The document describes Bloom's taxonomy, a classification of learning objectives into cognitive domains originally published in 1956 and revised in 2001. It provides the six major categories in the cognitive domain: Remember, Understand, Apply, Analyze, Evaluate, and Create. For each category, it defines the skills involved and provides question verbs and learning examples. It also references similar frameworks for the affective and psychomotor domains created by other researchers.
Integrating 21st Century Skills And Artcaravellan1
The document discusses using 21st century skills to create a more creative, collaborative, and communicative environment in the art classroom. It outlines the key skills of learning and innovation which include creativity and innovation, critical thinking and problem solving, and communication and collaboration. An example activity is proposed that would have students create a mural at a local community center, applying these skills through brainstorming ideas, working as a team, problem solving issues, and communicating effectively throughout the project.
The document discusses five important reading strategies taught by Ms. Dunn: 1) Questioning what is happening in the text and characters' feelings, 2) Making connections between the text and personal experiences, 3) Predicting what will happen next based on events, 4) Evaluating the author's descriptions and characters, and 5) Clarifying understanding by rereading, reviewing, or looking ahead. Students are encouraged to use these strategies like questioning, connecting, predicting, evaluating, and clarifying when reading to improve comprehension.
SharonsArtWorks is an art studio located in Los Angeles, California. The studio specializes in painting classes and workshops for both beginners and experienced artists. Those interested can contact the studio via email at SharonsArtWorks@gmail.com or visit their website at www.SharonsArtWorks.com.
There is so much that one can do when it comes to reading. reading can be such a fun activity. This presentation was created to help give parents some ideas of how they can present reading to their kids. Reading is much more than just reading the word!
The cognitive domain involves the development of intellectual skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and includes constructs like receiving phenomena, responding to phenomena, and valuing. Both domains describe classifications of learning objectives and outcomes.
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
The document describes Bloom's taxonomy, a classification of learning objectives into cognitive domains originally published in 1956 and revised in 2001. It provides the six major categories in the cognitive domain: Remember, Understand, Apply, Analyze, Evaluate, and Create. For each category, it defines the skills involved and provides question verbs and learning examples. It also references similar frameworks for the affective and psychomotor domains created by other researchers.
Integrating 21st Century Skills And Artcaravellan1
The document discusses using 21st century skills to create a more creative, collaborative, and communicative environment in the art classroom. It outlines the key skills of learning and innovation which include creativity and innovation, critical thinking and problem solving, and communication and collaboration. An example activity is proposed that would have students create a mural at a local community center, applying these skills through brainstorming ideas, working as a team, problem solving issues, and communicating effectively throughout the project.
The document discusses five important reading strategies taught by Ms. Dunn: 1) Questioning what is happening in the text and characters' feelings, 2) Making connections between the text and personal experiences, 3) Predicting what will happen next based on events, 4) Evaluating the author's descriptions and characters, and 5) Clarifying understanding by rereading, reviewing, or looking ahead. Students are encouraged to use these strategies like questioning, connecting, predicting, evaluating, and clarifying when reading to improve comprehension.
SharonsArtWorks is an art studio located in Los Angeles, California. The studio specializes in painting classes and workshops for both beginners and experienced artists. Those interested can contact the studio via email at SharonsArtWorks@gmail.com or visit their website at www.SharonsArtWorks.com.
There is so much that one can do when it comes to reading. reading can be such a fun activity. This presentation was created to help give parents some ideas of how they can present reading to their kids. Reading is much more than just reading the word!
The cognitive domain involves the development of intellectual skills like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and includes constructs like receiving phenomena, responding to phenomena, and valuing. Both domains describe classifications of learning objectives and outcomes.
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
The document summarizes three domains of learning: cognitive, affective, and psychomotor.
1) The cognitive domain involves mental skills like knowledge, comprehension, and application. It has six categories ranging from remembering to evaluating.
2) The affective domain deals with emotions, values, and attitudes. It has five categories from receiving phenomena to internalizing values.
3) The psychomotor domain includes physical skills and movement. It has seven categories from perception to origination.
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
Bloom's taxonomy categorizes levels of learning into six major categories from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each category provides examples of verbs and learning activities. The categories move from recalling facts to creating new structures or solutions. The taxonomy provides a framework for setting learning objectives and assessing learning outcomes.
