Higher order thinking skills
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Dr.Ami Rathore, Asst. Professor LMTT College,Dabok,Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be University) Udaipur
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Bloom S Taxonomy More details about the general structure
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
Bloom’s taxonomy
This document provides an overview of Bloom's Taxonomy, including both the original taxonomy developed in 1956 and the revised taxonomy from 2001. The original taxonomy classified learning objectives according to six cognitive levels, from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Criticisms of the original led to the development of a revised taxonomy that changed the hierarchy to a two-dimensional matrix and renamed some levels and domains.
Bloom's Taxonomy
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
Bloom's Taxonomy
Bloom's taxonomy is a classification system used to define and distinguish different levels of thinking skills. It categorizes cognitive, affective, and sensory domains of learning. The cognitive domain involves knowledge and mental skills like remembering, understanding, applying, analyzing, evaluating, and creating. Lorin Anderson and David Krathwohl later updated the cognitive taxonomy to include remembering, understanding, applying, analyzing, evaluating, and creating knowledge at different levels from factual to metacognitive.
Bloom's taxonomy revised
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.
Bloom's revised taxonomy
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It originally categorized thinking into six levels moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. In 2001, Bloom's taxonomy was revised to change nouns to verbs and rearrange the order, moving from lower order thinking skills like remembering to higher order skills like creating. The revised taxonomy is more inclusive of digital technologies and cognitive objectives relevant to students' lives. While the taxonomy represents a learning process moving from basic recall to more complex thinking, learning can begin at any point in the process and involve collaboration at various levels.
Objective related principle in teaching
1. The document discusses objective-related principles in teaching, including starting lessons with clear objectives shared with students. Objectives should address the cognitive, affective, and psychomotor domains and be specific, measurable, achievable, relevant and time-bound.
2. It also summarizes Bloom's and Anderson's taxonomies of cognitive objectives, Krathwohl's taxonomy of affective objectives, and Harlow's taxonomy of psychomotor objectives. The taxonomies arrange learning objectives from simple to complex.
3. Effective objectives lead to student development in critical and creative thinking and accountability of learning outcomes.
Benjamin bloom taxonomy ksmu
This document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's original (1956) and revised (2001) taxonomies, which classify learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves knowledge and intellectual skills and is further broken down into categories like comprehension, application, and evaluation. The revised taxonomy renamed and reordered some of the categories to better represent cognitive processes.
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Bloom S Taxonomy More details about the general structure
This document discusses Bloom's Taxonomy, which classifies educational goals into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain was revised by Anderson and Krathwohl in 2001 to better align with 21st century skills. The revised taxonomy has six levels within the Cognitive domain - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Objectives are classified based on the type of knowledge (factual, conceptual, procedural, metacognitive) and cognitive process verb used. The document provides examples of verbs to write objectives for each cognitive process level.
Bloom’s taxonomy
This document provides an overview of Bloom's Taxonomy, including both the original taxonomy developed in 1956 and the revised taxonomy from 2001. The original taxonomy classified learning objectives according to six cognitive levels, from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Criticisms of the original led to the development of a revised taxonomy that changed the hierarchy to a two-dimensional matrix and renamed some levels and domains.
Bloom's Taxonomy
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
Bloom's Taxonomy
Bloom's taxonomy is a classification system used to define and distinguish different levels of thinking skills. It categorizes cognitive, affective, and sensory domains of learning. The cognitive domain involves knowledge and mental skills like remembering, understanding, applying, analyzing, evaluating, and creating. Lorin Anderson and David Krathwohl later updated the cognitive taxonomy to include remembering, understanding, applying, analyzing, evaluating, and creating knowledge at different levels from factual to metacognitive.
Bloom's taxonomy revised
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.
Bloom's revised taxonomy
Bloom's taxonomy is a classification system used to categorize levels of thinking according to their complexity. It originally categorized thinking into six levels moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. In 2001, Bloom's taxonomy was revised to change nouns to verbs and rearrange the order, moving from lower order thinking skills like remembering to higher order skills like creating. The revised taxonomy is more inclusive of digital technologies and cognitive objectives relevant to students' lives. While the taxonomy represents a learning process moving from basic recall to more complex thinking, learning can begin at any point in the process and involve collaboration at various levels.
Objective related principle in teaching
1. The document discusses objective-related principles in teaching, including starting lessons with clear objectives shared with students. Objectives should address the cognitive, affective, and psychomotor domains and be specific, measurable, achievable, relevant and time-bound.
