This document outlines the key points of an effective training workshop on Bloom's Revised Taxonomy. The workshop aims to teach participants how to: 1) classify verbs and types of learning based on Bloom's dimensions; 2) identify appropriate assessments for each taxonomy level; and 3) apply the taxonomy to analyze standards, objectives, and instructional effectiveness. The document provides examples of developing objectives, aligned instructional methods, and assessments across Bloom's levels. Participants are guided to create meaningful objectives and assessments by considering what learners will do and how they will demonstrate their learning.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
This document discusses different types of assessment strategies including traditional, constructed response, selected response, and non-traditional assessments. It emphasizes the importance of aligning assessments with learning objectives and discusses task lists and rubrics as assessment tools. Specific guidance is provided on writing task lists and rubrics, including ensuring they are developmentally appropriate and aligned with learning objectives. Examples are provided to illustrate how to write a task list and rubric for a given objective involving calculating mean pumpkin weights.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
The document discusses curriculum design and planning. It describes how a group of forest animals started a school and included subjects like flying, tree climbing, swimming, and burrowing in the curriculum. However, they soon realized that not all animals were suited for each subject. For example, the bird struggled with burrowing and the fish couldn't participate in non-swimming subjects. The document also discusses defining curriculum, its components, principles of curriculum planning, and new trends in education like learner-centered and activity-based approaches.
The document discusses educational objectives at various levels of learning. It explains that educational objectives describe the changes in learner behavior and skills expected after instruction. Objectives can be defined at the institutional, instructional, and contributory levels and should be specific, measurable, and focus on learner performance. The document also discusses Bloom's taxonomy of educational objectives and its classification of objectives into cognitive, affective, and psychomotor domains.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
This document discusses different types of assessment strategies including traditional, constructed response, selected response, and non-traditional assessments. It emphasizes the importance of aligning assessments with learning objectives and discusses task lists and rubrics as assessment tools. Specific guidance is provided on writing task lists and rubrics, including ensuring they are developmentally appropriate and aligned with learning objectives. Examples are provided to illustrate how to write a task list and rubric for a given objective involving calculating mean pumpkin weights.
This document discusses the Revised Bloom's Taxonomy and improving student thinking. It provides an overview of Bloom's Taxonomy, noting that the revised version changes the terminology, structure, and emphasis. The goal is to help teachers develop lessons and assessments that engage students in higher-order thinking skills like analysis, evaluation, and creation.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
The document discusses curriculum design and planning. It describes how a group of forest animals started a school and included subjects like flying, tree climbing, swimming, and burrowing in the curriculum. However, they soon realized that not all animals were suited for each subject. For example, the bird struggled with burrowing and the fish couldn't participate in non-swimming subjects. The document also discusses defining curriculum, its components, principles of curriculum planning, and new trends in education like learner-centered and activity-based approaches.
The document discusses educational objectives at various levels of learning. It explains that educational objectives describe the changes in learner behavior and skills expected after instruction. Objectives can be defined at the institutional, instructional, and contributory levels and should be specific, measurable, and focus on learner performance. The document also discusses Bloom's taxonomy of educational objectives and its classification of objectives into cognitive, affective, and psychomotor domains.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
Ctl ( contextual teaching and learning )Sary Nieman
CTL called contextual approach because the concept of learning that help teacher’s content associate between the lesson and the real world situation with the students and encourage students to make the relationship between knowledge held by the implementations in their lives as members of the community.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
Backward design is an approach to curriculum development where teachers start with the learning goals or desired results and work backwards to develop assessments and learning activities. The key steps are to identify learners and their needs, determine curricular priorities like standards, design assessments, and then create learning activities. Teachers should scaffold instruction and design curriculum with the goal that students can apply their learning. Backward design helps ensure the curriculum is tailored to meet student needs.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
This document discusses the need to change schools to prepare students for the 21st century. It argues that schools need to shift from a 20th century, teacher-centered model to a 21st century, student-centered model where students are active learners and teachers facilitate project-based learning. It also notes that today's students have grown up with technology and need digital tools to remain engaged as lifelong learners. Effective school leaders must invest in professional development to help teachers transition to new student-centered strategies and leverage technology to improve teaching and learning.
