reading, science and writing questions from the SAT and ACT to illustrate differences in question formats between the two exams.
The document outlines standards for secondary mathematics teacher preparation programs. It discusses 7 process standards addressing how mathematics should be approached as a unified whole. It also includes a standard on dispositions addressing candidates' nature as mathematicians and instructors. The document then outlines 8 standards on pedagogical knowledge candidates should possess, including knowledge of mathematical problem solving, reasoning, communication, connections, representations, technology, and pedagogy. It concludes by outlining 7 content standards on number/operation, algebra, geometry, and calculus.
The document outlines criteria for evaluating student work on science research and communication. For Criterion A, students are evaluated on their ability to explain how science addresses real-world problems at local and global levels, as well as discuss implications. For Criterion B, students are evaluated on correct use of scientific language and effective communication of information with proper sourcing. For Criterion F, students are evaluated on their ability to work safely and responsibly, both individually and collaboratively. The document provides descriptors to guide students in strengthening their work in these areas of science inquiry and application.
Cognitive process dimension in rbt explanatory notepagesArputharaj Bridget
The document discusses how the revised Bloom's Taxonomy (RBT) promotes meaningful learning beyond just knowledge acquisition. RBT includes six cognitive process categories that move from retention to transfer of knowledge: Remember, Understand, Apply, Analyze, Evaluate, and Create. These categories represent a fuller range of cognitive processes compared to just focusing on memorization. The goal of education should be both retention of material as well as transfer of knowledge to new situations. RBT helps teachers foster learning objectives and assessments that promote both retention and transfer.
Instructional objectives are specific statements that describe the expected learner behaviors or outcomes after completing instruction. They guide both teaching and learning by communicating the intended goals and providing assessment guidelines. Objectives should be stated in terms of observable learner performance rather than content, process, or teacher actions. Common frameworks for writing objectives include Bloom's Taxonomy, which categorizes objectives according to cognitive, affective, and psychomotor domains, and methods developed by Mager and Gronlund that specify the expected performance, conditions, and standards of the objective.
Raven's Progressive Matrices are multiple choice intelligence tests that assess abstract reasoning. Developed in 1936 by John Raven, the tests present patterns in matrices and ask test takers to identify the missing item to complete the pattern. There are three versions for different ability levels: Standard, Coloured, and Advanced. The tests measure two main components of general intelligence: eductive ability to think clearly and make sense of complexity, and reproductive ability to store and reproduce information. Studies have found individuals with autism spectrum disorders can score higher on Raven's tests compared to other tests.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Modelling the relationship between mathematical reasoning ability and mathema...Alexander Decker
This document discusses a study that examined the relationship between mathematical reasoning ability and attainment in mathematics.
The study involved 240 students who completed tests of mathematical reasoning ability and attainment. Structural regression modeling showed that four measures of mathematical reasoning ability (class, variable, order, and classification) predicted success on a test of mathematics attainment.
The findings suggest that developing students' mathematical reasoning ability could help improve their attainment in mathematics. Teachers should implement intervention programs to strengthen students' ability to classify, recognize variables, identify orders, and make classifications, which may ultimately boost mathematics learning.
Mathematics is defined as a science of patterns and relationships that reveals hidden patterns in the world and relies on logic and creativity. The two main goals of teaching mathematics are developing critical thinking and problem solving skills. Learning mathematics is most effective when done through active learning and problem solving. The document then outlines the key stage standards and grade level standards for mathematics in terms of the concepts, skills, and applications students are expected to understand at each level.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
Introduction To The Standards For Mathematical PracticeMoving Mindz
This presentation offers an introduction to the Common Core State Standards for Mathematics, the shifts that have occurred in mathematics educations, and the Standards for Mathematical Practice.