2. It also summarizes Bloom's and Anderson's taxonomies of cognitive objectives, Krathwohl's taxonomy of affective objectives, and Harlow's taxonomy of psychomotor objectives. The taxonomies arrange learning objectives from simple to complex.
3. Effective objectives lead to student development in critical and creative thinking and accountability of learning outcomes.
Benjamin bloom taxonomy ksmu
This document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's original (1956) and revised (2001) taxonomies, which classify learning objectives into three domains: cognitive, psychomotor, and affective. The cognitive domain involves knowledge and intellectual skills and is further broken down into categories like comprehension, application, and evaluation. The revised taxonomy renamed and reordered some of the categories to better represent cognitive processes.
Learning style
This document discusses different learning and thinking styles. It describes three main sensory preferences that individuals gravitate towards - visual, auditory, and tactile/kinesthetic. It also discusses two dimensions on the global-analytic continuum - analytic learners who prefer linear, step-by-step learning, and global learners who see the whole pattern before the details. Finally, it outlines Howard Gardner's theory of multiple intelligences, identifying nine distinct forms of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential.
Bloom's Taxonomy
OCAS Assessments adopted Bloom's Taxonomy to help students develop higher-order cognitive abilities and improve their thinking skills. Bloom's Taxonomy is a framework for categorizing levels of thinking skills, from basic recall to more complex skills, like evaluation and synthesis. It was developed by Benjamin Bloom in 1956 to classify intellectual behaviors important for learning. The taxonomy includes six cognitive levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - which represent increasing sophistication in students' skills, advancing from memory to creative abilities.
Bloom taxonomy
Bloom's Taxonomy is a theory that identifies six levels of cognitive complexity, from simple recall or comprehension to more complex levels of critical thinking and problem solving. It provides educators a framework for developing learning objectives and questions that stimulate higher-order thinking skills. The taxonomy is not a hierarchy - students need the lower-level skills before advancing to higher levels of analysis, synthesis, and evaluation. Asking questions at different cognitive levels helps students practice more complex thinking.
Bloom's taxonomy
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Blooms taxonomy and learning domains
The document discusses Bloom's Taxonomy, which was created by educational psychologist Benjamin Bloom in 1956 to promote higher forms of thinking in education. Bloom's Taxonomy classifies different levels of thinking from lowest to highest order: knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides a framework for designing educational objectives and assessments and is commonly used in education.
Revised blooms taxonomy for gsce physical education
This is a resource used within the classroom either as a starter to assess the knowledge of the pupils prior to starting a topic or as a plenary to assess the knowledge gained. I have ammended so that it included the orginal Blooms taxonomy questioning and the revised Bloom taxonomy questioning and is a resources that can be adapted for any topic and tailored to meet the specific needs of the class.
Ppt ii blooms
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
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The study that fed this article investigates the progress/development of critical thinking skills through
a reflective writing intervention. It is hypothesized in the study that metacognitive processes underlying
reflective writing and critical thinking interweave. In other words, when students think critically or write
reflectively they tend to use the same cognitive skills as writing in general is a circuit of thinking. Hence, It has
been empirically proven that Reflective writing is a pedagogical strategy, among others, that enhances Critical
Thinking skills of undergraduate students majoring in business, marketing and Finance. Reflective Writing
productions of thirty Moroccan Business College Juniors were assessed, evaluated and scored over on
academic term. The assessment was performed according to the Assessment Rubric for Critical thinking Skills
which was originally designed within the Quality Enhancement plan (QEP) initiative, Georgia State University
2009. Current findings were very significant as the six critical thinking skills defined in the rubric proved major
progress
Revised Bloom's Taxonomy
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
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Schema Learning Theory Comparative Organizer
Schema theory proposes that learning occurs as learners add new information to existing cognitive frameworks called schemata. Key factors that influence learning according to schema theory are prior knowledge and how meaningfully instructional content is organized and presented. Effective instruction activates relevant prior knowledge and makes connections between new and existing information clear. The role of the learner is to build upon and modify schemata to incorporate new knowledge, while the instructor structures content and activities to facilitate these processes. Schema theory explains learning that involves building upon previous understanding and can apply to a wide range of topics.
Multiple intelligence
Howard Gardner proposed the theory of multiple intelligences, which suggests that there are nine different types of intelligence rather than just a single general intelligence. The nine intelligences are visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existential. Gardner's theory suggests that each person possesses combinations of these intelligences in different strengths and that accounting for individuals' varied intellectual profiles could improve education.
