Articulation and Alignment: Statistics in West Virginia Middle and High Schools Amanda M. Crorken University of Phoenix Articulation and Alignment: Statistics in West Virginia Middle and High Schools The implementation of the 2002 No Child Left Behind Act establishes a necessity of every state to ensure that there is proper vertical alignment of curriculum in every subject (Clarke‚ Stow‚ Ruebling & Kayona‚ 2006; DuFour‚ DuFour‚ & Eaker‚ 2008). With a national push to align standards
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Education‚ 119(4)‚ 616-619. Retrieved February 1‚ 2004‚ from ProQuest database. Goertz‚ M. & Duffy‚ M. (2003). Mapping the landscape of high-stakes testing and accountability programs Gray‚ K. C. & Waggoner‚ J. E. (2002). Multiple intelligences meet Bloom’s taxonomy. Kappa Delta Pi Record‚ 38(4)‚ 184. Retrieved February 13‚ 2004‚ from ProQuest database. Gunzenhauser‚ M. & G. (2003). High-stakes testing and the default philosophy of education. Theory into Practice‚ 42(1). Retrieved February 13‚ 2004‚ from
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Two separate classmates asked me education questions two nights ago‚ Wednesday‚ 17 and based on what I have learned in our class‚ I could answer them. Until then‚ I did not realize what an impact this class had on my educational training. At the end of the summer‚ I will graduate with a Master’s in Business Education‚ and be a student teacher in the fall. In my business education courses‚ I have learned about professional organizations‚ endorsements‚ textbook adoption‚ and a few smaller topics.
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way that it becomes a constructivist one. [TOTAL: 20 MARKS] Question 2 Bloom categorises learning into six different levels of cognition‚ famously known as the Bloom’s Taxonomy. Identify and briefly explain the meaning of each level of cognition in Bloom’s taxonomy. Following that‚ discuss with clear illustration how Bloom’s taxonomy could be applied in assessment. [TOTAL: 20 MARKS] PARTB INSTRUCTIONS: 1. THERE ARE FIVE (5) QUESTIONS IN THIS PART. 2. ANSWER THREE (3) QUESTIONS ONLY. Question
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In lifelong learning‚ a variety of different types of assessment can be used to monitor progress‚ check understanding‚ identify development needs‚ identify achievement‚ demonstrate tutor and learner competency‚ and confirm learning outcomes have been met. Initial Assessments provide the information needed to plan an individuals learning and improve their chances of learning effectively. Initial assessment is the entry point on the teaching/training cycle‚ the learners’ motivations‚ the learners’
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lack of power influence people? How is our world reinvented through creative expression? To what extent does art imitate life/life imitate art? How does fiction mirror society? Skills: Analysis of literature Socratic Seminaring Bloom’s Taxonomy Literary criticism Essay Writing – Compare and contrast‚ other rhetorical modes Major Works: The Great Gatsby by F. Scott Fitzgerald Winter Dreams by F. Scott Fitzgerald When the Negro was in Vogue by Langston Hughes How it Feels
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2006‚ Seoul‚ Korea http://www.ifla.org/IV/ifla72/index.htm Abstract The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom‚ which has been adopted as appropriate for developing societies without considering the contexts from which they are derived‚ and in which they are being applied. For ILE to be meaningfully embedded in the educational
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Bibliography: Bloom B. S. (1956). Taxonomy of Educational Objectives‚ Handbook. The Cognitive Domain. New York: David McKay Co Inc. Bradbury J (2004) Taste Perception: Cracking the Code. PLoS Biol 2(3): e64. doi:10.1371/journal.pbio.0020064 Carrol‚ Robert T Dave‚ R. H. (1975). Developing
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Seminar 2 Thematic Study 1 Seminar 2 Learning objectives: 1. Understand Creative and Critical Thinking Assignment requirements 2. Practice on some of the previous assignments 2 Differences between Critical & Creative Thinking • Critical thinking involves logical thinking and reasoning including skills such as comparison‚ classification‚ sequencing‚ cause/effect‚ patterning‚ webbing‚ analogies‚ deductive and inductive reasoning‚ forecasting‚ planning‚ hypothesizing‚ and
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able 4. Major Categories in the Psychomotor Domain of the Taxonomy of Educational Objectives7 Categories | Description | Verbs | Perception | Use of sense organs for cues--guide motor activity | Chooses‚ describes‚ identifies‚ selects‚ relates‚ differentiates | Set | Readiness to take a type of action | Begins‚ responds‚ shows‚ explains‚ moves‚ reacts | Guided Response | Early stages of learning a complex skill‚ imitates‚ trial and error testing | Assembles‚ dissects‚ measures‚ organizes
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