Blooms

Blooms
Bloom's Research and Response
NUR/427
January 20, 2015
Trecia D. Jones, MSN, RN, CNL
Bloom's Research and Response
According to Bloom's Taxonomy of Learning Domains, learning is divided into three main domains:
cognitive is the thinking domain, affective is the emotion and feeling domain, and psychomotor is
the physical and kinesthetic domain. Included in each domain is a taxonomy or classification. The
taxonomies proceed from the simplest to most complex levels of the domain.
The Cognitive Domain
The cognitive domain includes content knowledge and the development of intellectual skill. There
are six levels in the cognitive domain: knowledge, comprehension, application, analysis, synthesis,
and evaluation. Knowledge is remembering ... Show more content on Helpwriting.net ...
There are five levels: receiving, responding, valuing, organization, and internalizing of values.
Receiving is the receptiveness to experience, and readiness to hear. Responding is reacting or
responding with compliance at first and then later voluntarily and with satisfaction. Valuing is
connecting values and expressing personal opinions. Organization of values in a hierarchy of
importance; completes interrelationships and accommodates behavior to the value system.
Internalizing of values is acting routinely with the new value; it becomes a way of life. The
Psychomotor Domain
The psychomotor domain includes physical movement, coordination, and use of the motor–skill
areas ("University of Connecticut", n.d.). There are five levels: imitation, manipulation, precision,
articulation, and naturalization. Imitation is to replicate an action of another; observe and mirror the
action. Manipulation is recreating an activity from instruction or memory. Precision is performing a
skill reliably, independent of help, and the action is quick, smooth, and accurate. Articulation is
adapting and articulating competence to satisfy a new context or task. Naturalization is instinctive,
effortless and unconscious mastery of an activity and related skills at a strategic level. Conclusion
In conclusion, Bloom's Taxonomy of Learning Domains is extremely helpful in
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Teaching Plan for Npo Patient Essay
Teaching plan
1
Running head: Teaching plan for NPO patient
Teaching plan for NPO patient
Dona Hubbard
Hampton University
NUR–327–01–F07
Georgiana Bougher and Brenda Rhea
November 3, 2007
Teaching plan
2
The purpose of a teaching plan is to educate a patient about treatment, medications, diet, or any
procedure that pertains to their care. If the client is educated then there is a better chance that they
will be compliant with the instructions for their care. The nurse gathers subjective and objective
information about the patient utilizing patient assessment. The nurse then uses this information to
assess if there are any limitations to learning. The learning objectives are taught using affective,
cognitive, ... Show more content on Helpwriting.net ...
Is he able to perform fine motor tasks with his hands? Affective involves beliefs, values, and
attitudes. It's helpful for the nurse to ask: Is the patient
Teaching plan
3
motivated to learn and change his behavior? Can the team identify the barriers to learning and
address them so successful learning can take place? Does the patient recognize the need to learn?
How do the patient's values from his social and cultural background influence his motivation to
learn? Can he be an active participant in learning through listening, learning, and non–verbal
communication? Is he anxious? Is the patient distracted by his environment (AORN 2005)? When
the nurse can ensure these questions are answered, only then can a proper teaching plan be designed
for the patient. Your patient is more likely to follow his treatment plan if he's been involved in the

decision making and knows the plan has been tailored for him (AORN 2005). Listen when he tells
you what he can't or won't do and modify the plan to accommodate his preferences and lifestyle
(London 1999). To assess what your patient has learned and determine whether he needs more
teaching, ask openended questions or have him explain what he's learned (Redman 2001). If you're
teaching him a skill, have him demonstrate it for you. Use repetition to reinforce what he's learned
and provide additional facts (London 1999). Using these skills to educate your patient can

Clinical Simulation Paper
Clinical simulation is becoming more and more common in nursing programs as technology
increases and there are less faculty members to meet the current nursing student demands
(Gaberson, Oermann, & Shellenbarger, 2015). There are many positives to using simulation, for
example the building of confidence in students. "Using simulation–based pedagogy allows students
to integrate psychomotor skill performance, critical thinking, clinical judgment, and communication
skills while gaining self–confidence prior to entering the clinical setting" (Gaberson, Oermann, &
Shellenbarger, 2015, p.188). In a review by Jamil Norman, simulation in nursing education was
examined (2012). Norman concluded that in two studies reviewed it was noted that there was a
significant increase in student's self confidence when they were able to participate in simulation
before the actual clinical setting (Norman, 2012).
In contrast, there are cons to clinical simulation. Students may not always take ... Show more
content on Helpwriting.net ...
It allows the scenario to be flexible and present different outcomes. It is a safe space for students to
experience mistakes without a patient being harmed. "Simulations can introduce students to the
process of being able to perceive characteristics and aspects of patient care situations that may alter
the manner in which nursing care is provided" (Bambini, Washburn, & Perkins, 2009). These
simulations are great additions to theory, as they put an action with a lesson.
However, to replace a traditional educational aspect of nursing with simulation would not be ideal.
The simulations are practice but they are not actually real, with real patients in the real world. The
real world with real patients has its own set of limitations, time constraints and learning outcomes.
While Gaberson, Oermann and Shellenbarger address that there are high fidelity simulators, they are
still not going to be the real thing

The Hopelessness Theory of Depression
The hopelessness theory of depression is a reformulated theory of helplessness and depression.
Hopelessness depression is a proposed subset of depression with strong implications about the
power of perception. There are many negative symptoms, which accompany hopelessness
depression. Hopelessness is the sufficient cause of hopelessness depression and is a phenomenon,
which deserves a lot of attention. This paper reviews the various elements of hopelessness
depression, reviews its causes and consequences, explores treatment courses and takes at the
implications of hopelessness.
CAUSES AND CONSEQUENCES
Hopelessness depression is characterized by the feelings of hopelessness. The feeling of
hopelessness can be arrived to through many ... Show more content on Helpwriting.net ...
Proximate causes are closer to the onset of the symptoms than distal causes. In addition to the time
gap between the cause and the manifested symptoms another factor to consider is to what extent do
the events contribute to the onset of the depressive symptoms. It is important to remember that the
impact of hopelessness depression symptoms on an individual is a direct product his/her perception
of the impact of the life event.
SYMPTOMS
Hopelessness depression is characterized by two distinguished symptoms: a) retarded motivation
and b) sad affect. These two symptoms come from the belief that motivation to try will be worthless
and sadness is derived from this sense of a bleak future. Such a hopeless attitude can also result in
lowered self–esteem especially if they feel as though they will not succeed in various activities in
relation to their peers. The length of the disorder ranges depending on how lasting the event is
perceived to be and the lack of social support
TREATMENT
Since negative life events are theorized to bring the feeling of hopelessness, positive life events are
thus presumed to bring on the feelings of hopefulness. Essentially, to prevent the manifestation of
depressive symptomatology, the hopeless individual must perceive the life event as an occurrence
that is finite in nature and can be controlled with sensible amount of motivation. An extension of this
method would involve addressing the behavior of

An Experimental Research Design With Pre And Post Test Essay
Methods
This is a quasi–experimental research design with pre and post–test, introducing an educational
intervention to train clinicians in the use of HFOV in adult patients. The study's population included
critical care respiratory therapists, residents, fellows and attending physicians at Rush University
Medical Center. Convenience sampling was used to get as many participants as possible to obtain a
sample that represents the target population after study approval from IRB. The sample size was #
critical care respiratory therapists, # residents, # fellows and # attending physicians. Relevant and
clear learning objectives was identified and specified at the beginning of the study. The objectives
were match participants ' level of knowledge and needs. The intended population was recruited by
an invitation email and at the same time they received information regarding the nature and the
purpose of the study. The participation was voluntary. Our local experts faculty created a web–based
teaching module of HFOV application, which was posted in the blackboard learn wed–side. The
content of the web–based education module included; an audio Microsoft power point presentation,
a video demonstrate HFOV application, RUMC's HFOV protocol, and selected reading evidence–
based article. The web–based teaching module presented three main aspects of HFOV; theory of
application, troubleshooting and equipment. Within the invitation email, there was an access to the
education module. The

Focus. Tactical Games Focuses On Students Understanding
Focus Tactical Games focuses on students understanding of game strategies. Each game type has
certain strategies that can be taught in a way that changes from game to game. Students learn how to
do a skill only after they understand the detailed strategy surrounding the actual skill. It is the
physical education instructor's responsibility to give students an overall description of the given task
including athletic forms/stance's, extensions, and activity goals. Researchers found teachers prefer
the tactical games model because students are motivated when participating in the strenuous
activity's. Tactical game participants improve significantly in skill development, declarative
knowledge, and game performance compared to the ... Show more content on Helpwriting.net ...
Up & Over: "Up & Over" is a tactical game that consist of students in lines of two or three using a
(cognitive and psychomotor) physical and mental approach to get hula hoop from the front of the
line, to the back of the line. Each participant in the line will hold one another's hands (Person to the
left of you in line holds one hand while person to the right of you in line holds the other)
interlocking fingers so the hoop will not detach itself from the line. Without letting to hula hoop
touch the floor, students will try to get the hoop from the front of the line, to the back of the line
while the instructor allows students to work independently in groups where students will strategies
and work together to complete the task/activity.
Extension
The instructor is also able to create and add extensions for these activities. For "Cross the River", the
instructor can add a rule extension. The new rule is after every student has crossed the gym floor,
each student from each team must do five pushups, one by one, until every student has completed
the task. For "Up & Over". The instructor may add a rule extension. The new rule is every student
must move from the back of the line to the front of the line one time also trying to move from one
side of the gym to the other side of the gym while getting the hoop through the line. (base line, too

How Can We Define Teachers ' Cognitive Goals For Chemistry...
Implementing the study cycle to the structure of the First–Year Chemistry Laboratory to enhance
their conceptual knowledge
Yoko Toriyabe
TH 885: Teaching College Chemistry, Department of Chemistry and Biochemistry, San Francisco
State University
Research questions
How can we define teachers' cognitive goals for chemistry lab? Can implementation of the modified
study cycle to chemistry lab coursework improve students' conceptual knowledge and motivate
them to self–directed learning?
Background
Different goal settings between an instructor and students:
Cognitive approaches such as peer–lead, inquiry–based, and context and problem–based laboratory
have been implemented to improve the efficacy of chemistry ... Show more content on
Helpwriting.net ...
3 Students were more likely to describe psychomotor goals such as completing the experiment
ahead of the scheduled time and also affective goals such as feeling bad or good based on the
finishing time. As a cognitive goal, faculties expect that students gain understanding while working
through lab, but student's emphasis is more on understanding the material rather than deeper
understanding of chemical concepts. Because student's psychomotor goal is the most priority goal
among cognitive one, pursuits of conceptual understanding are usually delayed. Surprisingly, in
Town's video interview to those students, goals of chemistry faculty such as "a deeper understanding
of the nature of science," "learning experimental design," improvement of writing skills, engaging in
the work of scientists and the "investigation of phenomena" were not

Analyzing The Video Clip ( S ) Essay
1. Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan
number.
[ EdTPA Lesson plans 1 and 2 are shown in the video clips.]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning
environment.
a. Describe how you provided a positive, low–risk emotionally and physically safe environment.
[ I promote a positive, low–risk and emotionally and physically safe environment in many ways.
The students know the classroom daily expectations, the schools rules, and my personal rules that I
have added sense teaching their class, which in some ways differ from my cooperating teachers
rules. I do not allow students to chew gum during class and the students are not to climb the
bleachers to get equipment that has been thrown up their. I expect students to use appropriate
language and treat others how they would like to be treated. When a student feels he or she was
emotionally or physically hurt they come and report it to me. I then talk to the student(s) invoiced
and help them sort it out. During the soccer lessons, in my expiation of the stations as well as on
some of my station cue cards it has warnings about potential dangerous situation that may occur,
such as flaying soccer balls, trip over cones, crashing into someone who is running. I found with
these warning verbally being said and written down the environment stayed organized and safe. ]
b.

Pgcse Assignment
PGCE Assignment 2: Planning a 12 week scheme of work.
Introduction
This assignment has been designed to plan and produce a twelve week scheme of work in
association with Unit 1: BTEC ND e–Media Production course. The course is designed to develop
learners' skills and knowledge in reading, analysing and deconstructing of e–media.
Reece and Walker (2000) discuss, there are several building blocks to be considered when planning
for effective learning. I will discuss the sections of the planning process that need to be considered
planning for a lesson.
Lesson content and building blocks of lesson planning.
The methodology of Teaching and learning. ... Show more content on Helpwriting.net ...
These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform
at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more
complex level of cognitive thinking.
The Psychomotor Domain
The psychomotor domain refers to the use of basic motor skills, coordination, and physical
movement. Simpson (1972) developed seven psychomotor categories to support Bloom's domain.
1. Origination; a learner's ability to create new movement patterns
2. Adaptation; a learner's ability to modify motor skills to fit a new situation
3. Complex Overt Response; the intermediate stage of learning a complex skill
4. Mechanism; the ability to perform a complex motor skill
5. Guided Response; the early stage of learning a complex skill which includes imitation
6. Set; a learner's readiness to act
7. Perception; the ability to use sensory cues to guide physical activity
These physical behaviours are learned through repetitive practice. A learner's ability to perform
these skills is based on precision, speed, distance, and technique. Learners' general objectives would
be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully,

Devotion
Aaron Louise A. Palacay Educational Technology 1
2012 – 200204 Ms. Monica Delos Reyes

Blooms Taxonomy Of Learning In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of intellectual behavior important in learning.
During the 1990 's a new group of cognitive psychologists, lead by Lorin Anderson (a former
student of Bloom), updated the taxonomy to reflect relevance to 21st century work. Bloom 's
Taxonomy was primarily created for academic education, however it is relevant to all types of
learning. Interestingly, at the outset, Bloom believed that education should focus on 'mastery ' of
subjects ... Show more content on Helpwriting.net ...
Create
Ability to put together the separate ideas to form new whole, establish new relationships.
COGNITIVE
AFFECTIVE
PSYCHOMOTOR
knowledge attitude skills
1. Recall data
2. Understand
3. Apply (use)
4. Analyse (structure/elements)
5. Synthesize (create/build)
6. Evaluate (assess, judge in relational terms)
1. Receive (awareness)
2. Respond (react)

3. Value (understand and act)
4. Organise personal value system
5. Internalize value system (adopt behaviour)
1. Imitation (copy)
2. Manipulation (follow instructions)
3. Develop Precision
4. Articulation (combine, integrate related skills)
5. Naturalization (automate, become expert)
Remember
Understand
Apply
Analyze
Evaluate
Create
Define
Identify
List
Name
Recall
Recognize
Record
Relate
Repeat
Underline
Choose
Cite examples of Demonstrate use of
Describe
Determine
Differentiate
between
Discriminate
Discuss
Explain
Express
Give in own words Identify
Interpret
Locate
Pick
Report

Restate
Review
Recognize
Select
Tell
Translate
Respond
Practice
Simulates
Apply
Demonstrate
Dramatize
Employ
Generalize
Illustrate
Interpret
Operate
Operationalize
Practice
Relate
Schedule
Shop
Use
Utilize
Initiate
Analyze
Appraise
Calculate
Categorize
Compare
Conclude
Contrast
Correlate
Criticize
Deduce
Debate
Detect
Determine
Develop
Diagram
Differentiate
Distinguish
Draw
conclu sions Estimate

Seasonal Macy's Developing Gifts Case Study
Seasonal Macy's Employees Wrapping Gifts
Macy's seasonal employees must wrap gifts according to Macy's standards. Gifts need to be in
correctly measured wrapping paper, they need to be taped well, and they need to be decorated with a
ribbon or bow. This is important for adult learners in my audience (seasonal employees) because it's
their job to learn and apply what they learned. Overview of instructional design includes
instructional analysis, instructional goals/performance objectives, instructional methods/strategies,
and evaluation.
Start of instructional design is the instructional analysis. Instructional analysis is a set of procedures
applied to an instructional goal in order to identify the relevant skills and their subordinate ... Show
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There are five activities of instruction (pre instruction, content, learner participation, assessment,
and follow through). Pre instruction motivates learners, inform learners of objectives/ agenda,
inform and orient learners. Content information activities are new information, provide content and
process information. Learner participation activities allow learners to engage with content.
Assessment activities could be formal testing or informal testing. Follow through activities include
providing job aids, promote retention, and encourage transfer of learning. Five activities of
instruction were used when designing instruction. Pre instruction is the presentation (handout about
gift cards). Content is demonstration. Learner participation is demonstration. Demonstration is the
best method because the learner can get hands on practice which is needed for psychomotor skills.
Assessment is the test. Follow through would be a video link/handout given at the beginning of

The Effectiveness Of Traditional Lecture And Scenario...
Background: The effect of innovations within the healthcare industry causes many scientific and
technical changes in healthcare delivery. To cope with these changes, there is necessitate to prepare
and train healthcare workers to improve employees ' knowledge and the quality of care. Limited
clinical experience with a new mode of mechanical ventilation, such as Airway Pressure Released
Ventilation mode, make its implementation difficult in the real critical world. Adequate staff training
time is essential to improve employees ' knowledge and skills. Objective: To evaluate the
effectiveness of traditional lecture and scenario–based learning for training respiratory therapists and
critical care residents at Rush University Medical Center for the use of Airway Pressure Release
Ventilation (APRV). Methods: This is one–group pretest and posttest intervention study, a quasi–
experimental research design. The study is introducing an educational intervention to train the use of
APRV. The educational strategy involves traditional lecture and scenario–based learning. Different
scenarios will be created based on APRV application. The population will include respiratory
therapists, critical care residents, fellows and attending physicians at Rush University Medical
Center.
3. Introduction: The effect of innovations within the healthcare industry causes many scientific and
technical changes in healthcare delivery. To cope with these changes, it is necessary to prepare and
train

Effectiveness Of A Combined Therapeutic Approach On...
According to the Alzheimer's Association (2014) website, someone in this country is diagnosed with
Alzheimer's disease every 67 seconds. Projection figures of the year 2050 state 16 million people in
the United States will have Alzheimer's disease; triple the present rate (Alzheimer's Association,
"Latest Facts & Figures Report", para. 1). Alzheimer's research has expanded slowly over the past
decade. However, with prevalence rates increasing rapidly, high quality of care will be imperative.
Observations, questionnaires and other diagnostic tests will be implemented to evaluate the
effectiveness of a combined therapeutic approach on negative disease symptoms. The aim of the
study is to reduce negative symptoms of mild and moderate ... Show more content on
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Multi–therapeutic approach towards the reduction of negative symptomatology and diminished
brain atrophy in mild and moderate Alzheimer's disease: An observational, unobtrusive research
design conducted in nursing home facilities.
Alzheimer's disease is an insidious illness which leads to cognitive and functional impairment, and
is becoming more commonplace than ever before. There is no known cure, treatment, or prevention
for this disease; in case of point, researchers have yet to discover a way to slow the progression of
the illness. As the treatment of the physical manifestation of this disease is difficult to pinpoint,
many researchers have dedicated their resources to finding ways to improve the quality of life of
those who are diagnosed. Many patients with Alzheimer's experience depression, anxiety,
aggression, and social isolation as a result of their disease; these emotional responses can be treated.
Social, music, and exposure therapy in a combined approach will significantly decrease depression
scores on the Geriatric Depression Scale (GDS) and reduce agitation scores on the Cohen–
Mansfield Agitation Inventory (CMAI). Participants exposed to our therapy program will show less
physical and verbal aggression, demonstrate positive body language as observed by a third rater,
increased brain stimulation reflected in fMRI scans and decelerated brain atrophy from the

The Importance Of Education In Education
The need for the educational system in Chicago, IL or in the entire United states of America is the
ability to recruit, obtain, and retain effective and experienced teachers. Gone are the days where
almost all of the teachers are actually invested in the education and success of our students. Grated a
lot of the creativity was removed from the hands of our instructors because they practically have to
teach standardized test. The focus have been taken off of children actually receiving and learning the
life skills that they need as well as being enthused to learn because they have absolutely no interest
in doing the same lesson over and over. Where are the lesson plans that allow for the student and the
instructor to discuss world issues and news. The students have no place where they can express how
they feel about the world going in around them. It's hard enough having to deal with life and it
makes it even harder to have to hold it in.
" If a child can't learn the way we teach, maybe we should teach the way they learn", (Inganacio
Estrada, ssheltonimages.com) . The administration has to be diligently seeking educators that are not
just in the profession to get a pay check but actually want to educate our children. We first have to
understand that everyone does not learn the same way. Some learn by lecture, some by hands on and
some by both. A good educator would make note of his or her students and pay attention the needs
of her students as much as time and class lessons

Analogue Studies Do Not Aid Depression Knowledge
The use of distressed college students as analogues for depression research, however, is not
sufficient in meaningfully advancing our current knowledge of depression and its treatment. Due to
ease of access and convenience, the excessive reliance on this sample has made some researchers
neglect crucial and noteworthy differences. This paper will address these critical differences
including severity and symptomatology, issues of generalizability and problems with the
psychometrics. Lastly, this paper will illustrate how research of college students as analogue
samples does not need to be discontinued; rather, several suggestions to improve this research will
be explored. Currently, there are two views in the literature regarding depression: ... Show more
This difference, however, is not found in the Beck Depression Inventory scores with students
(Coyne, 1994). Goodman and Koenig (1992) attribute this finding to female college students having
greater social support, less negative life events, and being exposed to a more egalitarian
environment. Also, it has been established that minorities are underrepresented in college
populations, and the minority students that are included in the samples do not accurately reflect the
minority groups in the general population (Coyne, 1994). These significant differences in
demographic factors indicate problems with generalizability. In addition to demographic factors,
differences in symptomatology between distress and depression create problems when using college
students as an analogue sample. A primary symptom of depression is anhedonia or marked loss of
interest or pleasure in almost all activities (Coyne, 1994). However, when symptoms between
college students and clinically depressed individuals were examined, it was found that the most
significant difference in symptomatology between the two groups was for anhedonia, in which the
college sample reported significantly lower levels (Cox, Enns, Borger, & Parker, 1999). This is
a cause for concern, especially in regards to treatment development. Researchers could expend great
resources developing a treatment based on an analogue sample such as college students, only to
discover it is

Personal Education Philosophy
The purpose of this paper is to identify my personal educational philosophy. Every student is unique
in their own way, and should be given an opportunity to learn in an environment that fosters mental,
emotional, social, and physical development. It is my duty as a health and physical educator to
provide an environment conducive to learning that is relevant, engaging, and a challenging
experience for all my students despite their physical abilities. A monist views the mind and body as
one. As the book states, physical activity is equally as important as intellectual activity pertaining to
the mind and body relationship (Wuest & Fisette, 2012).The purpose of physical education is to
teach the whole student, not just their body. It is my belief that we learn from our personal
experiences. I am firm believer in John Dewey's approach that we "learn by doing". Therefore, after
reading the text my professional philosophy derives from the pragmatic and humanistic
philosophies. Pragmatism: According to the text, a pragmatist believes that experiences not ideals or
realities are the basis of the truth (Wuest & Fisette, 2012). Throughout my life, I have always had
someone verbally tell me how to solve a problem, or perform a skill. I never completely grasp the ...
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For example, giving the same dribbling assessment to a student in a wheelchair and varsity
basketball player sounds petrifying. I prefer to set my students up for success by giving that student
in the wheelchair different equipment with attainable goals so he or she will have a positive mindset
for physical education. I like to give my students choices in what activities we do in class so they
can take ownership of their learning. We all have standards to teach our students, but by allowing
the students a voice in what they learn could be the difference in motivation for learning the

Essay On Aims And Objectives Of Teaching Science
UNIT 2 AIMS AND OBJECTIVES OF TEACHING SCIENCE
2.1 Aims of Teaching Science
2.2 Objectives of Teaching Science Major objectives Specific objectives
2.3 BLOOM'S Taxonomy of Educational Objectives Cognitive Domain Affective Domain
Psychomotor Domain
2.4 Aims and Objectives of Teaching Science at Different Levels. Primary Level Secondary Level
Higher Secondary Level Exercises Suggested Reading
Science is one of these human activities that man has created to gratify certain human needs and
desires. Science has been pursued for so many centuries and attracted the attention of great scholars.
Science gives the knowledge of certain facts and laws and an insight into methods and data. The
rapid advancement of science and technology has made it all the more important to provide for
science education in the schools. The important value of science is that it has introduced us to new
ways of thinking and reasoning. It helps developing consciousness. It has given us a real insight into
ourselves and the things around us. It sharpens our intellect and makes us intellectually honest and
critical in observation and reasoning. It guides us to arrive at conclusions without any bias or
prejudice. This ... Show more content on Helpwriting.net ...
This may include the identification of the parts, analysis of the interrelationships and recognition of
the organisational principles involved. 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. The assessment verbs that Bloom recommends in this level are–
analyse, classify, differentiate, distinguish, infer, point out, select, subdivide,

Learning And Teaching Process : My Partner Madelyn And I
Upon assignment of our Skill Teach project, my partner Madelyn and I, began discussing several
activities in which we could teach one another. This discussion lasted close to half an hour before
we determined a motor skill that I would be able to instruct Madelyn through. The final motor skill
we pin pointed was knot tying. This motor skill was something that I had experience with, and that
Madelyn was unknowledgeable but interested in learning. The following information, it a brief
overview of the learning and teaching process that occurred.
With a wide topic like knot tying, I soon found that I needed to narrow down what specific knots I
would teach Madelyn before beginning. After much debate, I concluded that the most useful knot
series to teach Madelyn at this time, would be a figure eight knot. From this I was able to create the
following teaching objective: The instructor will teach the student to independently tie three
versions of a figure eight knot; 1) basic figure eight knot, 2) figure eight knot on a bight, and 3)
figure eight follow through knot, within five lessons using a 48" length of 1/8th inch paracord. From
this objective, I was able to create the following learning objective for the student: The student will
be able to independently tie three versions of a figure eight knot; 1) basic figure eight knot, 2) figure
eight knot on a bight, 3) figure eight follow through, within five lessons using a 48" length of 1/8th
inch paracord without instructor

In Physical Education There Is A Wide Variety Of Students.
In physical education there is a wide variety of students. There are the student athletes, student's
who have a moderate level of physical activity, student's who may be self–conscious, student's who
are overweight, student's that just don't care about physical education or school at all. Educators
have to find a way to for these students to interact and feel like physical education class is a class
where everyone can succeed. The Cooperative Learning Model was designed to do just that. This
model was originally referred to as the Student Team Learning Model (STL) and created by Robert
Slavin (Instructional Models for Physical Education (as cited in R. Slavin 1983)). It is focused on
three main concepts: team rewards, individual ... Show more content on Helpwriting.net ...
When implementing this program there will be groups of four to six students working together in
teams to complete a certain task (M. Metzler, 2011). Student's given different roles can better feel
like they have an impact on the classroom environment.
A study done at the University of Memphis by Ben Dyson looked at the teacher perspective on the
implementation of a cooperative learning program and the students' reactions to the Cooperative
Learning Model being implemented. The study focused on two mixed third– and fourth–grade
classes at Loon Elementary School (B. Dyson, 2002). The study found that the implementation of
cooperative learning might take time for the teacher to become used to but has a positive outcome
(B. Dyson, 2002). This model correlates directly with the three learning domains (psychomotor,
cognitive, and affective) and with the national standards for physical education (B. Dyson & S.
Grineski, 2001). Another study done by two researchers in Finland looked at how this method
effects the development of social helping behavior (S. Polvi and R. Telama, 2000). There were 4
groups of 11–year–old girls that were researched over 9 months for 2 hours each week (S. Polvi and
R. Telama, 2000). It found that the implementation of a cooperative learning or se–education has a
positive effect in a physical education class (S. Polvi and R. Telama, 2000).
A teacher understanding that this model is going to take time and the lessons are going to be long is
a big

Bloom's Taxonomy of Education and It's Use in Nursing...
Bloom's Taxonomy of Education and its use in Nursing Education xxxxxxxxxxxxx NUR/427
February 25, 2013
Jason Palm
Abstract
Bloom's Taxonomy is a classification of learning objectives in education. It divides these objectives
into three domains which are (a) cognitive, (b) affective, and (c) psychomotor. By focusing on these
three domains, we can observe how nurses can use these domains to care for and help educate
patients with chronic illnesses.
Bloom's Taxonomy of Education and its use in Nursing Education
Bloom's Taxonomy is a classification of learning objectives in education that was developed by a
committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge
must be mastered ... Show more content on Helpwriting.net ...
The nurse's role would be to evaluate first the patient's level of understanding of their disease. It is
important to also include a patient's support system when teaching. The nurse must give the patient
information about his or her condition in a form he or she can easily understand so the patient can
develop a genuine comprehension of the disease process. After the patient has a good
comprehension of the disease, he or she can then apply this knowledge to his or her own situation.
When this knowledge is applied to a patient's own situation, the patient is then able to ask questions
and form a new way of thinking about living with the disease. When these steps are accomplished,
the patient will then be able to create a plan that would help in achieving his or her goals in regards
to living with the disease process. As nurses caring for patients with chronic illnesses, recognizing
where patients are at in their journey with learning about their chronic illness, and meeting them
where they are will help when educating and guiding them to the next step. Affective The affective
domain focuses on the manner in which we deal with things emotionally. There are five major
categories in this domain which are (a) receiving phenomena, (b) responding to phenomena, (c)
valuing, (d) organization, and (e) internalizing values. It is important to get on our patients level.
Nurses should sit down with patients so they can look at each other

Planning a 12 Week Scheme of Work
PGCE Assignment 2: Planning a 12 week scheme of work.
Introduction
This assignment has been designed to plan and produce a twelve week scheme of work in
association with Unit 1: BTEC ND e–Media Production course. The course is designed to develop
learners' skills and knowledge in reading, analysing and deconstructing of e–media.
Reece and Walker (2000) discuss, there are several building blocks to be considered when planning
for effective learning. I will discuss the sections of the planning process that need to be considered
planning for a lesson.
• Lesson content and building blocks of lesson planning.
• The methodology of Teaching and learning.
• The theories of learning and what influences planning.
• Assessment through the use of ... Show more content on Helpwriting.net ...
(Reece &Walker, 2000), suggest the well rounded and fully functioning learner needs to develop in
all three domains.
Session one makes use of psychomotor and cognitive learning with reference to the affective
domain, where learners will understand, Comprehension and uses their perceptual abilities.
Demonstrate a skill, e.g. areas for use are reading, handwriting. (Reece & Walker (2000) suggest the
planning of a cognitive lesson where the emphasis is on ‘understanding', student activities should
be delivered in building blocks of information, (blocks of fifteen minutes), this is the analysis
behind the session plans.
Session two, demonstrates an understanding of the three learning conditions, e.g. continuity, practice
and feedback. Each session includes the three main components of a skill session; introduction,
development and conclusion, giving students experience, enabling reflection, and increasing
motivation.
Objectives
Lesson content depends upon the style of learning taking place (Huddelton & Unwin, 1997; Cohenet
et al, 1996). When planning for the session, objectives need to be considered. Product objectives are
concerned with what the learner will be able to produce at the end of the session.
Huddleston & Unwin (1997p.26) suggest process objectives ‘are often connected with transferable
skills' one of which is communication of information. Cohenet al (1996), suggest when the
consideration discussed have been

Preventing Stds And Its Effects On Children
number one method to prevent STDs, many on the adolescents in this study "perceived sex as
normal and abstinence as unlikely" (Akers, A., et al., 2012, p. 92).
Asking about someone's sexual history or insisting on using condoms both require much confidence.
This article suggests that many adolescents are not unknowledgeable about the risks of STDs and
ways to avoid them. Many adolescent feel that partners may not be cooperate with prevention
strategies. Also, many adolescents do not take the proper precautions to prevent STDs because of
social status and preconceived notions that someone may or may not have an STD. Having multiple
sexual partners was perceived as cool for males, and this made males more desirable for females.
While many females felt they would not fit in if they were not being sexually active. This
information alone provides a need for teaching.
Development of the Teaching Plan The main goal of patient education should be optimizing the
health of the patient .Educating about preventative health care not only benefits the patient but it
also helps to reduce costs of healthcare. Some patients may be apprehensive about asking questions
about their diagnosis, especially in sensitive cases such as acquiring an STD. In order for teaching to
be effective the patient has to be ready to learn. The person providing the teaching, usually the
nurse, should evaluate what the patient is interested in learning while also ensuring to teach what the
patient needs to learn.