Lorin Anderson revised Benjamin Bloom's taxonomy of educational objectives in the 1990s. The two main changes were changing the categories from nouns to verbs and rearranging the order. The categories are now Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This revision provides examples and key verbs for each category to better illustrate how to assess learning in a domain from lower order to higher order thinking skills.
The document discusses teaching and learning objectives according to Bloom's Taxonomy. It outlines the three domains of Bloom's Taxonomy: Cognitive, Affective, and Psychomotor. For each domain, it lists the categories and provides action verbs examples to describe the categories. It also discusses the characteristics of effective behavioral objectives and their purpose and functions. Finally, it notes that Bloom's Taxonomy was later revised by Lorin Anderson in 2001 to update the Cognitive Domain categories and terminology.
This document outlines Bloom's Taxonomy, a classification of learning objectives into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. It defines each level and provides example verbs for common actions at each level. Lower levels like knowledge and comprehension involve recalling or understanding information, while higher levels like synthesis and evaluation involve creating new ideas or critically assessing value. Multiple choice questions test lower levels, while essays, presentations and projects can be evaluated at higher levels using rubrics.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
This document summarizes Bloom's Taxonomy, which categorizes learning objectives into six domains: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The lowest level is Remembering, which involves recalling facts and basic concepts. Understanding goes a step further and means grasping the meaning of material, such as by explaining or summarizing. Applying refers to using learned material in new situations, like solving problems or demonstrating procedures. Analyzing breaks concepts down into their component parts to understand organizational structure. Evaluating requires making judgments based on criteria. The highest level is Creating, which involves combining elements in new ways, such as designing or revising processes.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
Bloom's Taxonomy outlines six levels of learning domains in the Cognitive Domain:
1. Knowledge involves recalling information.
2. Comprehension requires understanding the meaning of information.
3. Application involves using knowledge in real-world situations.
4. Analysis refers to breaking down information into constituent parts.
5. Synthesis requires creating new structures by combining ideas.
6. Evaluation assesses the effectiveness of ideas against external criteria.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It includes three domains: cognitive, affective, and sensory. The cognitive domain involves knowledge and intellectual skills development. It contains six categories ranging from basic recall or knowledge to more complex levels of analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and contains five categories related to attitudes and values. The psychomotor domain includes physical movement, coordination, and motor skills development over seven categories of increasing complexity. Bloom's taxonomy provides a framework for teachers to define and categorize learning objectives and plan curriculum.
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It outlines the six main categories - Knowledge, Comprehension, Application, Analysis, Evaluation, and Creation - and defines each category. Action verbs are provided as examples for what a teacher does at each level and learning activities that students may engage in. The goal of Bloom's Taxonomy is to promote higher-order thinking as students move from basic recall or understanding towards more complex skills like synthesis, evaluation, and creation of new ideas or products.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It outlines the six main categories - Knowledge, Comprehension, Application, Analysis, Evaluation, and Creation - and defines each category. Action verbs are provided as examples for what a teacher does at each level and learning activities that students may engage in. The goal of Bloom's Taxonomy is to promote higher-order thinking as students move from basic recall or understanding towards more complex skills like synthesis, evaluation, and creation of new ideas or products.
Exam preparation from Certified Business Analysis Professional credential from International Institute of Business Analysis. Bloom's Taxonomy - Cognitive Psychology - Mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
Chris Shade BS MEd MS LPC-Associate "Presume" (What Do I Do?)Chris Shade
What do I do?
While working in education, I created a "presume" about my work, and it was viewed over 35K times. It was also featured by CareerSherpa as one of the "3 Inspiring Visual Resume Examples on SlideShare": https://careersherpa.net/3-inspiring-visual-resume-examples-on-slideshare/
Now that I'm in the field of counseling, I created a new presume sharing what I do now. Check it out.
If interested, here is a link to the original: https://www.slideshare.net/chrisshade/chris-shade-presume-what-do-i-do
Growth mindset: Which is more important: “growth” or “mindset?” The answer is both, but let’s flip the terms. First, a leader must have the right mindset, and only then can a leader nurture growth. Jack Welch, longtime CEO of GE, said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Discover ways to flourish in education in this engaging session on leadership and the growth mindset.
