Bloom’s Taxonomy
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Background on Bloom’s Taxonomy Overview Definition and Objectives PURPOSE IMPLICATIONS Classification of three domains
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Begin planning a unit with a SMART Blooms Planning Matrix
Assessment
Bloom's Revised Taxonomy
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Javed Iqbal Thesis Defense Presentation
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This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.TSLB3143 Topic 1a Research in Education
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
TSL3133 Topic 4 Educational Research Procedure
This document outlines the key steps in the educational research process:
1. Choosing a research problem by identifying an issue to study and justifying its importance.
2. Determining the purpose statement which describes the overall intent and focus of the study.
3. Determining the research objectives which specify the goals of the study.
4. Determining clear and significant research questions that narrow the purpose statement and can be answered through data collection.
The research questions should indicate relationships between variables to contribute meaningful knowledge.
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TSLB3143 Topic 2 Basic Elements in Educational Research
This document provides an overview of key elements that should be included in the introductory chapter of an educational research proposal. It discusses choosing a research problem by identifying an issue, controversy, or concern to study. Examples of potential problems are provided. It also outlines five ways to assess if a problem should be researched by examining if it fills gaps, replicates past studies, extends knowledge, gives voice to underrepresented groups, or informs practice. Additional sections covered include justifying the need to study the problem, developing a title/topic, writing an introduction, providing a background, crafting a statement of the problem, creating research objectives and questions, proposing hypotheses, and defining the scope and limitations of the study.
TSL3133 Topic 8 Data Collection Methods
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Bloom’s Taxonomy: Assessment
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Take a walk down memory lane
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New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Assessment
Bloom's Revised Taxonomy
Lower and higher order questions
TSL3133 Topic 12 Quantitative Data Analysis
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
Javed Iqbal Thesis Defense Presentation
Javed Iqbal Thesis Defense PresentationJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.TSLB3143 Topic 1a Research in Education
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
TSL3133 Topic 4 Educational Research Procedure
This document outlines the key steps in the educational research process:
1. Choosing a research problem by identifying an issue to study and justifying its importance.
2. Determining the purpose statement which describes the overall intent and focus of the study.
3. Determining the research objectives which specify the goals of the study.
4. Determining clear and significant research questions that narrow the purpose statement and can be answered through data collection.
The research questions should indicate relationships between variables to contribute meaningful knowledge.
Colloquium1a
The document summarizes a study on improving Indonesian EFL students' reading and writing skills through direct instruction of cognitive and metacognitive strategies. It begins with background on literacy rates and education levels in Indonesia. It then discusses issues with students' current approach to reading and writing in English. The study aims to investigate the effects of explicit strategy instruction on students' reading, writing, and ability to integrate information from reading to writing. A quasi-experimental design with pre- and post-tests will be used to compare outcomes between a control group and an experimental group receiving strategy instruction. Limitations are addressed and data collection and analysis methods involving questionnaires, tests, interviews and checklists are outlined.
TSLB3143 Topic 2 Basic Elements in Educational Research
This document provides an overview of key elements that should be included in the introductory chapter of an educational research proposal. It discusses choosing a research problem by identifying an issue, controversy, or concern to study. Examples of potential problems are provided. It also outlines five ways to assess if a problem should be researched by examining if it fills gaps, replicates past studies, extends knowledge, gives voice to underrepresented groups, or informs practice. Additional sections covered include justifying the need to study the problem, developing a title/topic, writing an introduction, providing a background, crafting a statement of the problem, creating research objectives and questions, proposing hypotheses, and defining the scope and limitations of the study.
TSL3133 Topic 8 Data Collection Methods
This document discusses various methods for collecting qualitative data, including observation, interviews, and document analysis. It provides details on the different roles a researcher can take during observation (passive observer, active observer, participant observer). It also explains structured, semi-structured, and unstructured interviews. Finally, it lists various sources that can be analyzed as documents and discusses advantages and disadvantages of document analysis.
