transfer of learning
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This document discusses three types of learning outcomes: cognitive, psychomotor, and affective. Cognitive outcomes refer to knowledge and mental skills, psychomotor outcomes involve physical skills and movements, and affective outcomes deal with feelings, attitudes, and values. The document then provides more details on frameworks for classifying and describing different levels within each of the three domains.
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C:\fakepath\bloom's taxonomy
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and feelings. The psychomotor domain involves physical skills. Verbs are provided as examples to write learning objectives for each level within the domains.
Alternative assessment
This document discusses alternative assessment and provides examples of techniques. It begins by stating the objectives are to explain alternative assessment, identify benefits, and experience techniques. It then defines key concepts like authenticity and clear criteria. Some benefits listed are evaluating the learning process and product, and promoting autonomous learning. Examples provided include portfolios, interviews, presentations, and discussions assessed through checklists and student feedback. The document emphasizes patience in implementing new strategies and provides references for further information.
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.
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.
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.
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C:\fakepath\bloom's taxonomy
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and feelings. The psychomotor domain involves physical skills. Verbs are provided as examples to write learning objectives for each level within the domains.
Alternative assessment
This document discusses alternative assessment and provides examples of techniques. It begins by stating the objectives are to explain alternative assessment, identify benefits, and experience techniques. It then defines key concepts like authenticity and clear criteria. Some benefits listed are evaluating the learning process and product, and promoting autonomous learning. Examples provided include portfolios, interviews, presentations, and discussions assessed through checklists and student feedback. The document emphasizes patience in implementing new strategies and provides references for further information.
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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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.
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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.
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.
Bloom's taxonomy
Bloom's Taxonomy is a framework for categorizing levels of thinking skills, from basic recall or understanding to more complex and abstract levels of critical thinking and analysis. Created by Benjamin Bloom, it categorizes cognitive skills into six main levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels build on each other, with higher-order thinking skills requiring mastery of the skills from lower levels. Bloom's Taxonomy provides a common language for teachers to discuss and assess student performance and plan lessons that challenge students to develop deeper analytical thinking abilities.
Bloom's Taxonomy.pptx
Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.
This presentation is an effort to make the Taxonomy simplified and comprehensive.
A framework for the hrd process
The document outlines a framework for the human resource development (HRD) process consisting of four phases: needs assessment, design, implementation, and evaluation. It then provides details on each phase and principles for effective training design, including Bloom's taxonomy of learning domains (cognitive, affective, psychomotor). The cognitive domain categorizes learning into six levels from basic knowledge to higher-order thinking. Similarly, the affective and psychomotor domains each outline levels for developing attitudes and skills.
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This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
My Blooms Taxonomy
The document discusses Bloom's Taxonomy, which is a classification of learning objectives into different levels of complexity and specificity. It was created by Benjamin Bloom in 1955 to categorize educational goals and objectives. The taxonomy contains three domains: cognitive, affective, and psychomotor. Within the cognitive domain are knowledge, comprehension, application, analysis, synthesis and evaluation. Each level builds on the previous ones as the cognitive process becomes more complex. The document provides examples of verbs to describe each level of cognitive learning. It also discusses the affective and psychomotor domains and provides guidance on how to incorporate Bloom's Taxonomy into teaching practices.
BloomsTaxonomyMay2009.pdf
This document outlines Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives into six levels within the cognitive domain: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It provides examples of verbs used to describe each level, from basic recall at the Knowledge level to making judgments at the Evaluation level. The levels progress from remembering and understanding to increasingly complex thinking skills such as applying, analyzing, evaluating, and creating.
Understanding Bloom’s Taxonomy
This document provides an overview of Bloom's Taxonomy, a classification of levels of thinking skills. It discusses the six main cognitive levels - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. For each level, it lists thinking verbs associated with that level and provides potential classroom roles and activities. It also provides examples of questions teachers could ask students to target each of the different cognitive levels.
Bloom's taxonomy ppp2011
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Andersons/Blooms Revised Taxonomy
The document provides information about Bloom's revised taxonomy of learning domains including the six stages of thinking: remembering, understanding, applying, analyzing, evaluating, and creating. For each stage, examples are given of cognitive processes and potential classroom activities and products. Lower and higher order thinking questions are also discussed for each stage to encourage deeper engagement with content.
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Eq
This document discusses Bloom's taxonomy of educational objectives and the cognitive domain. It presents the six levels in Bloom's taxonomy from lowest to highest order thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level is defined in terms of the types of learner behaviors and thinking skills demonstrated. The document suggests asking students questions aligned to each level of Bloom's taxonomy in order to assess their learning and development of higher-order thinking skills.
Bloomsobjectives
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
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The document discusses various strategies for teaching reading and writing. It outlines the writing process which includes prewriting, drafting, revising, editing, and publishing. It also discusses effective writing instruction strategies such as teaching writing strategies, summarization, collaborative writing, setting specific product goals, using word processing, sentence combining, prewriting, inquiry activities, process writing approach, studying models, and writing for content learning.
Blooms Taxonomy of Instructional Objectives.pptx
There are 100 zeros at the end of 100!.
