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There are many different types of corporate culture that companies can use to stay organized and build camaraderie. Here are the eight most common types of organizational cultures and how they work.
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The WAND Higher Education Taxonomy is designed to meet the complex document management needs of institutes of higher learning around the world.
The WAND Higher Education Taxonomy has 969 categories and 230 synonyms covering topics of importance to a college or university. The taxonomy covers academics, university administration, admissions, athletics, campus transportation, facilities, student services, faculty relations, and more. Institutes of higher education are complex organizations with many functions outside of academics.
The WAND Higher Education Taxonomy reflects this complexity and is ideally suited as a metadata model for unstructured information at any higher education institution.
PDF | On Jul 6, 2017, Abdullah H. Bin Sawad and others published Taxonomies in Higher Education | Find, read and cite all the research you need on ResearchGate
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University of Phoenix and Emsi are collaborating to map skills taught in the classroom to skills desired by today’s workplace, per labor market analysis, helping students to become more career-ready. Read the full press release below. Or, learn more about Emsi Skills. PHOENIX – In today’s uncertain job market, many American workers are considering…
Bloom's Taxonomy Learning Activities and Assessments | Centre for Teaching Excellence
Cognitive Domain Bloom's Taxonomy: Cognitive Domain (PDF) Cognitive Domain: intellectual skills and abilities required for learning, thinking critically and problem solving Remember Retain, recall and recognize knowledge Understand Translate and interpret knowledge Apply Apply knowledge to different situations Analyze Break down information to look at relationships Evaluate Make judgements based on evidence found Create Compile information to generate new solutions arrange define identify indicate label list match memorize recall recite recognize compare classify describe discuss explain give examples interpret paraphrase predict present report rewrite summarize calculate complete demonstrate execute illustrate implement modify organize practice prepare solve show use write categorize contrast compare criticize debate differentiate experiment inspect infer investigate organize outline question separate test attribute argue assess check compare conclude contrast criticize critique defend examine justify measure recommend support reflect arrange calculate compose construct design develop devise formulate generate hypothesize plan prepare produce propose revise summarize synthesize Learning Activities Assessments Remember Retain, recall and recognize knowledge Flashcards Highlight key words List Memory activities Reading materials Watching presentations and videos Clicker questions Fill-in-the blanks Label Match Multiple choice Quizzes True and false questions Understand Translate and interpret knowledge Case studies Concept map Demonstrations Diagrams Flowcharts Gamification Group discussions Lightboard Mind map Matrix activity Play/sketches Summarize Think-pair-share Concept map Create a summary Essay Diagrams Infographics Matrix activity One-minute paper Presentation Provide examples Quizzes Short answers Apply Apply knowledge to different situations Calculate Case studies Concept map Creating examples Demonstrations Flipped classrooms Gallery walk Gamification Group work Lab experiments Map Prezi Problem-solving tasks Short answers Role play Discussion board post E-portfolio Lab reports One-minute paper Presentation Problem-solving tasks Short answers Tests Analyze Break down information to look at relationships Case studies Compare and contrast (with charts, tables, Venn diagram) Concept map Debates Discussions Flowchart Graph Group investigation Mind map Questionnaires Report/survey Think-pair-share Analysis paper Case studies Evaluation criteria Critique hypothesis, procedures etc. Muddiest point One-minute paper Research paper Review paper Evaluate Make judgements based on evidence found Debates Compare and contrast (with charts, tables, Venn diagrams) Concept map Journal Pros and cons list Mind map Review paper Argumentative or persuasive essay Debates Discussions Presentation Provide alternative solutions Report Create Compile information to generate new solutions Brainstorm Decision-making tasks Develop and describe new solutions or plans Performances Presentations Research projects Written assignment Develop criteria to evaluate product or solution Grant proposal Outline alternative solutions Research proposal References: Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. IUPUI Center of Teaching and Learning. (2006). Bloom’s Taxonomy “Revised” Key Words, Model Questions, & Instructional Strategies. Affective Domain Bloom's Taxonomy: Affective Domain (PDF) Affective Domain: emotional response concerning one's attitudes, values and appreciation for motivation in learnin Receiving Being willing to listen and be aware to receive knowledge Responding Actively participating and engaging to transfer knowledge Valuing Finds value and worth in one's learning and is motivated to continue Organization Integrating and comparing values, ordering them according to priorities Characterization Value that will control the outcome and behaviour acknowledge ask attend choose describe follow give identify listen name reply select agree to answer ask assist clarify communicate contribute cooperate discuss help indicate inquire participate question accept approve complete choose commit describe debate demonstrate differentiate explain establish identify initiate justify prepare refute adapt arrange categorize classify compare complete defend explain establish formulate generate identify integrate modify order prepare rank relate act arrange behave characterize defend display exemplify function incorporate influence justify listen maintain modify practice preserve perform propose question revise Learning Activities Assessments Receiving Being willing to listen and be aware to receive knowledge Attend focus groups Listen as audience to a presentation Read articles/papers/textbooks Watch a video Feedback forms Fill-in-the-blanks Knowledge survey List Match Memory tests One-minute paper Qualitative interviews Test activities (recall and verbalize reactions) Write summary on key points of presentation Responding Actively participating and engaging to transfer knowledge Active participating in classroom activities Brainstorm ideas Group discussions Present in front of audience Problem solving activities Role-play Written assignments (essays, reports etc.) Answer questions Ability to follow procedures Critical questioning Feedback and peer evaluation One-minute paper Questionnaires Willingness to participate Valuing Finds value and worth in one's learning and is motivated to continue Debates Opinionated writing piece Reflection paper Self-report Attendance Neatfulness and carefulness (with minimal errors) of submitted work Meet deadlines Proposals of new plans Questionnaires Rating scale Reflection paper Report on extra-curricular activities Ungraded paper Organization Integrating and comparing values, ordering them according to priorities Analyze and contrast (with charts, tables, Venn diagrams) Concept map (report formal or informal experiences and identify skills) Develop realistic aspirations Prioritize time to meet goals (hand work in on time) Focus groups Questionnaires Ability to solve new problems Characterization Value that will control the outcome and behaviour Critical reflection Group projects Self-report goals (personally and academically) Criteria for group projects Self-evaluation SMART goals References: Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Company Inc. University of Mississippi School of Education. (2007). Bloom’s Taxonomy: Affective Domain. Retrieved from: http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm Psychomotor Domain Psychomotor Domain: ability to use motor skills that includes physical movement, reflex and coordination to develop techniques in excretion, in accuracy and time. Set How ready one is to act (physically, mentally, emotionally and spiritually) Guided Response Beginner level, learns through trial and error by practicing Mechanism Intermediate level, develops proficiency and action becomes habitual Complex Overt Response Expert level, high proficiency and performs with accuracy Adaptation Skills strongly developed and can be modified in different situations Origination Create new procedures and solutions to approach various situations arranges begins demonstrates displays explains moves prepares proceeds reacts responds shows states assembles attempts builds copies follows imitates reacts reproduces responds traces tries assembles constructs dismantles displays fastens fixes grinds measures mends mixes organizes sketches assembles builds calibrates constructs dismantles display fastens fixes grinds heats measures mends mixes operates organizes performs sketches adapts alters changes modifies rearranges reorganize revise varies arranges builds combines composes constructs creates designs formulates initiates makes modifies originates re-designs References: Clark, D.R. (1999). Bloom’s Taxonomy: The Psychomotor Domain. Simpson, E.J. (1966). The Classifications of Educational Objectives, Psychomotor Domain. University of Illinois. Urbana, Illinois.