TSL3133 Topic 9 Data Collection Instruments
This document provides an overview of 12 common data collection instruments used in educational research: 1) Checklist, 2) Survey/Questionnaire, 3) Audio-visual recording, 4) Logs, 5) Field notes, 6) Interview, 7) Photo, 8) Portfolio, 9) Anecdote, 10) Journal/Diary, 11) Tests, and 12) Document analysis. For each instrument, a brief definition is given along with one or two examples of how it has been used in educational research studies. The document concludes with suggesting groups design a data collection instrument for a sample research question involving the use of comic strips in an English classroom.
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
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3. For conceptual change to occur, the scientific concept must be seen as intelligible, plausible, and fruitful to students. Gathering evidence through experiments allows students to compare their ideas to scientific explanations.
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Background example
This document provides background information on a study about vocabulary learning strategies. It discusses how vocabulary is essential for language acquisition and the problems students may face with low vocabulary. It also reviews literature identifying several vocabulary learning strategies, particularly the use of flashcards and pictures. The study aims to determine the effectiveness of these two strategies on students' vocabulary mastery based on their learning style (extrovert vs introvert). It indicates flashcards are expected to be more beneficial than pictures based on their ease of use and portability. The document lays out the rationale for investigating the impact of flashcards versus pictures on vocabulary development for different types of students.
TSL3133 Action Research 1 Revision
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Action research - Basic concepts
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
Ed project
This document outlines a research project conducted by a group of students called "Lilies" on teacher perceptions and use of assessment. The group surveyed 22 teachers from various schools to determine what types of assessments they use and how they perceive assessment. The results showed that most teachers were familiar with and used placement, formative, summative, and performance-based assessments. However, fewer teachers understood or used rubrics. The group suggested providing teachers with more assessment tools and training to help expand their assessment practices.
Data Analysis for Qualitative Research
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2) Questionnaires were used to collect data from students, parents, administrators, and teachers to identify factors contributing to low scores and suggestions for improvement.
3) Based on the findings, changes were made to instruction including more formula guides, practice problems, group work, and practical classes. Slight improvement was seen in subsequent test results.
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2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
Action research
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
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Action research, teacher research and classroom research
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
CHRONOLOGICAL & UNIT APPROACHES.pdf
The document discusses two approaches to teaching - the chronological approach and the unit approach.
The chronological approach presents content in the order of occurrence and allows students to see the natural development of a topic over time. However, it risks students forgetting early material and lacks comprehensive treatment.
The unit approach divides content into smaller, related units that are easier for students to understand. It focuses on objectives, logical organization, and evaluation, but risks limiting originality and providing an overly mechanical form of learning.
Curriculum approaches
There are two main categories of curriculum approaches - technical-scientific and non-technical/non-scientific. The behavioral-rational and systems/managerial approaches fall under the technical-scientific category as they focus on logical problem-solving and outcomes. The humanistic and re-conceptualistic approaches are non-technical/non-scientific as they emphasize personal relevance for learners and exploring social issues. Different approaches impact curriculum design, implementation, and evaluation in different ways based on their underlying philosophies and views of education.
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TSL3133 Topic 9 Data Collection Instruments
This document provides an overview of 12 common data collection instruments used in educational research: 1) Checklist, 2) Survey/Questionnaire, 3) Audio-visual recording, 4) Logs, 5) Field notes, 6) Interview, 7) Photo, 8) Portfolio, 9) Anecdote, 10) Journal/Diary, 11) Tests, and 12) Document analysis. For each instrument, a brief definition is given along with one or two examples of how it has been used in educational research studies. The document concludes with suggesting groups design a data collection instrument for a sample research question involving the use of comic strips in an English classroom.
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
Nature of science for teaching
The document discusses several key aspects of teaching science:
1. Teaching science involves developing students' knowledge, skills, and attitudes to engage with science, not just transmitting content.
2. Students often come to science class with preexisting conceptions about phenomena, so teaching new concepts requires conceptual change from their initial ideas to the scientific view.
3. For conceptual change to occur, the scientific concept must be seen as intelligible, plausible, and fruitful to students. Gathering evidence through experiments allows students to compare their ideas to scientific explanations.