The document summarizes three domains of learning: cognitive, affective, and psychomotor.
1) The cognitive domain involves mental skills like knowledge, comprehension, and application. It has six categories ranging from remembering to evaluating.
2) The affective domain deals with emotions, values, and attitudes. It has five categories from receiving phenomena to internalizing values.
3) The psychomotor domain includes physical skills and movement. It has seven categories from perception to origination.
Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
Bloom's taxonomy categorizes levels of learning into six major categories from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each category provides examples of verbs and learning activities. The categories move from recalling facts to creating new structures or solutions. The taxonomy provides a framework for setting learning objectives and assessing learning outcomes.
Lorin Anderson revised Benjamin Bloom's taxonomy of educational objectives in the 1990s. The two main changes were changing the categories from nouns to verbs and rearranging the order. The categories are now Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. This revision provides examples and key verbs for each category to better illustrate how to assess learning in a domain from lower order to higher order thinking skills.
The document discusses teaching and learning objectives according to Bloom's Taxonomy. It outlines the three domains of Bloom's Taxonomy: Cognitive, Affective, and Psychomotor. For each domain, it lists the categories and provides action verbs examples to describe the categories. It also discusses the characteristics of effective behavioral objectives and their purpose and functions. Finally, it notes that Bloom's Taxonomy was later revised by Lorin Anderson in 2001 to update the Cognitive Domain categories and terminology.
This document outlines Bloom's Taxonomy, a classification of learning objectives into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. It defines each level and provides example verbs for common actions at each level. Lower levels like knowledge and comprehension involve recalling or understanding information, while higher levels like synthesis and evaluation involve creating new ideas or critically assessing value. Multiple choice questions test lower levels, while essays, presentations and projects can be evaluated at higher levels using rubrics.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
This document summarizes Bloom's Taxonomy, which categorizes learning objectives into six domains: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
The lowest level is Remembering, which involves recalling facts and basic concepts. Understanding goes a step further and means grasping the meaning of material, such as by explaining or summarizing. Applying refers to using learned material in new situations, like solving problems or demonstrating procedures. Analyzing breaks concepts down into their component parts to understand organizational structure. Evaluating requires making judgments based on criteria. The highest level is Creating, which involves combining elements in new ways, such as designing or revising processes.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Blooms Taxonomy of Hierarchy of learningMaunas Thaker
Bloom's Taxonomy is a hierarchical framework used to classify educational objectives. Developed by Benjamin Bloom in the 1950s, it divides educational goals into three overarching domains: cognitive, affective, and psychomotor.
This taxonomy provides educators with a framework for designing curriculum, assessments, and instructional strategies that target different levels of cognitive complexity. It helps ensure that educational objectives are clearly defined and that instruction is appropriately aligned with the desired outcomes.
- Bloom's taxonomy is a classification of learning objectives developed in 1956 to promote higher forms of thinking in education. It defines six levels of cognitive development: knowledge, comprehension, application, analysis, synthesis, and evaluation.
- Benjamin Bloom led the team that developed the original taxonomy. Lorin Anderson later revised it, changing the names of the categories to verbs and reordering them.
- The taxonomy provides a common language for educators to discuss learning objectives. Well-written objectives clearly specify what a student will be able to do (performance), under what conditions, and how their work will be evaluated. This helps ensure lessons are targeted to appropriate cognitive levels.
Bloom's Taxonomy outlines six levels of learning domains in the Cognitive Domain:
1. Knowledge involves recalling information.
2. Comprehension requires understanding the meaning of information.
3. Application involves using knowledge in real-world situations.
4. Analysis refers to breaking down information into constituent parts.
5. Synthesis requires creating new structures by combining ideas.
6. Evaluation assesses the effectiveness of ideas against external criteria.
Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition. It includes three domains: cognitive, affective, and sensory. The cognitive domain involves knowledge and intellectual skills development. It contains six categories ranging from basic recall or knowledge to more complex levels of analysis, synthesis, and evaluation. The affective domain includes how people deal with things emotionally and contains five categories related to attitudes and values. The psychomotor domain includes physical movement, coordination, and motor skills development over seven categories of increasing complexity. Bloom's taxonomy provides a framework for teachers to define and categorize learning objectives and plan curriculum.