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This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
Taxonomy of educational objectives
Taxonomyof Educational Objectives:
Cognitive Domain by Blooms which was revised by Anderson.
Affective Domain by Krathwol
Psychomotor Domain by Simpson and Harlow
Cognitive Domain(Bloom Taxonomy) In Curriculum Development
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
Learning domains or bloom taxonomy
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.
Mi
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence exists in several different forms rather than a single general ability. It outlines 9 different types of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. The theory suggests that individuals possess combinations of these intelligences and can strengthen them. It also advocates for teaching and assessment methods that recognize different intellectual strengths rather than relying solely on standardized testing.
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Resource Parts I, II and III of the Wren (1995) text, SAS Central.docx
Resource:
Parts I, II and III of the Wren (1995) text, SAS Central: Critical Thinking, AES Presentation
Create
an analytical framework to facilitate your analysis of historical leadership models in the Week 3 assignment. For this week, you will simply need to create and complete the visual framework.
To create the framework, choose three of the models described in chapters 10 -17 of Wren Part III (assume each chapter describes a different leadership model). Then, choose three to five generic processes of leadership. One component or process must be the leader/follower exchange - how the leader and followers interact, or their relationship to each other. Choose two to four other processes leaders engage in. To identify processes, you might think about these sentences: "How does ________ happen in this model?" or "What does _______ look like in this model?" (Note: you are not simply asking
whether or not
the process is part of the model. So, not a yes/no question.)
The analytic framework is a visual representation of components of the models that will allow you to analyze the similarities, differences, gaps, etc. in Week 3. A matrix framework is easy to construct and use - see the Assignment Materials for a visual of the framework you can use.
Create
a 6- to 10-slide Microsoft® PowerPoint® presentation that includes a brief description of each model/theory and your analytical framework. Use these design criteria:
Four to six bullet points per slide,
Six to eight words per bullet - not full sentences,
Each bullet point containing a fact or assertion should also have a citation to literature,
Speaker notes
in full sentences contain an expanded version of bullets on slides
and also have citations as necessary, and
Reference slide with a minimum of four sources (one can be Wren).
Format
your citations and references consistent with APA guidelines.
1. SAS Central: Argument Construction: Critical Thinking
What Is Critical Thinking?
In the SAS doctoral program, you will have the opportunity to develop and extend your critical thinking skills. You will be encouraged to analyze, evaluate, and synthesize as an integral aspect of your thinking. These thinking operations might be applied to analyzing the literature, developing questions, solving a problem, creating a new model, or deciding upon a course of action.
Richard Paul and Linda Elder (2009), two long-standing and respected scholars of critical thinking, crafted the following definition: Critical thinking is the act of analyzing and evaluating thinking with a view to improving it (p. 4).
Paul and Elder (2009) also suggest that critical thinking entails a commitment to overcoming our native egocentrism and sociocentrism.
Other recent views of critical thinking critique the overemphasis on the cognitive dimension of critical thinking (sometimes referred to as the Cartesian duality of “I think, therefore I am”). Researchers such as Klein (1999) remind us of the role of i ...
Common misconceptions of critical thinkingSHARON BAILIN, R.docx
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ®rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening meÂlange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We oÄer alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies
, 1999, vol. 31, no. 3, 269±283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, is ...
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This document discusses different learning and thinking styles. It describes three main sensory preferences that individuals gravitate towards - visual, auditory, and tactile/kinesthetic. It also discusses two dimensions on the global-analytic continuum - analytic learners who prefer linear, step-by-step learning, and global learners who see the whole pattern before the details. Finally, it outlines Howard Gardner's theory of multiple intelligences, identifying nine distinct forms of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential.
Bloom's Taxonomy
OCAS Assessments adopted Bloom's Taxonomy to help students develop higher-order cognitive abilities and improve their thinking skills. Bloom's Taxonomy is a framework for categorizing levels of thinking skills, from basic recall to more complex skills, like evaluation and synthesis. It was developed by Benjamin Bloom in 1956 to classify intellectual behaviors important for learning. The taxonomy includes six cognitive levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - which represent increasing sophistication in students' skills, advancing from memory to creative abilities.
Bloom taxonomy
Bloom's Taxonomy is a theory that identifies six levels of cognitive complexity, from simple recall or comprehension to more complex levels of critical thinking and problem solving. It provides educators a framework for developing learning objectives and questions that stimulate higher-order thinking skills. The taxonomy is not a hierarchy - students need the lower-level skills before advancing to higher levels of analysis, synthesis, and evaluation. Asking questions at different cognitive levels helps students practice more complex thinking.
