Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
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To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
English Language learners: This is a step-by-step 34-slide presentation to help you understand, remember and apply connecting words, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â June, 2012)
ENGLISH GRAMMAR - CONNECTING WORDS: CONJUNCTIVE ADVERBS
English Language learners: This is a 19-slide presentation to help you recognize and use conjunctive adverbs, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â April, 2013)
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
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To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
English Language learners: This is a step-by-step 34-slide presentation to help you understand, remember and apply connecting words, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â June, 2012)
ENGLISH GRAMMAR - CONNECTING WORDS: CONJUNCTIVE ADVERBS
English Language learners: This is a 19-slide presentation to help you recognize and use conjunctive adverbs, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â April, 2013)
This 10-slide presentation on how to use a Web tool (Weebly) to enhance language learning was created for my presentation at the National Online Conference rEALize on January 24, 2014. I welcome your feedback. Thank you!
Learning at a Distance: How does it work? (TEAM Conference 2015)RDC ZP
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Educators: this is a 12-slide presentation with a brief overview of the session on learning at a distance based on the textbook by LearnerAssociates.net (Levine, 2005) presented at the 2015 TEAM Conference in Winnipeg, Manitoba (RZP â May 29, 2015). Her professors were from South Africa, South America, and North America ("South" Africa is missing - my apologies!).
Online Language Learning Enhanced via Educational TechnologyRDC ZP
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Educators: this is a 12-slide presentation with a brief overview of the session on enhanced language learning based on the artifacts of adult ESL learners during the 2015 spring session at the Language Training Centre - presented at the 2015 TESL Canada Conference in Lake Louise, AB (RZP â Oct. 29, 2015)
ESSAY WRITING: CITATION II
English Language learners: This is a 10-slide presentation to help you revisit necessary information about in-text citation, so you can follow proper guidelines. (Created by Rita Zuba Prokopetz / G&R Languages â November, 2013)
ESSAY WRITING: CITATION
English Language learners: This is a 10-slide presentation to help you revisit necessary information about citation, so you can follow proper guidelines. (Created by Rita Zuba Prokopetz / G&R Languages â November, 2013)
English language learners: this is a seven-slide presentation to help you revisit adverbs, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â May, 2014).
SUMMARY
English language learners: This is a thirteen-slide presentation to help you better understand and write a brief summary, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages â October, 2013).
Niveles instrumentales en media y superiorrosquifleis
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En el siguiente documento se busca plantear un posible tema de InvestigaciĂłn para Tesis de Magister en EducaciĂłn. El tema a tratar es la preparaciĂłn y la estructura que actualmente se trabaja con estudiantes de educaciĂłn bĂĄsica y como esa preparaciĂłn aparentemente no cumple con las necesidades de instituciones de educaciĂłn superior especialmente en educaciĂłn tĂŠcnica y tecnolĂłgica.
relexa revue September 2011 - Das Magazin der relexa hotelsrelexa hotels
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Die relexa revue ist das Magazin der relexa hotels, welches zwei Mal im Jahr erscheint und verschiedenste Neuigkeiten der Häuser abdruckt. Unsere Leser erfahren hier von schÜnen Aktionen, Veränderungen in den Hotels und besonderen Arrangements. Viel Spaà beim "Blättern"!
Knapp 5 Prozent haben sich bislang getraut fĂźr eine medizinische Behandlung Ăźber die Grenze zu reisen; die meisten fĂźr eine Zahnbehandlung. Das und mehr ergab eine Online-Befragung der Stiftung: Internetforschung im Auftrag von ERGO Direkt.