Need and significance of teaching Mathematics-Aims: Practical, Social, Disciplinary and Cultural- Instructional Objectives: General Instructional Objectives (G.I.Os) and Specific Instructional Objectives (S.I.Os) relating to the Cognitive, Affective and Psychomotor Domain based on Bloom’s Taxonomy of Educational Objectives – Revised Bloom’s Taxonomy.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
Bloom's Taxonomy is a classification of learning objectives within education which divides educational goals into three "domains": Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills and is further divided into six levels - from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The taxonomy provides a useful framework for teachers to structure learning objectives, develop assessments, and ensure all levels of learning are addressed. Bloom's Taxonomy was later revised to update the language and relevance for 21st century education.
In solving real life assignment problem, we often face the state of uncertainty as well as hesitation due to varies uncontrollable factors. To deal with uncertainty and hesitation many authors have suggested the intuitionistic fuzzy representation for the data. In this paper, computationally a simple method is proposed to find the optimal solution for an unbalanced assignment problem under intuitionistic fuzzy environment. In conventional assignment problem, cost is always certain. This paper develops an approach to solve the unbalanced assignment problem where the time/cost/profit is not in deterministic numbers but imprecise ones. In this assignment problem, the elements of the cost matrix are represented by the triangular intuitionistic fuzzy numbers. The existing Ranking procedure of Varghese and Kuriakose is used to transform the unbalanced intuitionistic fuzzy assignment problem into a crisp one so that the conventional method may be applied to solve the AP . Finally, the method is illustrated by a numerical example which is followed by graphical representation and discussion of the finding.
This research study module published by NCETM was developed by Anne Watson based on the paper Growth Points in Understanding of Function published in Mathematics Education Research Journal.
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Lexisearch Approach to Travelling Salesman ProblemIOSR Journals
The aim of this paper is to introduce Lexisearch the structure of the search algorithm does not
require huge dynamic memory during execution. Mathematical programming is concerned with finding optimal
solutions rather than obtaining good solutions. The Lexisearch derives its name from lexicography .This
approach has been used to solve various combinatorial problems efficiently , The Assignment problem, The
Travelling Salesman Problem , The job scheduling problem etc. In all these problems the lexicographic search
was found to be more efficient than the Branch bound algorithms. This algorithm is deterministic and is always
guaranteed to find an optimal solution.
The document provides an overview of the SAT and ACT exams, outlining key differences in scoring, structure, content and question types between the two tests. It notes trends showing more students taking the ACT in recent years and that both tests are accepted equally by colleges. The document also includes examples of math, reading, science and writing questions from the SAT and ACT to illustrate differences in question formats between the two exams.
The document outlines standards for secondary mathematics teacher preparation programs. It discusses 7 process standards addressing how mathematics should be approached as a unified whole. It also includes a standard on dispositions addressing candidates' nature as mathematicians and instructors. The document then outlines 8 standards on pedagogical knowledge candidates should possess, including knowledge of mathematical problem solving, reasoning, communication, connections, representations, technology, and pedagogy. It concludes by outlining 7 content standards on number/operation, algebra, geometry, and calculus.
The document outlines criteria for evaluating student work on science research and communication. For Criterion A, students are evaluated on their ability to explain how science addresses real-world problems at local and global levels, as well as discuss implications. For Criterion B, students are evaluated on correct use of scientific language and effective communication of information with proper sourcing. For Criterion F, students are evaluated on their ability to work safely and responsibly, both individually and collaboratively. The document provides descriptors to guide students in strengthening their work in these areas of science inquiry and application.
Cognitive process dimension in rbt explanatory notepagesArputharaj Bridget
The document discusses how the revised Bloom's Taxonomy (RBT) promotes meaningful learning beyond just knowledge acquisition. RBT includes six cognitive process categories that move from retention to transfer of knowledge: Remember, Understand, Apply, Analyze, Evaluate, and Create. These categories represent a fuller range of cognitive processes compared to just focusing on memorization. The goal of education should be both retention of material as well as transfer of knowledge to new situations. RBT helps teachers foster learning objectives and assessments that promote both retention and transfer.