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This document discusses factors that influence experienced teachers' decisions to remain in the teaching profession. It reports that while novice teachers have higher attrition rates, experienced teachers with 10-19 years of experience also leave at concerning levels. The study aims to understand what motivates veteran teachers to stay. Through qualitative interviews, teachers reported that their top challenges were lack of planning/instruction time, increased paperwork, and relatively low pay. However, veterans said they combat these issues through spiritual/faith perspectives, maintaining priorities, and understanding education's changing nature. Veterans also do not panic during changes, improve skills over time, find work-life balance, and can draw on experience in ways new teachers cannot. The document advocates building resilience through purpose, priority
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This document outlines the sections and content that should be included in an action research proposal and report. It provides guidance on key elements like context, research focus, objectives, questions, participants, implementation plan, data collection/analysis, schedule and budget. The proposal should introduce the topic, background, and focus of the research. It also describes developing research questions and objectives to guide the study, as well as planning implementation steps, collection methods, and analysis of data to evaluate the chosen action.
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Background example
This document provides background information on a study about vocabulary learning strategies. It discusses how vocabulary is essential for language acquisition and the problems students may face with low vocabulary. It also reviews literature identifying several vocabulary learning strategies, particularly the use of flashcards and pictures. The study aims to determine the effectiveness of these two strategies on students' vocabulary mastery based on their learning style (extrovert vs introvert). It indicates flashcards are expected to be more beneficial than pictures based on their ease of use and portability. The document lays out the rationale for investigating the impact of flashcards versus pictures on vocabulary development for different types of students.
TSL3133 Action Research 1 Revision
This document outlines the assessment components and written examination for a course. The written examination makes up 30% of the total grade and consists of 3 essay questions, with students required to answer 2 out of the 3 questions. Scoring rubrics are provided for evaluating essay responses. Sample essay questions and suggested answers are also provided covering topics like conducting an educational research study and an action research proposal. Guidelines for data analysis of quantitative and qualitative data from an action research are demonstrated. Several practice questions related to conducting research in educational settings are also included at the end.
Action research - Basic concepts
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
Ed project
This document outlines a research project conducted by a group of students called "Lilies" on teacher perceptions and use of assessment. The group surveyed 22 teachers from various schools to determine what types of assessments they use and how they perceive assessment. The results showed that most teachers were familiar with and used placement, formative, summative, and performance-based assessments. However, fewer teachers understood or used rubrics. The group suggested providing teachers with more assessment tools and training to help expand their assessment practices.
Data Analysis for Qualitative Research
A water-themed, film-based exploration of data analysis form three perspectives (Thematic Analysis, Grounded theory and Action Research). The aim of this presentation is to use well know films to present different perspectives on qualitative research. In seeking to make ideas stick I sought to develop a strong narrative to help my students better relate to the complexities of data analysis.
The Educator as a Researcher: A Practical Guide to Writing an Action Research
Teachers at all levels may begin their research journey by doing Action Research in their own classrooms.
Dictation
This report summarizes an action research project that investigated using innovative dictation activities to help primary school students in Hong Kong learn English as a second language. Traditional dictation lessons were replaced with 5 new activities, including jigsaw, partial, running, grammar, and composition dictation. Data was collected through interviews, observations, and questionnaires before and after the changes. Results showed students greatly enjoyed the new activities and had more positive attitudes towards dictation, believing it could now be a fun way to learn rather than a stressful test. This suggests innovative dictation approaches may help second language acquisition.
TCV School Choglamsar, Leh (Science Action Research )
1) The document describes a teacher's professional development program focused on improving poor science academic results.
2) Questionnaires were used to collect data from students, parents, administrators, and teachers to identify factors contributing to low scores and suggestions for improvement.
3) Based on the findings, changes were made to instruction including more formula guides, practice problems, group work, and practical classes. Slight improvement was seen in subsequent test results.
Classroom action research_new[1]
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
Action research
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
Action research workshop
This document discusses action research and provides guidance on conducting action research. It defines action research as a process of systematic inquiry to improve educational practices or resolve problems in classrooms and schools. It provides the bases and rationale for undertaking action research, including relevant Department of Education orders. It also outlines the typical components and steps in a research process, including developing research questions, reviewing literature, determining methodology, analyzing data, developing an action plan, and establishing a workplan and budget.