Assessment & feedback Literature ReviewMorse Project
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Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
EDUC 8005 Module 3 Project: Preparing For Researcheckchela
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This is a Walden University course (EDUC 8005-Module 3), EDUC 8005 Module 3 Project: Preparing For Research. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
EDUC 8005 Module 2 Project: How History Applieseckchela
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This is a Walden University course (EDUC 8005-Module 2), How History Applies. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This Powerpoint⢠illustrates the analytic method used by individuals to engage in self-study on past learning experiences that enhance the understanding of their personal and professional knowledge, as well as, their actions and thoughts, with other individuals, in multiple contexts. These individuals conducted narrative research into their personal life experiences (out of school), their science and mathematics learning experiences in the past, in present field experiences, and anticipated science and mathematics career experiences.
Revised blooms taxonomy for gsce physical educationGREE33
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This is a resource used within the classroom either as a starter to assess the knowledge of the pupils prior to starting a topic or as a plenary to assess the knowledge gained. I have ammended so that it included the orginal Blooms taxonomy questioning and the revised Bloom taxonomy questioning and is a resources that can be adapted for any topic and tailored to meet the specific needs of the class.
English language learners: This is a nine-slide presentation with examples to help you revisit information on topic sentences and thesis statements for three different paragraph structures, so you can apply the information in our Module III tasks (RZP - April 2020). [Note: please read "comparison" rather than "comparsion" on slides 7-8 -- my apologies!)
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on comparison-and-contrast paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on sequence/process paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on description paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is an eleven-slide presentation with additional information and examples to help you revisit information on punctuation, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on basic grammar: subject-verb agreement, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on reflective summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on academic summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a seven-slide presentation with additional information and examples to help you revisit information on question formation, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is an eight-slide presentation with information and examples to help you revisit information on APA 7th edition referencing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a nine-slide presentation with additional information and examples to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - January 2020).
Colleagues: this is a modified version of a 20-minute slide presentation via Adobe Connect based on a research topic of interest to Neera and Rita â EDDE 802 Assignment 1 (February, 2016) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
English Language learners (as per request): This is an eleven-slide presentation with examples of passive voice in the present, past, and future tense to help you understand, remember, and apply passive voice, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â December, 2018)
English Language learners: This is a seven-slide presentation with examples of the four types of conditional sentences to help you understand, remember, and apply conditional sentences, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages â November, 2018). In June 2020, one student in my class noticed the 'punctuation' discrepancy in one of the slides - thank you wonderful student!
Educators and Learners: this is a nineteen-slide presentation with graphic representation of the overall understanding of a resource on cognitive psychology by a group of adult ESL students in a blended program (March, 2018).
Educators and Learners: this is a fifteen-slide presentation with graphic representation of the overall understanding of a resource on child psychology by a group of adult ESL students in a blended program (March, 2018).
English language learners: This is a seven-slide presentation to help you gain a better understanding of this concept, so you can become a stronger leader and more efficient project manager. (Created by Rita Zuba Prokopetz â April, 2018).
Colleagues, while preparing for the Cohort 8 Orientation, I wanted "to know what I needed to know," and this short slide presentation is based on how I perceived my "Knowing Knowledge" at the time (inspired by the resources mentioned below).
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1) 3-9. Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf
Siemens, G. (2006). Knowing Knowledge. Lulu.com. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
EDDE801: Assignment 1 - Group work during Orientation (August, 2015)
Colleagues: this is a 13-slide presentation with an overview of my 20-minute presentation during Orientation of the Doctor of Education in Distance Education (EdD) program at Athabasca University (part II of a three-part presentation/modified in October, 2016).
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Letâs explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Bloomâs Taxonomy
For: EDDE 803 Teaching and Learning in Distance Education â Dr. Susan Moisey
By: Rita Zuba Prokopetz â Athabasca University â November 11, 2016
Description
Context
Influence
Resources
1
Courtesy of ClipArt
http://www.fotobabble.com/m/SytRZ3ZDRVJrR3c9
Click on link to hear brief introduction
2. 2
Description and Overview
Who
What
Where
Why
When
By whom
Dr. Benjamin Samuel Bloom
Taxonomy of Learning Domains
Expression of interest in a theoretical framework in Boston, 1948
âfacilitate communication among examinersâ (p. 5)
1956 publication of the Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain
Bloom, Engelhart, Furst, Hill, and Krathwohl
*Bloom, B. S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain. New York, NY: McKay.