A History And Stance For Benjamin Bloom 's Theory
A History and Stance for Benjamin Bloom's Theory
Benjamin Samuel Bloom was an educational psychologist from America who is remembered for his
creation of "Bloom's Taxonomy." This included the theory of mastery–learning and the development
of the exceptional talent. All of his research and findings lead to this foundational and vital element
within the educational system.
History
Benjamin Bloom was born on February 21, 1913 in Langsford, Pennsylvania. He received a
bachelor's and master's degree from Pennsylvania State University in 1935, and a Ph.D. in
Education from the University of Chicago in 1942. In 1943 Bloom started to serve as a University
examiner, which is a job where he developed tests to determine undergraduate's mastery of ... Show
more content on Helpwriting.net ...
Also, in 1964, Bloom published the book, Stability and Change in Human Characteristics. This was
based on many studies that lead to an interest of early childhood education, which included the
beginning of Head Start. All Bloom's research predicted that many physical and mental
characteristics of adults are somewhat present during the younger stages. Finally, Bloom made a
final summary of his work in 1980 in the book, All Our Children Learning. This showed evidence
that virtually all students can learn and function at a higher level if the appropriate measures are
taken at home and in school (Contributors, 2013).
The Taxonomy Bloom's taxonomy was created so that students would exhibit higher thinking during
instruction, like evaluating concepts, processes, procedures, and principles, rather than remembering
facts and just learning to a test. There are three domains within this learning theory and they are
cognitive, affective, and psychomotor. Cognitive domain is a person's mental skills or knowledge.
Affective domain is the growth in feeling and emotional areas or attitude. Psychomotor domain is
manual and physical skills (Benjamin S. Bloom, 1956). Bloom's theory is a way to set the goals of
the learning process. In a sense, this means that a student should acquire a new skill, piece of
knowledge, and/or a new type of attitude (Paul, 1985). Originally, only the

Competencies Of A Nurse Educator
Competencies
Student attained
Nurse educator possesses a sound understanding of theories, principles, and models.
I have attained this competency by my ability to integrate various learning domains such as
cognitive, affective and psychomotor in my teaching strategies
Nurse educator exhibit understanding of conceptual and theoretical foundations and principles
related to educational and adult learning
I have attained this competency evident in my ability to understand various teaching models and
adult learning theory
Analyze domains of learning cognitive, affective and psychomotor and their application in different
academic settings
I have attained this competency evident in my ability to inspire and motivate other students to
achieve their

Blooms Taxonomy Summary
Education is just one of the many academic cultures found within the social sciences. Education can
be defined as a subject involving the use of studying and training to develop knowledge and skill. In
the article, An Active Learning Approach to Bloom's Taxonomy: 2 Games, 2 Classrooms, 2
Methods, author Fred Weigel and Mark Bonica explain that the study of cognitive learning, affective
learning, and psychomotor learning are all associated with Bloom's Taxonomy, an important tool
used in education (21). Knowledge produced within this discipline is important because it explores
how people learn and develop. Two researches were conducted by both Weigel and Bonica, The
Macroeconomics Game: Trade or Raid and The Healthy Policy Game: Vote,

Essay On Educational Needs
Analysis for the identified need
The need for the educational system in Chicago, IL or in the entire United states of America is the
ability to recruit, obtain, and retain effective and experienced teachers. Gone are the days where
almost all of the teachers are actually invested in the education and success of our students. Grated a
lot of the creativity was removed from the hands of our instructors because they practically have to
teach standardized test. The focus have been taken off of children actually receiving and learning the
life skills that they need as well as being enthused to learn because they have absolutely no interest
in doing the same lesson over and over. Where are the lesson plans that allow for the student and the
... Show more content on Helpwriting.net ...
In this case we're teaching children in grades kindergarten up to the eighth grade. The students age
range from five years of age up to age fourteen. These children live on the heart of the south side of
Chicago in district 299. Majority of these students live in low income single parent homes. Most of
their parents have little to no education, meaning eighth grade up to a high school diploma. These
children live in neighborhoods where the cops are on every corner and parents have to volunteer for
the safe passage program that make sure that the children get to and from school safely.
The first Learning characteristic that I would like to identify is that good learners never run out of
questions. Often times adults are so quick to tell a child that they ask too many questions. Usually
sighting that the child is nosey and need tp stay in a child's place, What we don't understand is that
we are dimming their light and causing them to feel like it's wrong to ask questions, when in fact if
you never ask the question then the answer is always no. An effective teacher would notice an
intuitive student a nourish that part of that student.
The next learning characteristic that I would like to identify is that good learners are curious thus
that is why they ask so many questions. This works particularly well for student with reading
comprehension. Which

Video Feedback
Background
Traditional instructor to student feedback during the practice of psychomotor skills consists of
verbal commentary and demonstration related to the application of learned skills. Feedback in
clinical and professional education has been described as "specific information about the
comparison between a trainee's observed performance and a standard, given with the intent to
improve the trainee's performance" (van de Ridder, Stokking, McGaghie, & ten Cate, 2008, p. 193).
This conceptualization of feedback can be thought of as a cycle of information as initial
performance is observed, then commented on, with refined performance observed at a later time to
assess skill progression or competence. Students internalize the verbal feedback ... Show more
(2013) audiovisual feedback assists in reaching a movement goal and has the potential to motivate
the learner to train longer than with a simple and abstract visualization. Additionally, Sigrist et al.
(2013) address feedback strategies may also be classified according to the point in time at which
feedback is provided: either during a motor task execution or by multimodal augmented feedback
which includes visual and audio feedback.
The purpose of this study was to investigate the effectiveness of using annotated video technology to
provide feedback to first semester occupational therapy students as they learned the psychomotor
skills of range of motion, manual muscle testing, and transferring clients between surfaces.
Specifically, this study addressed the following research questions:
1) Will annotated feedback on psychomotor skills lead to a significant difference in mean scores on
the related lab practical?
2) Which psychomotor skill competencies will first semester OT students report receiving the most
benefit from annotated video feedback?
3) What are first semester OT students' perceptions of annotated feedback during psychomotor

E Learning Online Learning Web Based Training
E–Learning...Online learning...web–based training ...these are all essentially the same thing:
learning delivered via some type of electronic device. You may have completed an e–learning course
yourself. It may have been designed to introduce a concept or facts; or to teach a new skill, process,
or procedure. It may have been text based with some type of assessment, or it could have been a
simulation or a game. It could have been delivered asynchronously (self–paced) or synchronously
(in real time with an instructor or facilitator). In any case, it included some form of media (text,
graphics, video, narration) and had some common design features.
In general, some features of e–learning include the following.
Learning can be self–paced and user–controlled
Interactive and engaging, using multimedia, simulations, games, etc.
Provides immediate feedback
Adaptive – can branch based on user responses
Provides multiple types of media: text, audio, video, images, and illustrations
Motivating
High learning retention
Business needs
But despite the many benefits of e–learning, it may not always be the right choice for your specific
business needs and goals. Evaluating your business goals should occur before you begin developing
your training materials.
In terms of business goals, e–Learning has advantages and disadvantages.
Advantages
Cost effective – with most e–learning authoring tools, online courses can be created quickly and
inexpensively. In addition, businesses can