This document discusses classroom observation as a tool to improve teacher performance. It describes how classroom observation involves a supervisor observing a teacher's lesson, recording their teaching practices and student actions, and providing feedback to help the teacher develop their skills. Some key skills that can be enhanced through observation include lesson presentation, questioning techniques, student motivation and reinforcement, communication skills, and classroom management. Guidelines are provided for objective and constructive feedback discussions after observations. Overall, classroom observation is presented as an important professional development process for teachers.
1) The document outlines an activity where students will watch educational movies, analyze the movies in groups, and debate the advantages and disadvantages of different approaches to curriculum design.
2) The different curriculum approaches discussed are learner-centered, subject-centered, and problem-centered. Each involves different roles for teachers and learners, different content focuses, and different teaching methods.
3) Students will justify which approach they think is best in a debate. However, the document concludes that there is no single best approach and an integrated approach may be most effective depending on needs and circumstances.
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
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.
This document discusses classroom management strategies for teachers. It defines classroom management and explains that it involves creating an organized learning environment through establishing rules, monitoring behavior, and providing feedback. It outlines principles of effective classroom management like having mastery of the subject, involving learners, and displaying positive teacher behaviors. It also discusses strategies for managing behavior issues proactively through prevention, support, and correction.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
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.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
Supervison in Teaching & Learning SlidesAzreen5520
The document discusses supervision in teaching and learning, noting that effective supervision can improve staff performance by providing feedback, support, and professional development opportunities. It outlines various types and conceptions of supervision, the roles and responsibilities of supervisors in facilitating teacher growth, and some common issues around supervision such as teachers viewing it as a threat. The key purpose of supervision is to enhance instruction and promote professional growth through guidance, coaching, and establishing supportive relationships.
Principles & theories in curriculum development pptchxlabastilla
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
The document discusses innovative teaching methodologies presented by Mahnoor Mirza. It begins with an overview of the presentation topics, which include traditional teaching methods, learning pyramids, Bloom's Taxonomy, Howard Gardner's theory of multiple intelligences, and innovative teaching techniques. Some innovative techniques discussed are role playing, mind mapping, field trips, learning games, using humor, group discussions, and quizzes. The presentation emphasizes engaging students through active learning, variety, review, evaluation, and feedback to improve learning outcomes over traditional "chalk and talk" methods.
The document discusses revisions that were made to Bloom's Taxonomy of Learning. The original taxonomy classified learning objectives into six levels from simple to complex. It was revised in 1999 to address criticisms and broaden its applicability. The revised version distinguishes between factual, procedural, conceptual, and metacognitive knowledge. It also changes the names of the categories from nouns to verbs to better reflect thinking as an active process. The revision emphasizes higher-order thinking and has been widely adopted to improve curriculum, instruction, and assessment.
Ctl ( contextual teaching and learning )Sary Nieman
CTL called contextual approach because the concept of learning that help teacher’s content associate between the lesson and the real world situation with the students and encourage students to make the relationship between knowledge held by the implementations in their lives as members of the community.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
The document outlines the process of designing a curriculum. It discusses that curriculum design involves determining what students will learn over multiple years, while lesson plans focus on daily learning and unit plans span several lessons or weeks. The key parts of an effective curriculum include a statement of philosophy, specific goals for student learning, a sequence of objectives by grade, an organized content framework by unit, a yearly block plan, and an assessment plan. When developing a curriculum, it is important to consider the context, standards, and ensure alignment between all parts.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
Backward design is an approach to curriculum development where teachers start with the learning goals or desired results and work backwards to develop assessments and learning activities. The key steps are to identify learners and their needs, determine curricular priorities like standards, design assessments, and then create learning activities. Teachers should scaffold instruction and design curriculum with the goal that students can apply their learning. Backward design helps ensure the curriculum is tailored to meet student needs.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
This document discusses the need to change schools to prepare students for the 21st century. It argues that schools need to shift from a 20th century, teacher-centered model to a 21st century, student-centered model where students are active learners and teachers facilitate project-based learning. It also notes that today's students have grown up with technology and need digital tools to remain engaged as lifelong learners. Effective school leaders must invest in professional development to help teachers transition to new student-centered strategies and leverage technology to improve teaching and learning.