Problem-based-learning-(PBL)-tutor-perception-of-group-work-and-learning-DOI2-3
This document summarizes the results of a survey given to tutors at a medical college on their perceptions of problem-based learning (PBL) and group work. Seventy-four of 116 tutors completed the survey. Factor analysis identified five key factors related to PBL that tutors believed influenced student learning: 1) PBL as a pedagogic method, 2) tutoring problem analysis in groups, 3) barriers to student learning, 4) the tutor's role in groups, and 5) the relationship between theory and practice. Tutors generally supported PBL but identified problems related to group dynamics and tutor competence as hindering learning. In responses to an open question, tutors suggested improvements like organizational changes,
Action research, teacher research and classroom research
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
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Effect Of Subject Matter Knowledge Of Prospective Teacher At The Academic Pe...
Effect Of Subject Matter Knowledge Of Prospective Teacher At The Academic Pe...
The Educator as a Researcher: A Practical Guide to Writing an Action Research
The Educator as a Researcher: A Practical Guide to Writing an Action Research
TCV School Choglamsar, Leh (Science Action Research )
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CHRONOLOGICAL & UNIT APPROACHES.pdf
The document discusses two approaches to teaching - the chronological approach and the unit approach.
The chronological approach presents content in the order of occurrence and allows students to see the natural development of a topic over time. However, it risks students forgetting early material and lacks comprehensive treatment.
The unit approach divides content into smaller, related units that are easier for students to understand. It focuses on objectives, logical organization, and evaluation, but risks limiting originality and providing an overly mechanical form of learning.
Curriculum approaches
There are two main categories of curriculum approaches - technical-scientific and non-technical/non-scientific. The behavioral-rational and systems/managerial approaches fall under the technical-scientific category as they focus on logical problem-solving and outcomes. The humanistic and re-conceptualistic approaches are non-technical/non-scientific as they emphasize personal relevance for learners and exploring social issues. Different approaches impact curriculum design, implementation, and evaluation in different ways based on their underlying philosophies and views of education.
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2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
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To understand the concept of theory, it is essential to understand the nature of theory in general.
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Educational psychology is the application of psychological principles to education. It involves understanding how people learn and retaining knowledge. Educational psychologists study learning processes and promote success for all students. The major goals of educational psychology are to help teachers understand learners, improve instruction and learning, and assess student progress. Key figures in the field developed theories and approaches like behaviorism, developmentalism, cognitivism, and constructivism. Educational psychology draws from related fields like instructional design, special education, and gifted education.
Introduction, nature, scope of educational psychoogy
Educational psychology is the study of how people learn and retain new information. It aims to understand learning through objective methods and data collection like other sciences. As a science, it studies human behavior as it naturally occurs to understand, predict, and influence learning. The scope of educational psychology includes understanding the learner's development, abilities, and differences; determining age-appropriate learning experiences; examining learning processes and theories; analyzing learning environments and situations; and understanding the teacher's role, characteristics, and effectiveness in the learning process.
Forms of curriculum
Forms/Types/Designs of curriculum
core curriculum
activity-based curriculum
students centered curriculum
teacher-centered curriculum
hidden curriculum
societal curriculum
learner-centered curriculum
Subject centered curriculum
Curricululm theory
This document provides an overview of curriculum theory and key concepts related to curriculum. It discusses different types of curriculum, including formal, informal, and hidden curriculum. It also describes several curriculum theories and models, such as curriculum alignment theory, multiple intelligence theory, and personal practical knowledge. The document aims to expose educators to diverse curriculum theories that influence today's educational systems.
Curricululm Theory
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Educational psychology
this document describes the brief history of educational psychology, nature, and aims of educational psychology
Teaching English Grammar using Bloom’s Revised Taxonomy
1) The document describes using Bloom's revised taxonomy as a framework for teaching English grammar. It outlines a methodology including planning objectives based on the taxonomy, developing activities, and assessing students.
2) As an example, it maps one objective ("To speak and write using correct tense"), associated activities, and assessment to the taxonomy table. This helps ensure alignment between objectives, activities, and assessment.