Courtesy of ClipArt
Bloom dedicated the 1956 edition of the Handbook* to his mentor:
Ralph W. Tyler, American scholar (evaluation and assessment)
3. 3
Preliminary Discussions
Can educational objectives be classified?
Are we attempting to classify phenomena which cannot be manipulated
or observed in some concrete way?
Will the taxonomy be useful for educators who have not already âgone through
some of the steps in thinking about educational objectives and curriculumâ?
(Bloom et al., 1956, pp. 5-6)
Courtesy of ClipArt
4. 4
Courtesy of ClipArt
Condensed Version
1.00 Knowledge
1.10 Knowledge of Specifics
1.11 Knowledge of Terminology
1.12 Knowledge of Specifics and Facts
1.20 Knowledge of Ways and Means of Dealing with Specifics
1.21 Knowledge of Conventions
1.22 Knowledge of Trends and Sequences
1.23 Knowledge of Classification and Categories
1.24 Knowledge of Criteria
1.25 Knowledge of Methodology
1.30 Knowledge of the Universals and Abstractions in a Field
1.31 Knowledge of Principles and Generalizations
1.32 Knowledge of Theories and Structures
2.00 Comprehension
2.10 Translation
2.20 Interpretation
2.30 Extrapolation
3.00 Application
4.00 Analysis
4.10 Analysis of Elements
4.20 Analysis of Relationships
4.30 Analysis of Organizational Principles
5.00 Synthesis
5.10 Production of a Unique Communication
5.20 Production of a Plan, or Proposed Set of Operations
5.30 Derivation of a Set of Abstract Relations
6.00 Evaluation
6.10 Judgments in Terms of Internal Evidence
6.20 Judgments in Terms of External Criteria (Adapted from Bloom et al., 1956, pp.201-207)
Cognitive Domain
Knowledge
Intellectual Abilities and Skills
5. 5
Bloomâs Taxonomy fitted into the instructional objectives movement (Airasian, 1994)
Robert Frank Mager â Criterion Referenced Instruction (CRI)
Goal Analysis
Learning Objectives for Programmed Instruction (1962)
What should the learner be able to do?
Under what conditions do you want the learner to be able to do it?
How well must it be done?
Source: https://www.wou.edu/~brownbr/Classes/Writing_Goals_Objectives/1_Mager_Prepare_Behav_Obj.pdf
Mager, R.F. (1997). Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction (3rd ed.).
Atlanta, GA: The Center for Effective Performance Inc.
A learning object must communicate your instructional intent (Mager, 1962)
Context
6. 6
Bloomâs Influence
There is a âneed to incorporate new knowledge and thought into the frameworkâ
There is a need to ârefocus educatorsâ attention on the value of the original Handbookâ
There is a need to incorporate what we know about âhow teachers plan for, teach, and
assess their studentsâ
(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, p. xxii)
Anderson and Krathwohl, two of Bloomâs former students,
revisited the original taxonomy, and suggested a *Revision of Bloomâs Taxonomy.
*Anderson, L. W., & Krathwohl, D. R. (Eds.), Airasian, P.W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001).
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: NY: Longman.
9. 9
Bloomâs Influence
*Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technologoy with Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Retrieved from
http://thelearningweb.wikispaces.com/file/view/Using_Technology_with_Classroom_Instruction_That_Works.pdf
Marzano and Kendall, educational researchers, revisited both the original taxonomy,
and the revised version, and suggested a *New Taxonomy.