Instructional objectives are specific statements that describe the expected learner behaviors or outcomes after completing instruction. They guide both teaching and learning by communicating the intended goals and providing assessment guidelines. Objectives should be stated in terms of observable learner performance rather than content, process, or teacher actions. Common frameworks for writing objectives include Bloom's Taxonomy, which categorizes objectives according to cognitive, affective, and psychomotor domains, and methods developed by Mager and Gronlund that specify the expected performance, conditions, and standards of the objective.
Raven's Progressive Matrices are multiple choice intelligence tests that assess abstract reasoning. Developed in 1936 by John Raven, the tests present patterns in matrices and ask test takers to identify the missing item to complete the pattern. There are three versions for different ability levels: Standard, Coloured, and Advanced. The tests measure two main components of general intelligence: eductive ability to think clearly and make sense of complexity, and reproductive ability to store and reproduce information. Studies have found individuals with autism spectrum disorders can score higher on Raven's tests compared to other tests.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Modelling the relationship between mathematical reasoning ability and mathema...Alexander Decker
This document discusses a study that examined the relationship between mathematical reasoning ability and attainment in mathematics.
The study involved 240 students who completed tests of mathematical reasoning ability and attainment. Structural regression modeling showed that four measures of mathematical reasoning ability (class, variable, order, and classification) predicted success on a test of mathematics attainment.
The findings suggest that developing students' mathematical reasoning ability could help improve their attainment in mathematics. Teachers should implement intervention programs to strengthen students' ability to classify, recognize variables, identify orders, and make classifications, which may ultimately boost mathematics learning.
Mathematics is defined as a science of patterns and relationships that reveals hidden patterns in the world and relies on logic and creativity. The two main goals of teaching mathematics are developing critical thinking and problem solving skills. Learning mathematics is most effective when done through active learning and problem solving. The document then outlines the key stage standards and grade level standards for mathematics in terms of the concepts, skills, and applications students are expected to understand at each level.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
Introduction To The Standards For Mathematical PracticeMoving Mindz
This presentation offers an introduction to the Common Core State Standards for Mathematics, the shifts that have occurred in mathematics educations, and the Standards for Mathematical Practice.
Need and significance of teaching Mathematics-Aims: Practical, Social, Disciplinary and Cultural- Instructional Objectives: General Instructional Objectives (G.I.Os) and Specific Instructional Objectives (S.I.Os) relating to the Cognitive, Affective and Psychomotor Domain based on Bloom’s Taxonomy of Educational Objectives – Revised Bloom’s Taxonomy.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
Bloom's Taxonomy is a classification of learning objectives within education which divides educational goals into three "domains": Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills and is further divided into six levels - from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The taxonomy provides a useful framework for teachers to structure learning objectives, develop assessments, and ensure all levels of learning are addressed. Bloom's Taxonomy was later revised to update the language and relevance for 21st century education.
The document provides an overview of Bloom's Taxonomy, a framework for classifying levels of thinking skills. It describes the original and revised taxonomy, which arranges six levels of cognitive skills - remembering, understanding, applying, analyzing, evaluating, and creating - from basic recall to more complex and abstract levels of thinking. The document explores each level of the taxonomy through examples and activities. It aims to help instructors design effective learning objectives and assessments aligned with the appropriate cognitive skill level.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
The document provides an overview of Bloom's Taxonomy, a framework for classifying levels of thinking skills. It details the six main cognitive levels from lowest to highest order: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples are given for activities that demonstrate each level of thinking, such as asking students to summarize or rank information to show Understanding or Evaluating. The document aims to explain Bloom's Taxonomy and how it can be applied in an educational context.
This document provides an overview and comparison of Bloom's original taxonomy of cognitive domains from 1956 and the revised taxonomy by Anderson and Krathwohl from 2001. It outlines the six cognitive levels in each taxonomy from simplest to most complex: remembering, understanding, applying, analyzing, evaluating/creating. It also introduces the four levels of knowledge - factual, conceptual, procedural, and metacognitive - that intersect with the cognitive domains.