Bloom's taxonomy
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Blooms taxonomy and learning domains
The document discusses Bloom's Taxonomy, which was created by educational psychologist Benjamin Bloom in 1956 to promote higher forms of thinking in education. Bloom's Taxonomy classifies different levels of thinking from lowest to highest order: knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides a framework for designing educational objectives and assessments and is commonly used in education.
Revised blooms taxonomy for gsce physical education
This is a resource used within the classroom either as a starter to assess the knowledge of the pupils prior to starting a topic or as a plenary to assess the knowledge gained. I have ammended so that it included the orginal Blooms taxonomy questioning and the revised Bloom taxonomy questioning and is a resources that can be adapted for any topic and tailored to meet the specific needs of the class.
Ppt ii blooms
This document summarizes Benjamin Bloom's taxonomy of educational objectives. It discusses the three domains of cognitive, affective, and psychomotor objectives. Within the cognitive domain, it describes Bloom's original six categories (knowledge, comprehension, application, analysis, synthesis, evaluation) and Lorin Anderson's revised categories (remembering, understanding, applying, analyzing, evaluating, creating). It provides examples of questions to assess each category. Overall, the document provides an overview of Bloom's taxonomy, its use for classroom planning, and the revision made to the cognitive domain categories.
Enhancing Critical Thinking Skills through Reflective Writing Intervention am...
The study that fed this article investigates the progress/development of critical thinking skills through
a reflective writing intervention. It is hypothesized in the study that metacognitive processes underlying
reflective writing and critical thinking interweave. In other words, when students think critically or write
reflectively they tend to use the same cognitive skills as writing in general is a circuit of thinking. Hence, It has
been empirically proven that Reflective writing is a pedagogical strategy, among others, that enhances Critical
Thinking skills of undergraduate students majoring in business, marketing and Finance. Reflective Writing
productions of thirty Moroccan Business College Juniors were assessed, evaluated and scored over on
academic term. The assessment was performed according to the Assessment Rubric for Critical thinking Skills
which was originally designed within the Quality Enhancement plan (QEP) initiative, Georgia State University
2009. Current findings were very significant as the six critical thinking skills defined in the rubric proved major
progress
Revised Bloom's Taxonomy
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
Schema Learning Theory Comparative Organizer
Schema theory proposes that learning occurs as learners add new information to existing cognitive frameworks called schemata. Key factors that influence learning according to schema theory are prior knowledge and how meaningfully instructional content is organized and presented. Effective instruction activates relevant prior knowledge and makes connections between new and existing information clear. The role of the learner is to build upon and modify schemata to incorporate new knowledge, while the instructor structures content and activities to facilitate these processes. Schema theory explains learning that involves building upon previous understanding and can apply to a wide range of topics.
Multiple intelligence
Howard Gardner proposed the theory of multiple intelligences, which suggests that there are nine different types of intelligence rather than just a single general intelligence. The nine intelligences are visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existential. Gardner's theory suggests that each person possesses combinations of these intelligences in different strengths and that accounting for individuals' varied intellectual profiles could improve education.
Week 12 - Complex Cognitive
This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
Taxonomy of educational objectives
Taxonomyof Educational Objectives:
Cognitive Domain by Blooms which was revised by Anderson.
Affective Domain by Krathwol
Psychomotor Domain by Simpson and Harlow
Cognitive Domain(Bloom Taxonomy) In Curriculum Development
The document discusses Bloom's taxonomy, which is a classification system used to define educational goals and objectives. It identifies three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves thinking and knowledge-based skills, and contains six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels progress from basic recall to more complex thinking skills. The document provides definitions and examples of educational objectives for each of the six levels in the cognitive domain.
Bloom's taxonomy powerpoint
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
Learning domains or bloom taxonomy
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.
Mi
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence exists in several different forms rather than a single general ability. It outlines 9 different types of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. The theory suggests that individuals possess combinations of these intelligences and can strengthen them. It also advocates for teaching and assessment methods that recognize different intellectual strengths rather than relying solely on standardized testing.
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The Barrett Taxonomy is a framework for classifying reading comprehension questions into 5 levels of complexity: 1) literal comprehension involving recognition and recall, 2) reorganization involving organizing ideas, 3) inferential comprehension involving hypotheses, 4) evaluation requiring judgments, and 5) appreciation involving knowledge and emotional response. It was designed to help teachers create reading tests and questions. The taxonomy also describes 6 levels of reading skills: word recognition, associating meaning with symbols, literal comprehension, interpretation, critical reading, and creative reading.