This document discusses classroom observation as a tool to improve teacher performance. It describes how classroom observation involves a supervisor observing a teacher's lesson, recording their teaching practices and student actions, and providing feedback to help the teacher develop their skills. Some key skills that can be enhanced through observation include lesson presentation, questioning techniques, student motivation and reinforcement, communication skills, and classroom management. Guidelines are provided for objective and constructive feedback discussions after observations. Overall, classroom observation is presented as an important professional development process for teachers.
1) The document outlines an activity where students will watch educational movies, analyze the movies in groups, and debate the advantages and disadvantages of different approaches to curriculum design.
2) The different curriculum approaches discussed are learner-centered, subject-centered, and problem-centered. Each involves different roles for teachers and learners, different content focuses, and different teaching methods.
3) Students will justify which approach they think is best in a debate. However, the document concludes that there is no single best approach and an integrated approach may be most effective depending on needs and circumstances.
The document outlines the 5 phases of the curriculum process:
1. Formulating the educational philosophy and objectives of the program.
2. Establishing specific purposes and goals to achieve the objectives.
3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives.
4. Organizing the selected learning experiences effectively.
5. Evaluating the total curriculum program to ensure the objectives are being met.
What is curriculum?
Curriculum is said to be a very ill-defined term (Huang, 1991)
It may carry different meanings when used by teachers, schools and academics. What makes the matter worse is that it is used interchangeably with terms like syllabus, examination syllabus and instruction (Chang,1998).
In this session, we would try to clarify what it is.
Interpretations of Curriculum
The amorphous nature of the word curriculum has given rise over the years to many interpretations. Depending on their philosophical beliefs, persons have conveyed these interpretations among others.
Curriculum is that which is taught in school.
Curriculum is a set of subjects.
Curriculum is content.
Curriculum is a program of studies.
Curriculum is a sequence of courses.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
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.
This document discusses classroom management strategies for teachers. It defines classroom management and explains that it involves creating an organized learning environment through establishing rules, monitoring behavior, and providing feedback. It outlines principles of effective classroom management like having mastery of the subject, involving learners, and displaying positive teacher behaviors. It also discusses strategies for managing behavior issues proactively through prevention, support, and correction.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
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.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document describes the skills needed for 21st century learners and how to teach them. It outlines 8 skills including creative and innovative thinking, critical thinking and problem solving, communication, collaboration, information management, career/life skills, cultural awareness, and technology literacy. It emphasizes teaching these skills through real-world connections, collaboration, project-based learning, and technology integration. The 21st century teacher is described as an adaptor, visionary, collaborator, risk-taker, learner, communicator, model, and leader who understands different learning styles and leverages technology to engage and prepare students.
Supervison in Teaching & Learning SlidesAzreen5520
The document discusses supervision in teaching and learning, noting that effective supervision can improve staff performance by providing feedback, support, and professional development opportunities. It outlines various types and conceptions of supervision, the roles and responsibilities of supervisors in facilitating teacher growth, and some common issues around supervision such as teachers viewing it as a threat. The key purpose of supervision is to enhance instruction and promote professional growth through guidance, coaching, and establishing supportive relationships.
Principles & theories in curriculum development pptchxlabastilla
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
The document discusses innovative teaching methodologies presented by Mahnoor Mirza. It begins with an overview of the presentation topics, which include traditional teaching methods, learning pyramids, Bloom's Taxonomy, Howard Gardner's theory of multiple intelligences, and innovative teaching techniques. Some innovative techniques discussed are role playing, mind mapping, field trips, learning games, using humor, group discussions, and quizzes. The presentation emphasizes engaging students through active learning, variety, review, evaluation, and feedback to improve learning outcomes over traditional "chalk and talk" methods.