The document discusses effective note-taking strategies for students. It introduces Cornell Notes, an organized note-taking method that involves dividing the page into sections for cues/questions, notes, and a summary. Other graphical note-taking strategies like concept maps and Venn diagrams are also mentioned. The benefits of Cornell Notes are highlighted as providing an outline, organizing ideas by main topics and details, and serving as a study tool through defining terms, identifying concepts, and clarifying learning.
The document discusses revisions made to Bloom's Taxonomy of educational objectives, including changing the levels from nouns to verbs, making the categories more flexible and overlapping, and adding a knowledge dimension. The revised taxonomy provides a framework with two dimensions - the cognitive processes dimension consisting of 6 hierarchical levels (remember, understand, apply, analyze, evaluate, create), and the knowledge dimension categorizing knowledge into factual, conceptual, procedural, and metacognitive. This framework can help educators draft standards and objectives as well as plan lessons targeting higher-order thinking skills.
The document discusses essay or subjective tests which assess students' ability to produce, integrate and express ideas through extended written responses. It describes two general types - unrestricted response questions that are open-ended, and restricted response questions that require answers within set criteria. Guidelines are provided for constructing effective essay questions based on Bloom's Taxonomy, as well as for grading responses consistently using a scoring rubric.
Instructional Strategies: Indirect Instruction in your lessonsCaryn Chang
As there are many categories of instructional strategies, this e-book focuses on indirect instruction. Indirect instruction is mainly student- centred and emphasizes on allowing students to get involved throughout a lesson by observing thus seeking their own meaning of the lesson.
In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
This document provides guidance for teachers on generating topics for action research. It discusses identifying problems or issues in the classroom that could be addressed through action research. Teachers are encouraged to reflect individually and in groups to brainstorm potential topics. The document also introduces the Basic Education Research Agenda (BERA) published by the Department of Education, which lists priority research areas that teacher topics should align with. Example topics are provided for different BERA research themes like teaching and learning, child protection, human resource development and governance. Teachers are then guided through an activity to identify their own potential action research topic based on a classroom problem or issue. Criteria for formulating good research questions and hypotheses are also outlined.
This document provides an overview of defining a research problem and formulating a hypothesis. It discusses what constitutes a research problem, the importance of clearly defining the problem, and sources that can contribute to problem identification. A research problem should integrate concepts from the literature and address an issue, concern or controversy. The document also covers developing a hypothesis, including characteristics like being clear, testable and consistent with known facts. Finally, it touches on components of a research proposal, including functions, purposes, potential reasons for failure, and general elements like the introduction, problem statement and objectives.
Higher level thinking skills are essential for teaching language arts and can be developed using Bloom's Taxonomy. Bloom's Taxonomy outlines six levels of thinking skills - from basic recall to more advanced skills like analysis, synthesis and evaluation. Teachers are encouraged to incorporate the full range of skills in their language arts lessons to help students master the curriculum standards. The document provides examples and templates to help teachers design questions and activities targeting each level of thinking.
The document provides answers to end-of-chapter questions from chapters 4-6 of a research methods course. It defines key terms like philosophical framework, positivism, interpretivism, and qualitative vs. quantitative data. It also outlines the steps for developing a theoretical framework, conducting a literature review, developing research questions, and locating sources. Common mistakes to avoid in literature reviews are listed, such as treating it as a list of documents rather than a synthesis.
The document discusses summarizing and note-taking strategies. It describes research showing that teaching students to summarize is an effective instructional strategy, with an average effect size of 1.00. Summarizing requires students to distill information into a concise synthesized form and focus on important points. Effective note-taking moves beyond verbatim transcription to revising and completing notes. The document outlines different frameworks for summarizing, including rule-based, narrative, topic-restriction-illustration, and definition frames. It stresses the importance of practice and feedback for students to master summarizing as a procedural skill.