3) Applying this process to a Technical English course, it establishes 46 objectives, develops activities, and evaluates students. Analysis found 25% of students mastered factual knowledge objectives, 43% conceptual knowledge, and 50% procedural knowledge. The taxonomy table helps identify gaps or redundancies in coverage.
educ-313b-facilitating-learner-centered-teaching.pdf
This document discusses the key dimensions of learner-centered teaching:
1. The function of content is for students to build knowledge and engage with content by making meaning and solving real problems, not just absorbing information.
2. The role of the teacher is to facilitate student learning by providing guidance and opportunities for students to take agency over their own learning.
3. The responsibility for learning lies with the students, and teachers should teach students how to become self-directed learners who can learn independently.
4. Assessment should be integrated within the learning process and provide formative feedback to foster student improvement and mastery.
The meaning and importance of principles of teaching1
The document discusses the meaning and importance of principles of teaching. It defines principles as fundamental truths or rules that guide educational processes. There are three main types of teaching principles: starting principles relate to student characteristics, guiding principles are instructional methods and techniques, and ending principles are the goals and outcomes of education. Understanding principles of teaching allows teachers to design effective instruction aligned with how students learn and what they should achieve.
Lecture 1 Methodology. Introduction to the course of teaching foreign languag...
Lecture 1 Methodology. Introduction to the course of teaching foreign languag...dmotioncreativevideo
This document discusses the subject matter of teaching foreign language methodology and educational technologies. It defines methodology as a young science that links various fields. Teaching foreign language methodology is the science of researching the aims, content, methods, and approaches of teaching foreign languages. It identifies three types of methodology: general methodology deals with teaching foreign languages broadly, private methodology focuses on specific languages, and special methodology separates important teaching aspects. Teaching foreign language methodology is based on linguistics, psychology, pedagogy, and other connected fields like psycholinguistics and physiology that inform the teaching process.Similar a Bloom’s Taxonomy (20)
Planning, sturcturing and Preparing small group teaching in Medical education...
Planning, sturcturing and Preparing small group teaching in Medical education...
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Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...
Introduction, nature, scope of educational psychoogy
Introduction, nature, scope of educational psychoogy
Teaching English Grammar using Bloom’s Revised Taxonomy
Teaching English Grammar using Bloom’s Revised Taxonomy
educ-313b-facilitating-learner-centered-teaching.pdf
educ-313b-facilitating-learner-centered-teaching.pdf
The meaning and importance of principles of teaching1
The meaning and importance of principles of teaching1
Lecture 1 Methodology. Introduction to the course of teaching foreign languag...
Lecture 1 Methodology. Introduction to the course of teaching foreign languag...
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Curriculum: Concept, Models , Curriculum design and development
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Outcome Based Education (OBE)
OBE follows a continuous improvement model where student outcomes are assessed and used to improve future learning experiences. The document discusses how IonCUDOS, an education platform, is also built on a continuous improvement model similar to OBE. IonCUDOS aims to continuously evaluate and enhance the student experience based on outcome assessments.
Bloom’s Taxonomy: Assessment
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Guidelines for SAR Writing
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Team Building & SA Process
Objectives of program level SA
4 important principles of Self-Assessment
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
Steps in SA Process
Description of Curriculum Format Approved by UGC
Content of the Curriculum
Vision, Mission of the University
Mission and Vision of the Program
Program Educational Objectives (PEO)
PEO to Mission Statement Mapping
Program Learning Outcomes (PLO) with Graduate Attributes
Mapping of PLOs with PEOs
Scheme of the Program
7.1 Scheme of Second Semester/year
7.2 Scheme of Third Semester/year
7.3 Scheme of Third Semester/year………………..
Content of the Curriculum
Description of all Courses of the program
8.1 Course 1
Introduction of the Course
Course Learning Outcome
Mapping of CLO to PLO
Summary of Course Content
Text Book and Reference Books
Assessment Pattern (Continuous, Semester/year exam)
Self-Assessment: Concept and Process
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Vision, Mission, Values, Goals, and Objectives
This document discusses the key components of an organization's vision, mission, values, goals, and objectives. It defines each component and provides guidance on developing statements for vision, mission, values, strategy, goals, and objectives. A vision statement describes the organization's ideal future state, while the mission statement explains its current purpose and market. Core values reflect the organization's principles and ethics. Goals are broad conditions to achieve, while objectives are specific, measurable targets that support achieving the goals. Strategies, policies, and procedures help guide the organization in pursuing its vision and mission.