The document discusses revisions that were made to Bloom's Taxonomy of Learning. The original taxonomy classified learning objectives into six levels from simple to complex. It was revised in 1999 to address criticisms and broaden its applicability. The revised version distinguishes between factual, procedural, conceptual, and metacognitive knowledge. It also changes the names of the categories from nouns to verbs to better reflect thinking as an active process. The revision emphasizes higher-order thinking and has been widely adopted to improve curriculum, instruction, and assessment.
In this presentation, you will learn about what a taxonomy is, what the two-dimensional taxonomy means for you in your classroom, and how to write student learning outcomes (SLOs) using Bloom's Revised Taxonomy.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
This document discusses using Bloom's Taxonomy to foster critical thinking. It provides an overview of Bloom's Taxonomy, including that it was first published in 1956 and revised in 2000. It focuses on the cognitive learning domain. The document then discusses strategies for using Bloom's Taxonomy with undergraduate and graduate learners, including making its use intentional, leveraging principles of andragogy, and providing examples of questions at different levels of Bloom's Taxonomy.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
Teaching strategies base on bloom’s taxonomy of cognitive levelselectricmind
This document discusses teaching strategies based on Bloom's Taxonomy of Cognitive Objectives. It outlines strategies for developing various levels of learning, from the basic knowledge level to higher-order thinking. Strategies for knowledge development include direct instruction, drill and practice, hands-on activities and field trips. Comprehension strategies incorporate advance organizers and discussion. Application level strategies involve problem-solving activities, discovery learning and model making. Higher levels like analysis use discussion and research, while synthesis utilizes creative expression. Evaluation strategies encompass judgment, problem-solving, debates and simulations.
Hello!I will be focusing on the alignment of your instruction an.docxsalmonpybus
Hello!
I will be focusing on the alignment of your instruction and assessment to the state standards and also looking at the rigor you have built into your lesson. Please read the information below about the different parts of a lesson to help you when writing your own lesson plan.
Focus Activity: The Focus Activity typically a 5-10 min activity, discussion, review, video, etc. that serves to focus student attention on the topic of your lesson. It may also include an Anticipatory Set used to “hook” students or create interest in the topic.
Objective Statement: This statement is written using the verbiage you will use with the students.
It should relate to the targeted standard and include a performance behavior to ensure it is measurable. What will you ask students to do or produce to prove they are learning?
Purpose for Learning: Be sure to explain why it is important for students to learn what you are teaching them. I will be looking for you to include real-world application for the skill or content you are teaching about.
Instructional Steps: While my focus is not entirely on the instructional strategies you use, I will be looking at these as a means to assess the rigor of your lesson. Please be
VERY DETAILED in the Instructional Steps section. The idea behind this section is that another teacher would be able to pick up your lesson plan and implement it relatively seamlessly. Include the following in your Instructional Steps:
· Focus Activity and how you will tie it to your standard(s) &/or prior knowledge.
· Direct Instruction/Input – how will you present content? What questions will you ask or how will you guide/scaffold discussion to ensure the standards are being addressed? Remember that the goal is to utilize the Gradual Release Model, i.e. moving from “I do” to “We do” to “You do”. Include your modeling strategy and how you will provide both guided and independent practice for your students as they work towards mastery of the objective. Start with simple questioning during initial instructional input and modeling and lead to more complex critical thinking questions. Questions and activities should always consider and support varying levels of Bloom’s Taxonomy. During Independent Practice, students should be working at higher Bloom’s levels and using higher order/critical thinking. To obtain the highest marks, questions and activities should be at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion. Again, be very detailed and include the exact questions you will ask, clarifications you will make to avoid common misconceptions and discussion topics you will introduce.
Questions for Understanding: This is where you will list some examples of the questions you will ask. Remember to include questions at the various levels of Bloom’s. I will be looking for the integration of .