Curriculum Objectives For Academic Standards
Academic standards are defined as statements of what all students, teachers, and schools are
expected to recognize. Content standards define the understanding and abilities that students should
conquer. The content standards are relaxingly known as "what" students should know and be able to
do. They specify the methods of thinking, working, communicating, reasoning, and investigating the
significant and lasting concepts, subjects, and dilemmas. Content standards define what every
student should be able to do.
Content standards are of abundant significance. Without standards, states, school districts, and
schools would not have any goals to conquer by the time of advancement to the next level in
education. By corresponding standards within each grade level and subject area, all will know what
instruction students should be receiving, what areas students should be educated on, and what areas
they will be tested on.
Instructional objectives serve as goals that educators have established in the success of a superior
goal. They allow students to know what is expected of them within the class. Instructional objectives
map out the directions in which teaching leads and, then, become the focus of instruction. This not
only assists the focus and understanding for the teachers, but also for the students. Without
instructional objectives, education is as a tumbling leaf whose endpoint is reliant on on the will of
the wind. Educators will be following the unknown in order to achieve

12 Basic Principles And Practices For Effective Adult...
Edrenia Williams
Critique 3
Introduction:
Chapter five states the individual learning enhancing. It also list categories on how group work helps
the individual. Chapter six states the twelve basic principles and practices for effective adult
learning. it also about immediacy, which is a tool from the learning needs and resources assessment.
New Learning: A new learning for me in chapter five was that small group work can help a person
learn faster and with accuracy. Another new learning was that we can use PowerPoint as a point of
power. A new learning for me in chapter six was the original twelve principles. Another new
learning for me in chapter six was that the best learning comes from cognitive, affective, and
psychomotor.
Application:

Lessons From The Video Clip ( S ) Essay
Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by lesson plan
number.
[ EdTPA Lesson plans 1 and 2 are shown in the video clips.]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning
environment.
a. Describe how you provided a positive, low–risk emotionally and physically safe environment.
[ I promote a positive, low–risk and emotionally and physically safe environment in many ways.
The students know the classroom daily expectations, the school 's rules, and my personal rules that I
have added since teaching their class, which in some ways differ from my cooperating teacher 's
rules. I do not allow students to chew gum during class and the students are not to climb the
bleachers to get equipment that has been thrown up there unless they ask me first. I expect students
to use appropriate language and treat others how they would like to be treated. When a student feels
he or she is or was being emotionally or physically hurt, they come and report it to me. I then will
talk to the student(s) who are invoiced and help them sort it out. During the soccer lessons, in my
expiation of the stations as well as on some of my station cue cards there are warnings about the
potential dangerous situation that may occur, such as flaying soccer balls, trip over cones, crashing
into someone who is running written on the cards. I found with these warning verbally

Cognitive Classroom Practicum Definition
The role of the teacher in the traditional form is converted into the role, as "facilitator" of learning
through integrating informal discussions. The active learning around teacher–oriented changed into
learner–oriented based on learning domains framed by Bloom's taxonomy. The cognitive learning
reflects the intellectual knowledge; psychomotor, represents kinesthetic or hands– on application,
and affective learning expresses the feelings, attitudes, and emotions which initiate the learners into
positive changes (Billings and Halstead, 2017). Educator is in position to apply these domains
appropriately to the respective learning experiences.
Cognitive domains the imparts of appropriate concepts consider as basis for learning the skill in
nursing practice to deliver quality care to an individual, family and community (Baes, Remolado,
Livera, & Decatoria, 2013, p.8). ... Show more content on Helpwriting.net ...
Many techniques are effective in assessing cognitive domain, but in my practicum class the oral
questioning is the best method as the variety of informations taught at short duration on each topic.
The assessment and evaluation carried frequently under formative way through oral questioning,
roleplay, reflection, and concept mapping. In case of affective domain the perception originate from
receiving, responding, valuing, organizing, and characterising. Thereby, the affective domain
reflects the driving force of the nurses involvement in learning actively through concept

Blooms Taxonomy Research Paper
Bloom's taxonomy is a classification of different levels of learning and questioning. It is divided up
in to 3 different domains of learning where different levels are established. Each level must be
reached by mastering the previous level. The three different domains are cognitive, affective and
psychomotor. These levels in each domain often depicted in a pyramid structure with the base being
the most fundamental aspect and the top of the pyramid being the highest level of learning and
questioning. If the base is not soundly established then the pyramid will not stand and one will not
advance into higher levels. Essentially Bloom's taxonomy is a way to look at learning and how
learning is evaluated. The base level learning is just basic knowledge. An example of this would be
learning basic facts. The highest level in the cognitive domain is evaluation. In this level, one would
take the basic facts they know and use them to evaluate ... Show more content on Helpwriting.net ...
Lesson plans are designed to engage students in the higher levels of Blooms taxonomy while test
questions are written based off of the different levels. Students are no longer asked to regurgitate
facts but apply them to new scenarios. For this class, an example would be instead of asking us the
facts of the Great Depression, our questions will focus more on what affects did the Depression have
on society at the time or even asking us to predict how society would be today had the Great
Depression not occurred. These latter questions require a lot higher level thinking. As a student I
would still have to know the basic facts to answer the question but a successful answer would show
that I not only knew the facts but I knew how they fit together in the bigger picture. It would also
force me to develop new, sound ideas based off of these facts. In essence, Bloom's taxonomy will
help show a mastery of the content rather than

Sassociative Domaine Lesson Report
Central focus and purpose for the content you will teach
In this learning segment I will teach rules of the soccer game, dribbling, and passing. The rules will
be taught in the station with flash cards, this is so the students can activity partipapte in a soccer
game outside of school. Two soccer basics are dribbling and passing. The students will practice
dribbling in and out of different cone patterns to mimic having to dribble around an opponent in a
game of soccer. Passing is another important skill in soccer, students will practice passing a ball to a
partner. In the game of soccer the ball will have to be passed to a teammate to be able to score a
goal.
Give centraal focus
Leanring the rules of the game of soccer, how to dribble ... Show more content on Helpwriting.net ...
Dribbling and passing both help develop movement patters that relate to the psychomotor domaine.
Learning the rules of the game will teaching performance concepts, this meets the cognitive domain.
Working in groups at stations to learn the game rules, as well as working with a partner to pass the
ball works inside the affective learning domain.
explain how plans build
During each of the lessons in the unit, the students are building onto their skills they have learned in
the previous lesson. In lesson three the students worked in station, at one station students used
flashcards made by myself to learn the terms and rules of soccer. Then in lesson four the students
worked at stations again and used flash cards to learn the officiating singles that correlated with the
rules learned in the previous lesson. Then in lesson five the students used their knowledge of the
soccer rules and applied them to the soccer circle game. During each lesson the student is building
upon their cognitive knowledge of the terms and rules of soccer then applying them in a game like
setting. In lesson three the students learn