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It outlines the six main categories - Knowledge, Comprehension, Application, Analysis, Evaluation, and Creation - and defines each category. Action verbs are provided as examples for what a teacher does at each level and learning activities that students may engage in. The goal of Bloom's Taxonomy is to promote higher-order thinking as students move from basic recall or understanding towards more complex skills like synthesis, evaluation, and creation of new ideas or products.
This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of learning. It outlines the six main categories - Knowledge, Comprehension, Application, Analysis, Evaluation, and Creation - and defines each category. Action verbs are provided as examples for what a teacher does at each level and learning activities that students may engage in. The goal of Bloom's Taxonomy is to promote higher-order thinking as students move from basic recall or understanding towards more complex skills like synthesis, evaluation, and creation of new ideas or products.
Exam preparation from Certified Business Analysis Professional credential from International Institute of Business Analysis. Bloom's Taxonomy - Cognitive Psychology - Mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It includes six cognitive levels: remember, understand, apply, analyze, evaluate, and create. The original taxonomy has been revised to update terminology and categories. Both versions aim to help teachers develop learning objectives and assessments that promote higher-order thinking skills. While Bloom's taxonomy has strengths and limitations, it provides a useful framework for classifying educational goals and designing assessments to encourage problem solving.
Similar to Hearing and Seeing Critical Thinking (20)
Chris Shade BS MEd MS LPC-Associate "Presume" (What Do I Do?)Chris Shade
What do I do?
While working in education, I created a "presume" about my work, and it was viewed over 35K times. It was also featured by CareerSherpa as one of the "3 Inspiring Visual Resume Examples on SlideShare": https://careersherpa.net/3-inspiring-visual-resume-examples-on-slideshare/
Now that I'm in the field of counseling, I created a new presume sharing what I do now. Check it out.
If interested, here is a link to the original: https://www.slideshare.net/chrisshade/chris-shade-presume-what-do-i-do
Growth mindset: Which is more important: “growth” or “mindset?” The answer is both, but let’s flip the terms. First, a leader must have the right mindset, and only then can a leader nurture growth. Jack Welch, longtime CEO of GE, said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Discover ways to flourish in education in this engaging session on leadership and the growth mindset.
Leaders accomplish their visions through personal growth and personnel growth. How?
Discover 6 ways to grow the team(s) you lead.
Learn the 1 thing teams need to be the "perfect" team.
Uncover the real meaning and importance of vulnerability for success in the workplace.
Handout Copy of Leadership Session for United ISD.pdfChris Shade
The document discusses leadership behaviors and self-reflection. Effective leaders possess vision, instructional leadership skills, help develop a positive culture, focus on systems, and are self-reflective. The hardest leaders to coach are those unwilling to reflect, especially on themselves. Valuable self-reflection involves consciously analyzing beliefs and actions to learn and inform future mindsets. Leaders avoid self-reflection due to lack of desire, time, experience, or skills, but it is important for growth. Reflection requires embracing unknowns, curiosity, and taking responsibility, which can cause discomfort but lead to insights.
The document provides tips for creating effective presentations using PowerPoint. It recommends using visuals like images over text-heavy bullet points, incorporating stories and narratives to increase memorability, and keeping slides simple with minimal extraneous content. Presenters are advised to avoid just reading slides verbatim and instead use the slides as a supplement to their live narration. The document also emphasizes designing slides according to principles like empty space, rule of thirds for image placement, and using sans-serif fonts for readability.
High Quality Family Engagement The Equity Issue of Our Time HandoutChris Shade
Evaluate this session
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Previous educational reforms did not sufficiently address the social and emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides balance where the focus had become too narrow under NCLB; and it encourages means to ensure access and equity for all students. While many focus on what educators can do to ensure equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
ESSA Parent & Family Engagement Beyond Checking the Box WebinarChris Shade
For years, Denton Independent School District schools offered the typical parental involvement activities Dr. Karen L. Mapp of Harvard calls “random acts of parent involvement” in her article, Unlocking Families’ Potential. Our schools had good intentions, but the results didn’t always quite live up to expectations. While the events weren’t bad in and of themselves, activities were a one-time event and not necessarily sustainable. When I learned of what ReadyRosie offered, a product unlike any I’d ever seen, I knew we had uncovered a way to link parent and family engagement to student learning and development, the essential component of an effective program. Not only did ReadyRosie strengthen engagement, it helped address a number of requirements of the Every Student Succeeds Act in our efforts to improve student achievement.