The document discusses questions related to education and learning. It talks about how the questions teachers ask students can influence the type of learning that occurs. Different questions align with different levels of learning and assessment methods. The document also discusses the importance of aligning learning outcomes, teaching, and assessment to ensure students learn what is intended.
The document outlines Bloom's revised taxonomy of educational objectives, which classifies learning objectives into six categories: remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of question prompts teachers can use for each category of learning objective to assess students' mastery. For remembering, prompts focus on recalling basic facts. For understanding, prompts require interpreting or summarizing information in one's own words. For applying, prompts involve applying concepts to solve problems or new situations.
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Levels of Learning (Revised Bloom's of Taxonomy)lerise
The document discusses Bloom's Taxonomy, which classifies different levels of thinking. It provides an overview of the original 1956 taxonomy and the revised 2001 version. The revised taxonomy makes changes to terminology, structure, and emphasis. It uses verbs to describe cognitive processes and organizes thinking into a two-dimensional table with knowledge dimensions and cognitive process dimensions. This provides a more comprehensive framework for curriculum planning, instruction, and assessment. Sample questions are provided for each cognitive process to illustrate how they can be applied in teaching.
The document discusses authentic assessment in university classrooms. It defines authentic assessment as focusing on applying knowledge and skills learned in courses to real-world settings, such as simulations, role plays, or workplace assessments. Authentic tasks can help validate students' career choices and increase retention by engaging students. However, more traditional assessments like essays and exams measure skills like writing and memorization that have limited application to real work. While the academic essay is a commonly used university assessment, questions are raised about whether it validly and reliably measures learning outcomes or just writing abilities. Alternative assessments that better reflect real tasks are suggested to more authentically evaluate students' learning and skills.
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
This document discusses the essentials of measurement in marketing research. It covers the role of measurement, the four basic levels of scales (nominal, ordinal, interval, ratio), scale development and its importance in gathering primary data. It also discusses question development including defining concepts and attributes, generating questions and response formats, and pretesting questionnaires. The goal of measurement is to provide a valid and reliable description of what is being measured.
This document provides guidance on designing effective rubrics for assessing student performance. It defines what a rubric is and compares rubrics to checklists. Rubrics can be holistic, assessing the overall quality of work, or analytic, assessing various criteria separately. The document recommends determining clear criteria and descriptors, involving students, limiting criteria to key aspects, using concrete language and examples, and pilot testing rubrics. Rubrics should be task-specific and altered based on experience to improve clarity and usefulness for students.
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
This document provides guidance on writing a research proposal. It explains that a proposal describes the research topic, explains why the research is being conducted, and describes and justifies the research methods. It advises including research aims that are clear, focused, precise and use strong verbs. Objectives should define measurable steps to achieve the aims. The proposal should also justify the research by relating it to previous literature and explaining its significance. It should describe the chosen methodologies, data collection methods, and approach to analysis, and justify these choices. The document provides examples and prompts readers to develop their own research aims, objectives, literature review, and methodology section. It emphasizes developing an "elevator pitch" to concisely explain the research.
This document discusses various strategies for scoring and judging student artworks, including checklists, tallies, rating scales, critiques, interviews, observations, and student self-assessments. It defines objective and subjective scoring and notes that objective scoring will produce the same results across scorers while subjective scoring may produce different results depending on the individual scorer. It also outlines several types of errors that can occur with rating scales.
This document outlines guidelines for effective test construction presented by Arnel O. Rivera. It discusses the importance of evaluation and preparing valid, reliable and usable tests. The presentation covers preparing a table of specifications, writing multiple choice and situational judgement questions, and general test construction tips like avoiding negative stems. Overall, the key messages are that preparing good tests takes time and effort, but plays an important role in student and teacher evaluation.
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s 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.
3. A Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives
Lorin W. Anderson and David R. Krathwohl
ISBN 0-8013-1903-X
4. At the end of this workshop, you will be able to:
◦ Classify performance verbs based on the Cognitive Process Dimension of
Bloom’s Revised Taxonomy.