Reflection Papers On Bloom's Taxonomy
REFLECTION JOURNAL 1
ASSUMPTIONS ON BLOOM'S AND LEARNING
DEANNA SHELOW
AMERICAN COLLEGE OF EDUCATION
ED5253
ANN MOWERY, Ed.D.
OCTOBER 9, 217
"What any person in the world can learn almost all persons can learn if provided with appropriate
prior and current conditions of learning" (Bloom, 2017). This belief was held by Dr. Bloom in 1956
when he and his team created Bloom's Taxonomy. Since then educators have been utilizing these
"goals of the learning process" (Clark, 2015) and making assumptions of its usage and implications.
I too did have assumptions but have not thought about how I developed them or how they would
affect my use of the taxonomy. When starting this reflection I held three assumptions true about
Bloom's Taxonomy. The first is if the educator uses Bloom's Taxonomy for planning through
assessment, then the student will develop higher order thinking skills. Secondly, a student can move
on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if
educations use different levels of Bloom's Taxonomy in lessons students will retain more
information. Interestingly, I uncovered two additional assumptions that I did not know I had. The
first of which is that the focus on cognitive development of Bloom's devalues importance of other
domains. The other is that Bloom's Taxonomy is used only by educators in K–12 and college. Here
are some things I understand about this subject that informed or changed

Essay on Bloom taxonomy
Bloom's Version
Bloom's Taxonomy was created by Benjamin Bloom in 1956. Bloom identified that there were three
categories of learning. Cognitive: Mental skills (knowledge) Affective: Growth in feelings or
emotional areas (attitude) Psychomotor: Manual or physical skills (skills).
Bloom and his committee created these learning domains strictly for academic context. The design
was used to develop a system of learning behaviors to assist in designing educational learning.
Teachers can use this theory in the classroom each and every day. These different levels or
categories of learning can help the teachers to assess students in different areas. Bloom's Taxonomy
gives more options instead of just test students by written ... Show more content on Helpwriting.net
...
Create is now the most complex level where as Evaluation was the most complex level in Bloom's
original Taxonomy.
Questions: My field of study is physical education. These questions are all based on sports that I
would teach in my class.
Remember: How many feet is it from home to first base? How many feet is it from home to home
again?
Understand: If baseball team (A) is on defense, and they turn 2 double plays, catch 3 fly balls, and
have 6 ground ball outs, what inning are they in now, and how many outs are there in the inning?
Apply: Show up to 5 different ways a batter could hit .247 and then show up to 5 different ways a
pitcher could have a K–BB ratio of 6–5.
Analyze: Distinguish the difference between Albert Pujols' batting average, 357 hits in 749 at bats if
he were to get 8 hits in his next 10 at bats.
Evaluate: Do you think adding 20 games to the baseball season is a good or bad thing? Explain the
possible effects on batting average and on ERA.
Create: Invent a new game with, rules/regulations, size and dimensions of the field of play, goals
and objectives, equipment needed, and finally be able to demonstrate the movements performed in
the game.
Teachers can use this taxonomy

Procedural Knowledge From Bloom's Taxonomy
The objective that I have chosen is procedural knowledge. "Procedural knowledge involves how to
do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods"
(Billings & Halstead, 2016, p. 252). The procedural addresses how to do something, allows for
questions and addresses "criteria for skills, algorithms, techniques and methods" (Center for
Innovation in Teaching & Learning, 2014). Having a student from Molloy College for the next five
weeks, the procedural objective from Bloom's taxonomy would be appropriate. The student will
learn using demonstration of the task, algorithms, procedure manuals, college requirements and
hospital policies. Bloom has three areas of learning and they consist of

The Effects Of Music Therapy On The Rate Of Depression Essay
Objective:
In patients with recurrent episodes of depression, does music therapy reduce the recurrence rate?
P = patients with recurrent episodes of depression
I = music therapy
C = no music therapy
O = decrease in recurrence rate of depression
Search Strategy:
In order to answer this question, the Cochrane Controlled Trials Register, MedLine, PsycInfo,
PubMed, and ACU library databases were searched. In addition, past reviews, articles and studies
from government agencies in United States, United Kingdom and Australia were checked. At first,
the search was conducted using music therapy with minimal relevant results. Because this issue
relates to mental health nursing in particular, the mental health database was used instead. The main
key words searched included music therapy, mental health, depression, intervention, which linked to
clinical trials and systematic reviews. In order to ensure the articles were relevant to the medical
field, nursing and Psychological was included as a keyword.
Selection Criteria:
Controlled studies that evaluated the effect of music therapy in a population who have experienced
episodes of depression. I required that studies have complete outcome available, accurate conclusion
measurement, appropriate selection of the comparison group and elimination or control of factors
such as bias.
Data Collection:
Five published studies met the selection criteria. Two authors using a standard concept to form
independent data. Odds ratios with 4

Psychomotor Skills Development: Psychomotor Skills
Psychomotor Skills
In his classic book entitled Permanent Learning Lancelot (1944) proposed that psychomotor skill
development requires a blending of the mind and muscle. He further explained that manipulative
acts are guided by thought, and that a direct relationship exists between the quality of thought and
the quality of manipulative performance. Watson (1980) agreed that psychomotor skill development
involves both muscle and thinking skills. According to Watson, psychomotor skills are acquired
through a three stage process: (1) early cognitive – usually of short duration and includes attention,
observation, and thought about how and why the skill is performed, (2) lengthy practice or fixation –
includes practice sessions aimed at shaping correct performance, and (3) final autonomous stage –
correct performance becomes automatic, with increases in speed, accuracy, dexterity, timing, and
greater understanding of application settings. Unfortunately, college students do not always reach
the final autonomous stage. However, advanced stages of the skill acquisition process are often
attainable. ... Show more content on Helpwriting.net ...
The exception is mental practice, a theory in its infancy at the time of Lancelot's work. (1) The
development of psychomotor or manipulative skills is a complex process that for most skills
requires high level mental thought as well as physical activity; (2) the preparation and presentation
activities of teachers have a definite influence upon skill acquisition; (3) skill acquisition appears to
be NACTA Journal – March 1986 highest when students are motivated to perform the skill,
demonstrations are provided which can be imitated by students, both physical and mental practice
are provided, and knowledge of performance results is provided; and (4) retention and transfer of
psychomotor skills may be improved through these same teaching

Blooms

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