Blooms taxonomy
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Bloom's taxonomy categorizes levels of thinking skills from low to high order. Low order thinking includes remembering and comprehending information such as defining, listing, and describing. Higher order thinking involves applying knowledge to solve problems, analyzing by breaking ideas into parts, synthesizing parts into new wholes through creating or planning, and evaluating ideas or solutions through judging or critiquing. The highest level is evaluation.
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Bloom's taxonomy
This document presents two different taxonomies for classifying levels of thinking skills - Bloom's Taxonomy from 1956 and Anderson and Krathwohl's revision from 2000. Bloom's Taxonomy outlines six major categories from lower to higher order thinking - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The revision updates these categories and changes Synthesis to Creating. It also provides examples of verbs associated with each category of thinking skill.
Bloom's taxonomy
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.
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Bloom's Taxonomy of Cognitive Levels [Revised].docx
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This document provides practical tips for teaching deaf students, including using clear communication, allowing extra processing time, keeping instructions simple, displaying key vocabulary, differentiating assignments, and collaborating with support staff. Simplified homework tasks and writing frames are suggested. Teachers are advised to speak directly to students, use visuals and recaps, modify assessments, and share resources and lesson plans with support staff.
Excellence through creativity
Students should learn boundaries and respect through creative exploration to reach their potential, while adults create safe environments where students feel encouraged to develop their unique talents through challenging creative learning experiences. Adults and students work together so each individual can help support and challenge themselves.
Inset post 16 (reduced)
This document discusses strategies for effective post-16 teaching. It suggests that strategies used successfully with KS4 students can also engage post-16 learners. An Ofsted report found that weaker post-16 teaching relies too heavily on teacher talk and lacks checks for student understanding. Successful post-16 teaching engages students through enthusiasm, high expectations, feedback to support improvement, teaching strategies tailored to individual needs, and developing independence. Effective lessons involve preparation, linking content, active student participation, and assessment to inform further lessons. The document encourages reflection on applying these strategies individually, within departments, and across the whole school.
Communication training 2013 a
'I understand you're frustrated but we need to solve this problem calmly.'
Student: 'You don't understand anything!'
What is autism
Autism is a lifelong developmental disability that affects how a person communicates with and relates to other people and the world around them. It is a spectrum condition, so it affects people in different ways. Asperger syndrome is a form of autism.
Developing questioning for learning
The document outlines principles for developing questioning techniques to build students' thinking skills. It discusses using "big questions" that cannot be immediately solved to create cognitive conflict and exploring concepts through concrete examples and experiments before deriving abstract relationships. Teachers should encourage metacognition and reflection throughout and consider what background knowledge and preparation students will need to construct understanding of new concepts.
Tectonic Hazards Global Trends Overview
The document discusses trends in tectonic hazards such as earthquakes and volcanoes. It notes that the annual death toll from earthquakes has been higher in recent decades than in the last century, despite earthquake frequency remaining normal. Additionally, over 50-60 volcanoes erupt each year worldwide, and earthquakes cause the most deaths per event, killing over 495,000 people between 1988 and 2007. The economic costs of disasters have also risen over time.
Formation of the Grand Canyon Starter
The Grand Canyon in the United States was formed through the interaction of deposition, folding, weathering, erosion, and tectonic uplift over hundreds of millions of years. Sediments were deposited on the canyon floor when it was under a shallow ocean from 2 billion to 230 million years ago. Uplift began 65 million years ago, and a drop in sea level 5.3 million years ago caused the Colorado River to cut deeper through the rock layers, further eroding the canyon to its current depth by 1.2 million years ago. The landscape is the result of these geological and erosional forces acting over hundreds of millions of years.
What makes a good Unit 4 Essay Answer?
The document provides guidance on how to write a good A2 discursive essay on tectonic hazards. It recommends defining key terms in the introduction, explaining the context and importance of studying tectonic hazards. The introduction should also state the aim of the essay and outline case studies. The methodology section should explain how research was conducted, list reliable sources, and include a range of evidence. The analysis section should structure arguments for and against with points, evidence, explanation and links back to the title and case studies.
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Meeting the needs of deaf students practical tips for teachers
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Blooms taxonomy
- 1. Bloom’s taxonomy High order thinking skills Evaluation Synthesis Analysis Application Comprehension Low order Knowing thinking skills
- 2. Knowing Remembering information eg: define identify label state list match Write the equation for the Ideal Gas Law
- 3. Comprehension Explaining the meaning of information describe generalise estimate paraphrase summarise Describe in prose what is shown in graph form
- 4. Application Using abstractions in concrete situations determine chart implement, prepare solve use develop Derive a kinetic model from experimental data
- 5. Analysis Breaking down a whole into component parts point out differentiate distinguish discriminate compare Identify supporting evidence to support the interpretation of a literary passage
- 6. Synthesis Putting parts together to form a new and integrated whole create design plan organise generate write Develop an individualised nutrition program for a diabetic patient
- 7. Evaluation Making judgements about the merits of ideas, materials, or phenomena. appraise critique judge weigh evaluate select Assess the appropriateness of a conclusion based on the evidence