◦ Classify types of learning based on the Knowledge Dimension of Bloom’s
Revised Taxonomy.
◦ Identify appropriate types of assessments for each level of Bloom’s.
◦ Identify key words in a state standard that will help you write objectives
and valid assessments.
◦ Use the Bloom’s grid to identify holes in existing instruction.
◦ Analyze standards and objectives to create meaningful assessments.
5. Think about a lesson/training you have
delivered or participated in that was
particularly effective. What do you think made
it so effective?
Now think about one that was particularly
ineffective. What do you think made it so
ineffective?
6. Often, the lack of effectiveness of a
lesson/training can be attributed to misalignment.
◦ There is too much reading
◦ The instruction isn’t relevant to my life/job
◦ There was stuff on the test I didn’t learn
◦ There were “trick” questions
◦ The training didn’t result in improved workplace
performance
Alignment:
◦ Need - Objectives – Instruction – Practice - Assessment
7. Create correct answers based on knowledge
of a reading selection.
Apply use of ideas and details to creation of
correct answers.
Evaluate information within the question to
determine the best possible answer.
8. What do I want learners to be able to do?
(the learning question)
How will they show me they can do it?
(the assessment question)
What tools/knowledge/skills do they need to
do it?
(the instruction question)
9. Hook
Objectives and Assessment introduction
For each objective:
◦ Instruction/Content
◦ Guided Practice
Summary
Independent Practice
Check for Understanding/Review
Assessment
Review and Generalizations to enhance
transfer
10.
11.
12. Specific
Measurable
Acceptable to stakeholders
Realistic to achieve
Time-bound with a deadline
13. The student will learn to distinguish among
confederal, federal, and unitary systems of
government.
Verb: distinguish (cognitive process)
Noun: confederal, federal, and unitary
systems of government (knowledge)
Analyze, Conceptual Knowledge
15. What system of government is this?
How do you know it is the type of system you
say it is?
What changes would need to be made to
transform this system into the other two
systems?
19. The student will learn to differentiate
between rational numbers and irrational
numbers.
Verb: differentiate (analyze)
Noun: rational numbers and irrational
numbers (conceptual)
Analyze, Conceptual Knowledge
21. To what number system, rational or irrational,
do all of these numbers belong?
How do you know it is the type of number set
you say it is?
How could you change each number so it is
an example of the other number system?
31. Students will write a literary analysis of Moby
Dick, explaining and evaluating how the
author uses of metaphor and characterization
to advance the moral of the story.
Verb: write, explain, evaluate
Noun: literary analysis, use of metaphor and
characterization
Apply, Analyze, Evaluate, Create
Conceptual and Procedural Knowledge
33. Students will write a literary analysis of Moby
Dick, explaining and evaluating how the
author uses of metaphor and characterization
to advance the moral of the story.
Need a rubric
Rubric should reflect the elements of the
objective
43. Learners will list the steps in the customer service
escalation process.
List (Remember)
Steps (Factual Knowledge)
Learners will explain the steps in the customer
service escalation process
Explain (Understand)
Steps (Conceptual Knowledge)
Learners will use the steps in the customer service
escalation process to deal with a customer complaint
call.
Use (Apply)
Steps (Factual Knowledge, Conceptual Knowledge,
Procedural Knowledge)
44.
45. Explain different elements of figurative
language, including simile, metaphor,
personification, hyperbole, symbolism,
allusion, and imagery in a literary selection.
(Reading, Grade 9, Strand 2, Concept 1, PO 2)
46. Justify with examples the relation between
the number system being used (natural
numbers, whole numbers, integers, rational
numbers and irrational numbers) and the
question of whether or not an equation has a
solution in that number system.
(Grades 9-10, Strand 1, Concept 1, PO 1)
47. Predict the outcome of an investigation based
on prior evidence, probability, and/or
modeling (not guessing or inferring).
(High School, Strand 1, Concept 1, PO 4)
48. Use appropriate maps and other graphic
representations to analyze geographic
problems and changes over time.
(High School, Strand 4, Concept 1, PO 3)
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.