September 20th at 12pm CT we will be hosting a free webinar to share more about how Denton ISD is using ReadyRosie to meet ESSA requirements in a meaningful way.
Perhaps no other book has been cited in educational circles
recently than Mindset by Carol Dweck. But what is mindset;
and how does it impact student success? Discover how
mindset relates to goal setting, effort, strategy, grit, and
[learning from] failure; uncover how the words educators
and parents use impact children’s mindset in addition to
ways to reframe challenging situations; and learn how to
implement growth mindset strategies at school.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
#BLC17 Rebranding through Social Media HandoutChris Shade
In an article in the Denton Record Chronicle, Denton ISD Superintendent Jamie Wilson discusses engaging the community to help shape the future of the district. He notes that while the district appreciates support from individuals, businesses and organizations, the role and purpose of education has changed from the early 1900s when its focus was producing industrial workers. Today a high school diploma provides access to more opportunities. The superintendent encourages community input to determine current needs as the board and Education Improvement Council establish the district's mission, vision and goals. Denton ISD will actively solicit feedback from various stakeholders to help guide its path forward.
The document is a quote from Brené Brown stating that owning our personal story and learning to love ourselves through that process is the bravest thing we can do. The quote emphasizes self-acceptance and embracing one's whole self and experiences.
The document discusses strategies for improving school-parent compacts to better support student academic achievement. It suggests that many current compacts are token agreements that do not provide practical ways for families to help students meet goals like improving third grade literacy. The presentation advocates for compacts that clearly describe the school's responsibilities and ways families can support learning at home. It also discusses research showing the important role families play in factors like school readiness, reducing absenteeism, and preventing summer learning loss - all of which influence third grade reading proficiency. The document argues that schools should create strategic plans involving families to accomplish goals like improving third grade literacy.
This document discusses issues with the current education system and questions for transforming it. It argues that the traditional school model of standardized calendars, grade levels, and classrooms in boxes is outdated and does not prepare students for the future. It questions whether standardized testing, curriculum, and physical school infrastructure still make sense. It suggests education needs to be more personalized, integrated with communities, and focused on learning experiences rather than systems. The future of education requires rethinking models to better develop students' skills for a connected, rapidly changing world.
Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought.
Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.
Education as we know it is in its final days. Are these scary or exciting times? To me, it's the latter as I believe we are entering a new age and the change is no more frightening than how the farmers must've felt when people left the fields for the factories. In the days ahead, we must challenge not only the status quo, but the foundation structures that have been a part of our operating system for well over 150 years. These times call for bold leaders. Join me moving into the unknown.
This presentation is designed for DOI campus reps and principals to share with their campuses. In addition to sharing the presentation, DOI members serve as the note taker on the DOI Barriers and Innovative Ideas Google Docs spreadsheet during the campus discussions.
The PowerPoint presentation identifies the external barriers identified thus far including a few videos explaining the rationale for each exemption. The idea of the campus discussion is NOT to discuss these barriers further or offer solutions, but to A) share these as examples of barriers and to B) collect additional, unidentified barriers to 1) teaching and learning, 2) student opportunities, 3) school culture and climate, and 4) growth and management.
More information regarding the DOI process can be found at
• DOI Overview: http://www.dentonisd.org/Page/84561
• DOI Resources: http://www.dentonisd.org/Page/87758
• DOI Colloquy 09/27/16 Minutes and Notes: http://www.dentonisd.org/Page/88729
• DOI Colloquy 09/13/16 Minutes and Notes: http://www.dentonisd.org/Page/88228
The Denton ISD District of Innovation Committee met on September 27th to discuss barriers to innovation in teaching, learning, student opportunities, and school culture. They reviewed feedback on identified barriers and next steps to collaborate with principals and staff to find more barriers. The committee also reviewed the contents of the DOI website and layout of the Denton ISD innovation plan before scheduling their next meeting for October 11th.