The Revision of Bloomâs Taxonomy aimed to ensure âit incorporates modern advances in the
understanding of human thought and the structure of knowledge.â
The rationale behind the suggested New Taxonomy is because âBloomâs Taxonomy and its progeny suffer
from some pitfalls.â
The suggested matrix for a new taxonomy of learning objectives âis friendlier to teachers in terms of its
translation to classroom practice.â
(Marzano and Kendall, 2007, p. v)
The New Taxonomy âincorporates a wide range of factors involved with studentsâ thinking and learningâ
(Pitler, Hubbell, Kuhn, M., & Malenoski, K. 2007, pp. 4-5)
11. 11
Influence on Teaching and Learning
Bloomâs Taxonomy âcontinues to be widely used today in the disciplines of teaching, curriculum writing,
and learning theory, as well as content development, instruction, and assessmentâ (Seaman, 2011, pp. 29-30).
Bloomâs Taxonomy âhas certainly managed to persevere through the many reform attempts made of the
past decade and continue to be attempted todayâ (Seaman, 2011, p. 38)
âOne of the most influential educational monographs of the past half century is the Taxonomy of Educational
Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain, and it âremains a
standard reference for discussions of testing and evaluation, curriculum development, and teaching
and teacher education.â (Marzano & Kendall, 2007, p.1)
Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Seaman, M. (2011). Bloomâs Taxonomy: Its evolution, revision, and use in the field of education. Curriculum and Teaching Dialogue, 13(1-2), 29-43.
Retrieved from https://www.questia.com/library/journal/1G1-284325094/bloom-s-taxonomy-its-evolution-revision-and-use
Bloomâs Taxonomy âhas stood the test of time, and will continue to make
significant contributions to the field of educationâ (Seaman, 2011, p. 38)
12. 12
Bubbl.Us MindMap used to brainstorm ideas for this assignment (click on the slider on the upper left to enlarge)
https://bubbl.us/?s=7347063#MTM5NzgwNC83MzQ3MDYzLzAxMjczYTZiMWI0ZWM5Mzc2OTE1ZjcwNjk4NTRiYzlk?X
Influence on My Teaching and Learning
Resources used for the Bubbl.Us MindMap used to brainstorm ideas for this assignment:
https://docs.google.com/document/d/1QUsmksyFfKEFVz860JDsfTh8Q7X2M70OgiGUYWAHlZI/edit?usp=sharing
Bloomâs Taxonomy
Cognition Attitude Skills
Learners may choose to: listen to phenomena; respond appropriately; demonstrate initiative;
prioritize time; attempt to meet standards; question, analyze, verify
âattainment of a greater sense of
understanding and corresponding insight â
attitudes, values, interests and appreciationsâ
13. Bloomâs Taxonomy
For: EDDE 803 Teaching and Learning in Distance Education â Dr. Susan Moisey
By: Rita Zuba Prokopetz â Athabasca University â November 11, 2016
Any application in distance education?
13
Courtesy of ClipArt
Thank you!
14. 14
Anderson, L. W., & Krathwohl, D. R. (Eds.), Airasian, P.W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001).
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: NY: Longman.
Bloom, B. S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain. New York, NY: McKay.
Mager, R. F. (1997). Preparing Instructional Objective: A Critical Tool in the Development of Effective Instruction (3rd Ed.).
Atlanta, GA: The Centre for Effective Performance. (Original work published in 1962).
Mager, R.F. (1997). Goal Analysis: How to Clarify Your Goals So You Can Actually Achieve Them (3rd ed.).
Atlanta, GA: The Center for Effective Performance Inc.
Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives (2nd Ed.) Thousand Oaks, CA: Corwin Press.
Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/13602_Chapter_1_Marzano_Final_Pdf_2.pdf
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technologoy with Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Retrieved from
http://thelearningweb.wikispaces.com/file/view/Using_Technology_with_Classroom_Instruction_That_Works.pdf
Seaman, M. (2011). Bloomâs Taxonomy: Its evolution, revision, and use in the field of education. Curriculum and Teaching
Dialogue, 13(1-2), 29-43. Retrieved from https://www.questia.com/library/journal/1G1-284325094/bloom-s-taxonomy-its-evolution-revision-and-use
References