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Resource Parts I, II and III of the Wren (1995) text, SAS Central.docx
Resource:
Parts I, II and III of the Wren (1995) text, SAS Central: Critical Thinking, AES Presentation
Create
an analytical framework to facilitate your analysis of historical leadership models in the Week 3 assignment. For this week, you will simply need to create and complete the visual framework.
To create the framework, choose three of the models described in chapters 10 -17 of Wren Part III (assume each chapter describes a different leadership model). Then, choose three to five generic processes of leadership. One component or process must be the leader/follower exchange - how the leader and followers interact, or their relationship to each other. Choose two to four other processes leaders engage in. To identify processes, you might think about these sentences: "How does ________ happen in this model?" or "What does _______ look like in this model?" (Note: you are not simply asking
whether or not
the process is part of the model. So, not a yes/no question.)
The analytic framework is a visual representation of components of the models that will allow you to analyze the similarities, differences, gaps, etc. in Week 3. A matrix framework is easy to construct and use - see the Assignment Materials for a visual of the framework you can use.
Create
a 6- to 10-slide Microsoft® PowerPoint® presentation that includes a brief description of each model/theory and your analytical framework. Use these design criteria:
Four to six bullet points per slide,
Six to eight words per bullet - not full sentences,
Each bullet point containing a fact or assertion should also have a citation to literature,
Speaker notes
in full sentences contain an expanded version of bullets on slides
and also have citations as necessary, and
Reference slide with a minimum of four sources (one can be Wren).
Format
your citations and references consistent with APA guidelines.
1. SAS Central: Argument Construction: Critical Thinking
What Is Critical Thinking?
In the SAS doctoral program, you will have the opportunity to develop and extend your critical thinking skills. You will be encouraged to analyze, evaluate, and synthesize as an integral aspect of your thinking. These thinking operations might be applied to analyzing the literature, developing questions, solving a problem, creating a new model, or deciding upon a course of action.
Richard Paul and Linda Elder (2009), two long-standing and respected scholars of critical thinking, crafted the following definition: Critical thinking is the act of analyzing and evaluating thinking with a view to improving it (p. 4).
Paul and Elder (2009) also suggest that critical thinking entails a commitment to overcoming our native egocentrism and sociocentrism.
Other recent views of critical thinking critique the overemphasis on the cognitive dimension of critical thinking (sometimes referred to as the Cartesian duality of “I think, therefore I am”). Researchers such as Klein (1999) remind us of the role of i ...
Common misconceptions of critical thinkingSHARON BAILIN, R.docx
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ®rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening meÂlange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We oÄer alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies
, 1999, vol. 31, no. 3, 269±283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, is ...
Common misconceptions of critical thinkingSHARON BAILIN, R
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ® rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening me lange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We o� er alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies, 1999, vol. 31, no. 3, 269± 283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, ...
DLTF
The document discusses Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original taxonomy developed in the 1950s and revisions made in the 1990s. The revisions include changing the categories from nouns to verbs and emphasizing explanation over memorization. The taxonomy helps teachers design lessons and assessments that engage students at different levels of thinking from remembering to creating.
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blooms taxonomy.docx
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. The original taxonomy had six levels moving from simple recall to evaluation. In recent years, the taxonomy was revised to be two-dimensional, separating cognitive processes from knowledge. The cognitive processes are remember, understand, apply, analyze, evaluate, and create. The knowledge aspects are factual, conceptual, procedural, and metacognitive. This revised framework provides more flexibility and accuracy in assessing student learning outcomes.
Concept Teaching
A presentation I created for my Methods of Teaching class (spring 2012) explaining Concept Teaching to my fellow students.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and revisions made, including changing the names of categories from nouns to verbs. Examples are given of classroom activities and questions teachers can use to engage students at each level of thinking. The taxonomy can be applied to curriculum planning, instruction, and assessment.
Bloom's Taxonomy Presentation
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It outlines the original and revised terms, with changes made to better reflect active thinking processes. Examples of classroom activities are provided for each of the six levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and revisions made, including changing the names of categories from nouns to verbs. Examples are given of classroom activities and questions teachers can use to engage students at each level of thinking.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Aim & objective of teaching mathematics
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
PGCAP cohort 2 week2 designing session and programmes
This document outlines an educational session on designing engaging curriculum. The session discusses evaluating one's own design process, exploring student-centered active learning approaches, and technology-enhanced curriculum design. Participants are guided through planning a session by considering learners, outcomes, structure, methods, and assessment. The session promotes designing curriculum that is inclusive, collaborative, and values student learning through a variety of approaches and technologies.
