Transcript EDA Engineering Distributed Applications

Bloom’s Taxonomy
Knowledge
 observation and recall of information
 knowledge of dates, events, places
 knowledge of major ideas
 mastery of subject matter
 Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who,
when, where, etc.
Comprehension
 understanding information
 grasp meaning
 translate knowledge into new context
 interpret facts, compare, contrast
 order, group, infer causes
 predict consequences
 Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate,
discuss, extend
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Bloom’s Taxonomy
Application
 use information
 use methods, concepts, theories in new situations
 solve problems using required skills or knowledge
 Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change,
classify, experiment, discover
Analysis
 seeing patterns
 organization of parts
 recognition of hidden meanings
 identification of components
 Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
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Bloom’s Taxonomy
Synthesis
 use old ideas to create new ones
 generalize from given facts
 relate knowledge from several areas
 predict, draw conclusions
 Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?, compose,
formulate, prepare, generalize, rewrite
Evaluation
 compare and discriminate between ideas
 assess value of theories, presentations
 make choices based on reasoned argument
 verify value of evidence
 recognize subjectivity
 Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
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Traditional Curriculum organisation
• Parker and Rubin (1964) argue that a curriculum
should be organised according to the way knowledge
is organised. They see four stages:
– Knowledge acquisition: presentations, reading, collecting
evidence
– Interpretation: helping students derive meaning from their
knowledge
– Attaching Significance: helping them infer information in
new ways
– Application: helping them recognise and solve problems
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PBL
(based upon:http://www.mcli.dist.maricopa.edu/pbl/info.html)
• Curriculum design consists of carefully
selecting problems that demand from the
learner acquisition of critical knowledge,
problem solving proficiency, and selfdirected learning strategies
• The process replicates the commonly used
systemic approach to resolving problems or
meeting challenges that are encountered in
life and career.
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PBL
(based upon:http://www.mcli.dist.maricopa.edu/pbl/info.html)
• Role Changes
– In problem-based learning, the traditional
teacher and student roles change. The students
assume increasing responsibility for their
learning, giving them more motivation and
more feelings of accomplishment, setting the
pattern for them to become successful life-long
learners. The faculty in turn become resources,
tutors, and evaluators, guiding the students in
their problem solving efforts.
School of Computing and Management Sciences
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Characteristics of PBL
(from:http://www.samford.edu/pbl/what.html)
– Learning is student centered.
– Learning occurs in small student groups.
– Teachers are facilitators or guides.
– Problems form the organizing focus and stimulus
for learning.
– Problems are a vehicle for the development of
clinical problem-solving skills.
– New information is acquired through self-directed
learning.
School of Computing and Management Sciences
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Reactions to PBL
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Cultural barriers
Fright
Sense of drowning
The search for life rafts and maps
SENSE of ACHIEVEMENT
SENSE of CONFIDENCE
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