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Bloom’s Taxonomy

Home » All CFT Teaching Guides » Bloom’s Taxonomy by Patricia Armstrong, Assistant Director, Center for Teaching Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Original Taxonomy (1956) The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. The Revised Taxonomy (2001) Why Use Bloom’s Taxonomy?

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Pupils studying vocational courses need academic stimulus as well Young people in Britain are having a hard time: on top of news about soaring university fees and ever increasing youth unemployment, students' future employers are now adding to their worries. Recent research from the Chartered Management Institute (CMI) revealed that 90% of public sector managers feel that young people are less employable than their counterparts 10 years ago, and 73% perceived school leavers' management and commercial skills as poor or very poor. The root of the problem seems to be the education system, which seven out of 10 managers believe is damaging the UK's economic performance. Public sector managers are not alone in their complaints.

FAPSA - Federation of Australasian Philosophy in Schools Associations Journal of Philosophy in Schools » Journal of Philosophy in Schools Call for papers The Official Journal of the Federation of Australasian Philosophy in Schools Associations Website: Twitter: @JournalP4C

Parent Rights This booklet is for parents to use to keep important information about their child and his/her special education and related services. It is a companion to Educational Rights and Responsibilities: Understanding Special Education in Illinois. Records play an important role as you plan your child’s education. Dates, people, meetings and reports are important throughout your child’s educational career. Importing Users into Active Directory from a CSV File Using PowerShell There are two aspects to this post – first is the CSV file with the user data and then there’s the PowerShell script to import the data into Active Directory. As an example, this how-to post will only set the first name, last name, username and password values for our user objects. Preparing the CSV file A template of the CSV file with sample data can be downloaded here (save it with a .csv extension). Here’s what it looks like: Populate the CSV file with the user data, making sure you enter the Distinguished Name of the Organisational Unit in the OU field.

Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. CRC Cards for ATM Example CRC Cards for ATM Example Using CRC cards to assign responsibiities to various classes for the tasks required by the various use cases leads to the creation of the following cards. The following links can be used to go directly to the CRC cards for the various classes: Class ATM [ Links for this class ] Class CardReader

Motivation Boosters, Mufflers and Guzzlers The saying goes, “Where there is a will, there is a way”. I’ve been blessed to work with fantastically committed teachers, support staff, governors, parents and pupils during my career who through sheer will power have made some great things happen. Motivation matters if you want to succeed. Talk of character, resilience and growth mindset have abounded in the twittersphere and on blogs over the past few years. As I’m sat typing I actually wonder whether the Growth Mindset bubble has already burst for some schools or teachers whilst I’m still prevaricating. My concern is that Growth Mindset – the power of “not yet”, the motivational poster and exhorting pupils to “work hard” – has not (yet) produced the desired improvement in outcomes expected in some schools.

Class Responsibility Collaborator (CRC) Models: An Agile Introduction A Class Responsibility Collaborator (CRC) model (Beck & Cunningham 1989; Wilkinson 1995; Ambler 1995) is a collection of standard index cards that have been divided into three sections, as depicted in Figure 1. A class represents a collection of similar objects, a responsibility is something that a class knows or does, and a collaborator is another class that a class interacts with to fulfill its responsibilities. Figure 2 presents an example of two hand-drawn CRC cards. The Benefits of Using Questions in eLearning Infographic e-Learning Infographics The Benefits of Using Questions in eLearning Infographic The benefits of using eLearning questions in a course are huge: Intelligently written questions are a great way to assess how well a learner has understood a concept.When learners interact and answer questions, elearning provides instant feedback.Your Admin/L&D/HR teams can easily track and monitor employee results.Keeps your learners engaged and gives them thought-provoking content to make them stop and think. The The Benefits of Using Questions in eLearning Infographic shows you the best ways to utilise questions in elearning, including a few of the most common types of questions available and when they are best used.

Data Modeling 101 The goals of this article are to overview fundamental data modeling skills that all developers should have, skills that can be applied on both traditional projects that take a serial approach to agile projects that take an evolutionary approach. My personal philosophy is that every IT professional should have a basic understanding of data modeling. They don’t need to be experts at data modeling, but they should be prepared to be involved in the creation of such a model, be able to read an existing data model, understand when and when not to create a data model, and appreciate fundamental data design techniques. This article is a brief introduction to these skills.

The Jigsaw Classroom Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors. Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959.