4 Assessment of Comprehension and Application (2).pdfHafiz20006
This document discusses assessing student comprehension and application skills. It defines comprehension as grasping meaning and application as using material in new situations. Teachers should write measurable objectives stating what students will be able to do. Comprehension is assessed through questions testing translation, interpretation, and extrapolation. Application involves using rules and theories and is assessed through problems requiring identifying, explaining, predicting, and justifying solutions using principles. A variety of test questions targeting different cognitive levels and skills are provided as examples.
4 Assessment of Comprehension and Application (2).pdfHafiz20006
This document discusses assessing student comprehension and application skills. It defines comprehension as grasping meaning and application as using material in new situations. Teachers should write measurable objectives stating what students will be able to do. Comprehension is assessed through questions testing translation, interpretation, and extrapolation. Application involves using rules and theories and is assessed through problems requiring identifying, explaining, predicting, and justifying solutions using principles. A variety of test questions targeting different cognitive levels and skills are provided as examples.
This document provides an overview of an experimental design in psychology course. The course aims to teach students the principles and methods of experimental research, including formulating hypotheses, experimental designs, validity, generalization, and ethics. It covers 14 units over 45 hours of instruction, including both classroom and independent work. Students will learn about research design options, developing research projects, and applying scientific methodology rigorously. Assessment includes papers, projects, exams, and presentations. The course prepares students for competencies in research design, conducting projects, communicating results, and maintaining ethical standards.
Practical Research 2, MELCS - Slides ppt (CS_RS12-If-j-6).pptxTristanBabaylan1
The document provides guidance to students on developing a conceptual framework for their research study, including identifying key variables and concepts, understanding the relationship between elements, and visually representing these relationships in a concept map. Students are encouraged to anchor their framework in relevant theories and ensure it is aligned with their research questions. The goal is to help readers understand the overall scope and perspective of the study.
The document discusses key aspects of the mathematical process. It defines mathematical process as thinking, reasoning, calculation, and problem solving using mathematical methods. The main components discussed are reasoning, logical thinking, problem solving, and making connections. Reasoning involves making conjectures, investigating findings, and justifying conclusions. Problem solving requires applying previously learned skills to new situations. Problem posing encourages students to write and solve their own problems to improve problem solving abilities.
1. Bloom's Taxonomy Presentation Transcript
1. Bloom’s Taxonomy Presentation by Prof.K.Prabhakar Reflections on Teaching and
Learning
2. Reflections on Teaching and Learning
3. Some Questions for us How do we prepare for our teaching sessions? If you want to
teach a particular topic what is the thinking process undertaken by us? What are the
variables that we take into consideration? How do we test the learning of the student?
4. Arrange the following question tags in order of difficulty Appraise, argue, assess,
attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value,
evaluate Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate,
recall, repeat, reproduce state. Classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate, Apply, choose,
demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch,
solve, use, write. Analyze, appraise, calculate, categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test. Assemble,
collect, compose, construct, create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write. Arrange your own order and give it to your coordinator.
5. To what artifact you compare a teacher? A Guide Shaper of future Philosopher
Sumaithangi Surrogate Parents Mile stone
6. What is Learning? Learning=Knowledge,Comprehension,please add your words…
How do we know that a student has LEARNED the topic.
7. Bloom's Taxonomy
8. Knowledge Knowledge is defined as the remembering of “ previously learned material
”. This may involve the “ recall of a wide range of material ”, from “ specific facts to
complete theories” , but all that is required is the bringing to mind “ appropriate
information ”. [This is the definition given by Bloom and not universal]
9. Knowledge learning objectives at this stage are : know common terms know specific
facts know methods and procedures know basic concepts and know principles . It is the
lowest level that is expected out of student after going through the text.
10. Comprehension or understanding Comprehension is defined “ as the ability to grasp
the meaning of material” . This may be shown by translating material from one form to
another. These learning outcomes go one step beyond the simple remembering of
material, and represent the lowest level of understanding .
11. Learning Objectives at this stage are understand facts and principles interpret verbal
material interpret charts and graphs translate verbal material to mathematical formulae
estimate the future consequences implied in data justify methods and procedures
12. Application Application refers to the “ ability to use learned material in new and
concrete situations” . This may include the application of such things as rules, methods,
concepts, principles, laws, and theories.
13. Application Learning outcomes in this area require a higher level of understanding
than those under comprehension or understanding.
14. Examples of learning objectives are: Apply concepts and principles to new situations
apply laws and theories to practical situations solve mathematical problems construct
graphs and charts demonstrate the correct usage of a method or procedure.
2. 15. Analysis Analysis refers to the ability “to break down material into its component
parts” so that its “ organizational structure” may be understood. This may include the “
identification of parts, analysis of the relationship between parts” , and recognition of the
“organizational principles involved” .
16. Identification of parts And understanding the Relationship between Parts Analysis To
break material In to component parts Understand the Organizational principle involved
Organizational Structure is understood
17. Analysis . Learning outcomes here represent a higher intellectual level than
comprehension and application because they require an understanding of both the
“content” and the “structural form” of the material.
18. Examples of learning objectives are: recognize unstated assumptions, recognizes
logical fallacies in reasoning, distinguish between facts and inferences, evaluate the
relevancy of data, analyze the organizational structure of a work.
19. Synthesis Synthesis refers to the “ability to put parts together to form a new whole”.
This may involve the production of a unique communication (theme or speech), a plan of
operations (research proposal), or a set of abstract relations (scheme for classifying
information)
20. Learning outcomes of Synthesis in this area creative behavior, with major emphasis
on the formulation of new patterns or structure.
21. learning objectives of synthesis are: write a well organized theme , gives a well
organized speech writes a creative short story (or poem or music), propose a plan for an
experiment , integrate learning from different areas into a plan for solving a problem ,
formulates a new scheme for classifying objects (or events, or ideas).
22. Evaluation Evaluation is concerned with the ability to judge the value of material
(statement, novel, poem, research report) for a given purpose . The judgments are to be
based on definite criteria. The criteria may be internal criteria or external criteria.
23. Learning outcomes Learning outcomes in this area are highest in the cognitive
hierarchy because they contain elements of all the other categories, plus conscious value
judgments based on clearly defined criteria .
24. Examples of learning objectives are: judge the logical consistency of written material,
judge the adequacy with which conclusions are supported by data, judge the value of a
work (art, music, writing) by the use of internal criteria, judge the value of a work (art,
music, writing) by use of external standards of excellence.
25. When you ask this question what you are testing? Which one of the following persons
is the author of "Das Kapital"? 1. Mannheim 2. Marx 3. Weber 4. Engels 5.
Michels
26. Test 2 According to the microgenesis of perception concept, the threshold of
awareness consists of a hierarchy of thresholds. Which one of the Sequences shown
below are correct? 1. Recognition thresholds > physiological thresholds > detection
thresholds. 2. Physiological thresholds > detection thresholds > recognition thresholds. 3.
Physiological thresholds > recognition thresholds > detection thresholds. 4. Recognition
thresholds > detection thresholds > physiological thresholds.
27. Test 3 Which one of the following describes what takes place in the so-called
PREPARATION stage of the creative process, as applied to the solution of a particular
problem? 1. The problem is identified and defined. 2. All available information about the
problem is collected. 3. An attempt is made to see if the proposed solution to the problem
3. is acceptable. 4. The person goes through some experience leading to a general idea of
how the problem can be solved. 5. The person sets the problem aside, and gets involved
with some other unrelated activity.
28. Test 4 Which one of the following values approximates best to the volume of a sphere
with radius 5m? a. 2000m³ b 1000m³ c. 500m³ d 250m³ e. 125m³
29. Answer In order to answer this question, the formula 4[pi]r³ /3 must be known (recall
of knowledge) and the meaning of the various symbols in the formula understood
(comprehension) in order to answer this question. The correct answer is #3.