Zoom meeting-presentation or How to conduct Online Class
The document provides an outline for training users on how to use the Zoom video conferencing platform, including how to log in and configure profile and meeting settings, schedule and join meetings from desktop and mobile devices, share screens, annotate, and other in-meeting controls. It also offers tips for hosting effective meetings and links to additional Zoom help resources. The training covers using Zoom through both the web portal and desktop application.
Leadership
What is Leadership?
Importance of Leadership
Role of a Leader
Qualities of a Leader
The Challenge of Leadership
Skills Good Leaders Need
Bloom's Taxonomy Question
Preparing question following Bloom's Taxonomy
Improvement of the quality of teaching -Learning
Clarification of students learning outcome
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Homeopath Medicine
What is Homeopathy?
Principles of classical homeopathy
The sources of the remedies
Remedies from the animal and mineral kingdom
Who can homeopathy help?
Conditions homeopathy can treat
What happens at a visit to a homeopath
Repertorizing your case
Administering the remedy
The follow-up consultation
Additional healing method
Exercise and health
E-Learning Tools & Resources
An Overview
Who does online learning?
Attributes of eLearning
Tools & Resources
eLearning Technologies
Team Building & SA Process
Objectives of program level SA
Why is the team needed?
What does a team mean?
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
First Task of the team
Steps in SA Process
Role of Online Learning in the Quality Improvement of Higher Education
E-learning involves electronically supported learning and teaching, including online courses, digital collaboration, and computer-based learning. It provides flexible learning opportunities that can take place both in and out of the classroom. E-learning has several benefits - it is student-centered, empowers equal access to educational resources, and can improve the quality of higher education by enabling innovative teaching methods and easier sharing of information. Common types of e-learning include web-supplemented, web-dependent, and mixed-mode courses. E-learning applications aim to enhance learning and make it more accessible and effective through the use of modern technologies.
How to Write a Research Proposal
Learning Outcomes
At the end of the workshop, the participants will be able to:
-Define and Classify the Types of Research
-Write the Research Proposal
Introduction to Online Teaching-Learning
Online education involves taking courses over the internet without attending a physical school, allowing for flexible schedules and self-paced learning. It can be synchronous, with live virtual classes, or asynchronous, where students complete lessons independently. The growth of online learning presents challenges for institutions but also opportunities to reach more learners through virtual classrooms that allow interaction between students and teachers.
Student Learning Outcomes
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
Role of a Professor
After completion of the presentation, the participants will be able to know:
- Meaning of Professor
- Conduct lectures and seminars
- Perform research in their fields
- Teaches the following pedagogical rules
- Provide pro bono community service
- Perform consultancy functions
- Mentoring: train young or new academics
- Leadership in the academic arena
- Collect funds-grants for research
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Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...
Role of Online Learning in the Quality Improvement of Higher Education
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Your Skill Boost Masterclass: Strategies for Effective Upskilling
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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www.StokeNewingtonHistory.com
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Constructing Your Course Container for Effective Communication
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Bloom’s Taxonomy
- 1. Bloom’s Taxonomy Professor Dr. Md. Nazrul Islam Chairman Department of Anatomy and Histology Faculty of Veterinary, Animal and Biomedical Sciences Sylhet Agricultural University, Sylhet Cell Phone: +8801711934644 Email: mnislam.dah@sau.ac.bd
- 2. BACKGROUND ON BLOOM’S TAXONOMY • In 1956 Benjamin Bloom and some fellow researchers published a taxonomy of educational objectives that has been extremely influential in the research and practice of education ever since. • A taxonomy is a system of classification. Bloom and his colleagues categorized objectives from simple to complex, or from factual to conceptual. • These key elements are commonly known as Bloom’s taxonomy.
- 4. Behaviour Change Technique Taxonomy
- 8. PURPOSE The purpose of bloom’s taxonomy is to help educators to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies.
- 9. Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that learn more towards skills rather than content. Bloom's taxonomy can be used as a teaching tool to help balance assessment and evaluative questions in class, assignments and texts to ensure all orders of thinking are exercised in students' learning, including aspects of information searching. IMPLICATIONS