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Bloom's taxonomy

Bloom's taxonomy
"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. Yet more Notes arising from comments:

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Ansträngning Ansträngning Jag läser James Nottingham Utmanande undervisning i klassrummet och vill prova en sak i kapitel 3 ansträngning. Vad påverkar att eleverna vill anstränga sig? How to Encourage Higher Order Thinking Why Use This Tip What To Do Why Use This Tip 5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she thought it was so cute. Left Brain Vs. Right Brain: The Eye Opening Insights We have given you voluminous information about your brain and how it functions. However, this one is probably one of the most worthwhile to know. But wait, before presenting the data, we have some questions for you:

Why Do Teachers Ask the Questions They Ask? Although teacher questioning has received much attention in the past few years, studies on teacher questions in the ESL classroom have so far revolved around the ‘closed’/‘open’ or ‘display’/‘referential’ distinction. Findings from classroom observations show excessive use of closed questions by teachers in the classroom. The argument that has been more or less accepted is that such questions seek to elicit short, restricted student responses and are therefore purposeless in the classroom setting. This paper attempts to conduct an analytical discussion of the argument. The questions of three non-native ESL teachers during reading comprehension in the upper secondary school in Brunei are analysed using a three-level question construct. Through this three-level question analysis, it is possible to challenge the argument concerning question types and purposes.

Scientific Observation - Collecting Empirical Evidence Scientific observation is the central element of scientific method or process. The core skill of scientist is to make observation. Observation consists of receiving knowledge of the outside world through our senses, or recording information using scientific tools and instruments. Any data recorded during an experiment can be called an observation. Study with ADHD: Managing Attention Deficit in High School For students with ADHD, studying for a test can be daunting. Luckily, there’s new research that shows that students might not need to spend more time studying, but need to study differently. James and John, identical twins with ADHD, are taking the same biology class. They study for the same amount of time, yet James gets an A on the exam and John gets a C+. Why the difference? Which Study Technique Works Best?

The best answer You know what I love even better than Friday? Friday before a long weekend ... ahhhhhhhhh ... much needed!!! It's been a long week ... but a fun week ... so I guess all is good. Looking forward to some quality time with the family this weekend (and hoping for some sun). Friday also means it's time for Five for Friday - I LOVE this linky - I seriously look forward to it all week, planning what pics I'm going to include. Make sure you check out some of the other Five for Friday posts at Doodlebugs Teaching.

Critical Thinking Model 1 To Analyze Thinking We Must Identify and Question its Elemental Structures Standard: Clarityunderstandable, the meaning can be grasped Could you elaborate further? Could you give me an example? Could you illustrate what you mean? Standard: Accuracyfree from errors or distortions, true

UIS Active Learning DESCRIPTIONActive learning is a term referring to the engagement of students in some way with the topic to be learned. Students can be physically or cognitively engaged in an activity (i.e. something more than passive listening to a lecture or reading a text). Working exercises or participating in group projects or pursuing the higher orders of Bloom's taxonomy such as "applying, analyzing, evaluating, or creating" are good examples of active learning. “The process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas. Requiring students to regularly assess their own degree of understanding and skill at handling concepts or problems in a particular discipline. The attainment of knowledge by participating or contributing.

When #SOLO Met Bloom Taxonomy If you are interested in the thinking (thinking might be too strong a term for what I was actually doing) that brought me to explore this relationship you might want to look at a previous post, “Posts Move, Goals Don’t.” Bloom’s Taxonomy Many of us are familiar with Bloom’s Taxonomy (1956) – or at least we think we are! The standard list that I was given during teacher training consisted of: KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

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Colombian Applied Linguistics Journal - Working by projects: A way to enrich critical thinking and the writing process in a third grade EFL classroom Working by projects: A way to enrich critical thinking and the writing process in a third grade EFL classroom Trabajo por proyectos: pensamiento crítico y proceso escritural en inglés en un salón de tercero de primaria Sandra Dolores Ruiz Niño* Colegio José María Carbonell *Sandra Dolores Ruiz Niño is an elementary school teacher.

Reflecting on Our Weekly SMART Goals Every Friday, we are setting aside time to reflect on our goals for the week and continue them or create new ones. This practice fits in beautifully with our Leader In Me program and helps to cultivate student responsibility, especially in the areas of homework and classroom behavior. If you haven't checked out my previous post on creating SMART Goals and our classroom board, be sure to read that HERE. Today, we began by jotting down some thoughts and reflections on our Weekly Goals Reflection Sheet: