1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
A golden society is defined as a society which has a classes with golden ratio. We can reach the golden society through citizens with complete development through whole dimensions.
1) Bloom's Taxonomy is a hierarchical model that classifies thinking into six levels of complexity: remember, understand, apply, analyze, evaluate, and create.
2) Originally developed in the 1950s, Bloom's Taxonomy was revised in the 1990s to change nouns into verbs to illustrate thinking as an active process.
3) The revised taxonomy defines each level using key verbs and provides examples of questions and activities for each level.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
A golden society is defined as a society which has a classes with golden ratio. We can reach the golden society through citizens with complete development through whole dimensions.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation explores whether human brains are inherently masculine, feminine, or neutral, and implications for teaching, learning and assessment. Key points addressed include the strategy of "neither through difference nor sameness" being compatible with neuroscience, and its compatibility with alternative learning approaches beyond traditional schooling.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation reviews research questions on whether human brains are masculine/feminine or neutral. It concludes that human brains have more individual differences than gender differences, and that an alternative learning approach compatible with neuroscience is needed to ensure gender equality in education.
This document summarizes a presentation on rethinking strategies for ensuring gender equality in education in light of neuroscience. It discusses three main strategies for achieving gender equality: through difference, through sameness, and "neither through difference nor through sameness." The presentation explores whether human brains are inherently masculine, feminine, or neutral, and implications for teaching, learning and assessment. Key points addressed include the strategy of "neither through difference nor sameness" being compatible with neuroscience, and its compatibility with alternative learning approaches beyond traditional schooling.