Blooms Taxonomy Research Paper

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
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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

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

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 cognitivelearning, affective learning, and psychomotor learning are all
associated with Bloom's Taxonomy, an important tool used ineducation (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,

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 thelearning 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:

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.
В•Lesson content and building blocks of lesson planning.
В•The methodology of Teaching and learning.
В•The theories of learning and what influences planning.
В•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 В‘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 В‘are often connected with transferable skills' one of which is communication of
information. Cohenet al (1996), suggest when the consideration discussed have been

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

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

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

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

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

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 ...
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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

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

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 buildingblocks 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,

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

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

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 ... Show more content on Helpwriting.net ...
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

Devotion
Aaron Louise A. PalacayEducational Technology 1
2012 – 200204Ms. Monica Delos Reyes
пїј
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

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.

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

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
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

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 patienteducation 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.

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 Helpwriting.net ...
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

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

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 content on Helpwriting.net ...
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

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

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

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

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

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

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

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
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

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

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 more content on Helpwriting.net ...
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

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 psychomotorskill 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

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

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 content on Helpwriting.net ...
(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

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,

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

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