30. Test 5 You are the sole owner and manager of a Lakshmana Enterprises,Erode
employing 25workers. One of these, Rama, (who has been working for you for the past
year and has somewhat of a history of absenteeism), arrives late for work one Wednesday
morning, noticeably intoxicated. Which one of the following actions is the most
appropriate in the circumstances? What level of cognition the student is supposed to use
and what is the correct answer. 1. You terminate Rama's employment on the spot, paying
him the wages still due to him. 2. You parade Rama in front of the other workers, to teach
them all a lesson. 3. You give Rama three weeks' wages in lieu of notice, and sack him. 4.
You wait until Rama is sober, discuss his problem, and give him a final written warning,
should it be required. 5. You call Rama's wife to take him home and warn her that this
must not happen again.
31. Answer The correct answer is #4 why?
32. Test and Understand 6 "The story is told of the famous German Organic
Chemist Auguste Kékulé who was struggling with the problem of how the six carbon
atoms of benzene were linked together. He was getting nowhere with the problem, and
one day fell asleep in front of the fireplace while he was pondering on it. He dreamt of
molecules twisting and turning around like snakes. Suddenly, one of the snakes
swallowed its own tail and rolled around like a hoop. Kékulé woke up with a start, and
realized that his problem could be solved if the six carbon atoms of benzene were
attached to each other to form a ring. Further work showed that this was entirely
correct." The above passage illustrates a particular phase of the creative process.
Which one is it? 1. preparation 2. incubation 3. orientation 4. illumination 5. verification
33. Correct answer is #4 Why?
34. Test 7 "The basic premise of pragmatism is that questions posed by speculative
metaphysical propositions can often be answered by determining what the practical
consequences of the acceptance of a particular metaphysical proposition are in this life.
Practical consequences are taken as the criterion for assessing the relevance of all
statements or ideas about truth, norm and hope." 1. The word
"acceptance" should be replaced by "rejection". 2. The word
"often" should be replaced by "only". 3. The word
"speculative" should be replaced by "hypothetical". 4. The word
"criterion" should be replaced by "measure".
35. Answer is 2 Why?
36. We reached the end of presentation. Let us summarize our learning. What is different
levels of cognitive abilities that we expect our students to go through? How do we design
our classroom lecture for the same? How we test his various levels of attainment?
37. 12point Process What is the topic I am going to discuss? [length and breath of your
topic] What are the prerequisites for the topic? If it is learnt at 10 th , +2 or under
4. graduation please get hold of the book or material. If it is not, then you are going to give
a brief of it. Prepare a set of objectives for each of the lectures. Document all your
efforts( you need to do it only once) the rest is just updating. reading exercise from the
text book you are going to teach. Know how the author wanted you to deliver in the class.
Is it possible for me to go to world wide web and get some help? Can I go to my
MENTOR ask if I do not understand? What is the level of attainment of my students? Go
through their marks analysis. What is their Psychogical profile Which students will be
able to respond to your questions after your delivery? Reflect on your interaction in the
class and then document. Share with your colleagues. Bolg them so that your students can
share. Prepare different methods of reaching students, there are 40methods devised by
your colleagues, You can add some more. Design tests that are innovative and to the each
of the dimension of Bloom’s Taxonomy.
38. References web http:// www.coun.uvic.ca/learn/program/hndouts/bloom.html
http://cleo.murdoch.edu.au/gen/aset/confs/edtech98/pubs/articles/abcd/dalgarno.html
http://152.30.11.86/deer/Houghton/learner/think/bloomsTaxonomy.html
http://amath.colorado.edu/courses/7400/1996Spr/bloom.html http://
www.stedwards.edu/cte/blooms.htm http:// quarles.unbc.edu/lsc/bloom.html
http://www.dlrn.org/library/dl/guide4.html (some of the links are not active, please do
inform Prof.K.Prabhakar for any broken link)
39. Thank you Dedicated to Prof.Amartaya Sen Please send your Comments to
[email_address]