The Denton Independent School District Board of Trustees passed a resolution to initiate the process of becoming a District of Innovation under Texas Education Code Chapter 12A. The resolution cites the board's commitment to student success and recognizing the need for educational approaches to change over time. As a District of Innovation, the district would seek new ways to benefit students through locally controlled innovation allowed by the new state law. The resolution requires the district to publicly declare this interest and hold a public hearing to discuss developing an innovation plan.
This document provides an overview of innovation districts in Texas. It explains that a district must meet academic standards to be eligible and outlines the process for becoming an innovation district, which involves board approval and developing an innovation plan. The plan can request exemptions from certain state requirements to support innovative programs and flexibility. Allowable exemptions include educator certification and the school day/year, while prohibited exemptions include governance, curriculum and finances. The board must adopt the plan and notify the Commissioner. Resources are provided to help districts learn from others' experiences.
The document lists exemptions from Texas education laws adopted by various school districts. It shows the district, adoption date, exemption title, and total number of adoptions for each exemption. In total, over 100 exemptions across various topics were adopted by 33 districts between March 2016 and September 2016. The most common exemptions related to teacher certification requirements, appraisal systems, class sizes, and school start/end dates.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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.
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Hearing and Seeing Critical Thinking
1.
2.
3.
4.
5.
6.
7. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
8. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
9. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
10. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
11. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
12. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
Next, move the visual
into component parts so that its
organizational structure may be
equipment by using logical deduction.
Recognize logical fallacies in reasoning.
compares, contrasts, diagrams,
deconstructs, differentiates,
and inferences.
aid to match the level of
understood. Distinguishes between facts Gathers information from a department
and selects the required tasks for training.
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects,
questioning so students can
Application: Use a concept in a new Examples: Use a manual to calculate an
separates.
Key Words: applies, changes, computes,
both hear and see what it
situation or unprompted use of an
abstraction. Applies what was learned in
employee's vacation time. Apply laws of
statistics to evaluate the reliability of a
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
work place. looks and sounds like.
the classroom into novel situations in the written test. prepares, produces, relates, shows,
solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
13. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
14. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.
15. Evaluation: Make judgments about the Examples: Select the most effective Key Words: appraises, compares,
value of ideas or materials. solution. Hire the most qualified concludes, contrasts, criticizes, critiques,
candidate. Explain and justify a new defends, describes, discriminates,
budget. evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Synthesis: Builds a structure or pattern Examples: Write a company operations or Key Words: categorizes, combines,
from diverse elements. Put parts process manual. Design a machine to compiles, composes, creates, devises,
together to form a whole, with emphasis perform a specific task. Integrates training designs, explains, generates, modifies,
on creating a new meaning or structure. from several sources to solve a problem. organizes, plans, rearranges, reconstructs,
Revises and process to improve the relates, reorganizes, revises, rewrites,
outcome. summarizes, tells, writes.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of Key Words: analyzes, breaks down,
into component parts so that its equipment by using logical deduction. compares, contrasts, diagrams,
organizational structure may be Recognize logical fallacies in reasoning. deconstructs, differentiates,
understood. Distinguishes between facts Gathers information from a department discriminates, distinguishes, identifies,
and inferences. and selects the required tasks for training. illustrates, infers, outlines, relates, selects,
separates.
Application: Use a concept in a new Examples: Use a manual to calculate an Key Words: applies, changes, computes,
situation or unprompted use of an employee's vacation time. Apply laws of constructs, demonstrates, discovers,
abstraction. Applies what was learned in statistics to evaluate the reliability of a manipulates, modifies, operates, predicts,
the classroom into novel situations in the written test. prepares, produces, relates, shows,
work place. solves, uses.
Comprehension: Understand the Key Words: comprehends, converts, Examples: Rewrites the principles of test
meaning, translation, interpolation, and defends, distinguishes, estimates, writing. Explain in one's own words the
interpretation of instructions and explains, extends, generalizes, gives an steps for performing a complex task.
problems. State a problem in one's own example, infers, interprets, paraphrases, Translates an equation into a computer
words. predicts, rewrites, summarizes, translates. spreadsheet.
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices Key Words: defines, describes, identifies,
from memory to a customer. Knows the knows, labels, lists, matches, names,
safety rules. outlines, recalls, recognizes, reproduces,
selects, states.