Engaging all learners with student centered activities
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Critical Reflective Writing
The document discusses critical reflective writing in social work. It defines critical reflection as analyzing experiences by considering various contexts and assumptions. Critical reflective writing demonstrates deeper critical thinking on experiences by incorporating experience, theory, and academic content. It differs from typical essays through its use of first person and experience as evidence. Structural models for critical reflective writing generally move from describing an experience to analyzing it to articulating implications. The document provides examples of language and structure used in academic critical reflective writing.
Bloomspres
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and shifting emphasis to applications in curriculum planning. Productive Pedagogies are also mentioned, which aim to engage students in higher-order thinking for a greater portion of lessons.
Blooms
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Blooms Taxonomy
The document discusses Bloom's Revised Taxonomy, which organizes thinking skills into six levels from basic to more complex. It provides an overview of the original taxonomy and changes made in the revision, including renaming categories from nouns to verbs and emphasizing explanation over lists. Examples are given of classroom activities and assessments for each of the six levels: remembering, understanding, applying, analyzing, evaluating, and creating.
Enhancing the 21st century critical thinking skills of ESL/EFL learners
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Resource Parts I, II and III of the Wren (1995) text, SAS Central.docx
Resource Parts I, II and III of the Wren (1995) text, SAS Central.docx
Common misconceptions of critical thinkingSHARON BAILIN, R.docx
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Common misconceptions of critical thinkingSHARON BAILIN, R
Common misconceptions of critical thinkingSHARON BAILIN, R
PGCAP cohort 2 week2 designing session and programmes
PGCAP cohort 2 week2 designing session and programmes
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Higher order thinking skills
- 2. HOW TO OVERCOME THE CHALLENGE OF DEVELOPING HIGHER ORDER THINKING SKILLS BY Dr.Ami Rathore Assistant Professor LMTT College Dabok Udaipur (Raj)
- 3. The mind is noT aThe mind is noT a vesselvessel To be filled,To be filled, buT a fire To bebuT a fire To be igniTedigniTed
- 5. Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives. 1950’s- developed by Benjamin Bloom. Means of qualitatively expressing different kinds of thinking. Adapted for classroom use as a planning tool. Continues to be one of the most universally applied models. Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking. 1990’s- Lorin Anderson (former student of Bloom) revisited the taxonomy. As a result, a number of changes were made.
- 6. Change in Terms The names of six major categories were changed from noun to verb forms. Bloom’s Taxonomy reflects different forms of thinking, and because thinking is an active process, verbs presented a more accurate representation of the six categories. Subcategories of the six major categories were also replaced by verbs, and some subcategories were reorganized and renamed. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe the category of thinking, therefore, it was replaced with the word remembering. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking skills described by each category.
- 7. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 8. STRATERGIES TO BE APPLIED IN CLASSROOMS
- 9. ALIGN LEARNING GOALS , OBjECTIvES,
- 10. DESIGN CONTENT IDEAS AND SkILLS, LEARNING TASkS, ASSESSMENT ACTIvITIES, AND MATERIALS AND AIDS.
- 11. PREPARE A TASk ANALySIS Of ThE ThINkING SkILL TO BE LEARNED: IDENTIfy ThE PARTICuLAR ThINkING SkILL TO BE LEARNED, ThE PREREquISITE kNOwLEDGE AND SkILLS, ThE SEquENCE Of RELATED SuB SkILLS, AND ThE READINESS Of STuDENTS TO LEARN
- 13. PrePare questions that go beyond simPle recall of factual information to focus on advanced levels of comPrehension , such as how? why? and how well?
- 14. Plan strategies for diagnosis, guidance, Practice, and remediation.
- 15. convey enthusiasm, genuine interest in a toPic, warmth, and with thorough PreParation and organization, minimal transition time between activities, clear exPectations, and a comfortable, nonthreatening atmosPhere.
- 16. introduce tasks with a clear and simPle organizing framework such as a diagram, chart, Preview, or one ParagraPh overview.
- 17. exPress briefly what will be learned, why it is imPortant, when it will be useful, and how it should be aPPlied.
- 18. use visual disPlays to organize information— networks, hierarchies, schematic diagrams, and matrices show relationshiPs among ideas or concePts
- 19. Include demonstratIons, debates, and student-InItIated questIons. these Improve student attentIon and Involvement.
- 20. are we ready for this?are we ready for this?
- 21. THANK YOU