To determine this, one must count the number of factors of 2 and 5 in the expression. There are more factors of 2 than 5. The number of 5s is determined by adding the number of 5s in the tables of 5 and 25 (which is counted twice). This gives a total of 24 5s. Since there are more zeros for each factor of 5, there are 24 zeros at the end of 100!.
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This document provides information on cognitive strategies that can be explicitly taught to students to help them become more strategic, flexible learners. It discusses that cognitive strategies must be taught and practiced multiple times to become powerful tools. The document then lists and describes various cognitive strategies for readers, such as planning and goal setting, tapping prior knowledge, asking questions, monitoring comprehension, and reflecting on what was read. It also provides examples of strategy exercises teachers can use, such as word sorts, Venn diagrams, predicting, and synonym activities. The document emphasizes the importance of practicing strategies naturally and using resources to support reading comprehension.
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-------------------------------------------------------------------------------
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
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of extensive research and worry. As the global community grapples with swift urbanization,
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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
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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.
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
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- 2. z THE THREE TYPES OF LEARNING OUTCOMES
- 3. z THE THREE TYPES OF LEARNING COGNITIVE PSYCHOMOTOR AFFECTIVE
- 4. z COGNITIVE (Knowledge) Referring to manual or physical skills PSYCHOMOTOR (Skills) Referring to acquired mental skills AFFECTIVE (Attitude) Deals with situation such as feeling, appreciation, enthusiasm, motivation, values and attitude.
- 5. z CATEGORIES/LEVEL OUTCOMES VERB LEARNING OUTCOMES STATEMENTS 1.1 REMEMBERING Define, describe, identify Recite the multiplication tables 1.2 UNDERSTANDING Distinguish, estimate, explain Explain in one’s own words 1.3 APPLYING Apply, Change, compute Use a mathematical formula to solve 1.4 ANALYZING Analyze, compare, contrast Observe a classroom and list down the things to be improve 1.5 EVALUATING Compare, conclude, criticize Define a research proposal 1.6 CREATING Categories, combine, compile Compile proposal records and documents in a portfolio
- 6. z Recommend categories for the psychomotor domain: E Simpson 7 categories Dave 5 categories Harrow. 6 categories Physical coordination , movement and use of the motor skills body parts
- 7. z 7 Categories Simpson Contributed in Psychomotor CATEGORY EXAMPLE PERCEPTION (awareness) Ability to use sensory cues to guide motor activity Detects non-verbal communication cues SET Readiness to act, Includes mental, physical and emotional sets Knows and acts upon a sequence of steps in a manufacturing process GUIDED RESPONSE Early stages in learning a complex skill that includes imitation and trial & errors. Performs a mathematical equations as demonstrated.
- 8. z CATEGORY EXAMPLE MECHANISM (basic proficiency) Intermediate stage in a learning complex skills. Use a personal computer. COMPLEX OVERT RESPONSE( expert) skillful performance of motor acts that involve complex movement patterns Maneuvers a car in to a tight parallel experiences. ADAPTATION Skills are well develops and the individual can modify movement patterns to fit special requirements Response effectively to an expected experiences. ORIGINATION Creating new movement patterns to fit a particular situation or specific problem Construct new theory
- 9. z 5 Categories Dave Contributed in Psychomotor Taxonomies CATEGORY EXAMPLE IMITATION Copying a work of art Performing a skill while observing a demonstrator MANIPULATION Being able to perform a skill on one’s own after taking lessons or reading about it PRECISION Working and reworking something, so it will be “just right” ARTICULATION Combining a series of skills to produce a video that involves music, drama, color, sounds, etc. NATURALIZATION Maneuvers a car in to a tight parallel parking spot.
- 10. z Harrow’s Six Contribution CATEGORY EXAMPLE REFLEX MOVEMENTS Instinctive response FUNDAMENTAL MOVEMENTS Perform a simple task PERCEPTUAL ABILITIES Track a moving object, recognize a pattern PHYSICAL ABILITIES (fitness) Gain strength run a marathon SKILLED MOVEMENTS Using an advance series of integrated movements; perform a role in a stage play NO DISCURSIVE COMMUNICATION Express one’s self by using movements and gestures.
- 11. z AFFECTIVE (Attitude) Refers to the way in which we deal with situations emotionally such as feelings, appreciation, enthusiasm, motivation, values and attitudes. The TAXONOMY is ordered in to five levels as the person progress towards internalization in which the attitude or feeling consistently guide or controls a person’s behavior.
- 12. z The Categories or Levels of the Affective (Attitude) CATEGORIES/LEVELS OUTCOMES VERBS LEARNING OUTCOMES STATEMENT 3.1 RECEIVING: Being aware Select, point to, sit, choose Listens to others with respect, try to remember profile or facts 3.2 RESPONDING: Showing commitment to respond in some measure to the idea or phenomenon Answer, assist, comply Participate in discuss, give expectations, 3.3 VALUING: Showing willingness to be perceived as valuing Complete, differentiate, demonstrate Demonstrate belief in the concept or process 3.4 ORGANIZING: Arranging values in to priorities Arrange, Combine, complete Accept responsibility, recognize the need for balance between freedom and responsible behavior