Transcript Learning Self-Asses - supportREALteachers.org

Dave’s Psychomotor Taxonomy
Key Verbs and Examples
Taxonomy Level
Key Verbs
Examples
Naturalization:
Automatic mastery of skills at
high strategic level.
Arrange, Combine, Create,
Design, Invent, & Specify.
Create your own dance routine.
Articulation:
Two or more skills combined
and performed consistently.
Adapt, Combine,
Coordinate, Master, Modify,
Solve, & Teach.
Combine inline skating stride 2
and a wrist shot.
Precision:
Execute a skill reliably without
help.
Complete, Control,
Demonstrate, Perfect,
Proficient, & Show.
Demonstrate the backhand
throw to another student.
Manipulation:
Reproduce activity from
instruction or memory.
Balance, Execute, Implement,
Perform, Re-create, & Repeat.
Perform the backhand throw
using the cues listed.
Imitation:
Copying the action of another.
Copy, Follow, Repeat,
& Replicate.
Watch the teacher and copy her
movements.
Bloom’s Cognitive Taxonomy
Key Verbs and Examples
Taxonomy Level
Key Verbs
Examples
Creating
Construct, Create, Design, Develop, Film,
Invent, Make, Modify, Plan, & Program.
Invent a new dance move for the
Waltz. Be creative!
Evaluating
Assess, Collaborate, Critique, Detect, Evaluate,
Hypothesize, Judge, Justify, Reflect,
Review, Support, &Summarize.
Justify why you chose that offensive
play against their defense.
Analyzing
Analyze, Attribute, Break Down, Compare,
Contrast, Diagram, Identify, Illustrate,
Integrate, Link, Outline, & Structure.
Film yourself throwing a baseball.
Break down your throw into key
parts and identify the cues you did
and did not perform.
Applying
Apply, Calculate, Change, Demonstrate, Execute,
Implement, Modify, Predict, Solve, Transfer, &
Use.
Using the given information on diet
and exercise for Person A, predict
their change in body mass
composition over a 2 week period.
Understanding
Classify, Compare, Describe, Explain, Give
Examples Of, Predict, Summarize, & Tell in Your
Own Words.
Tell me in your own words the
importance of Hammer Throw in
Ultimate.
Remembering
Define, Describe, Identify, Label, List, Match,
Name, Recall, Record, & Write.
List 3 cues for the overhand serve
in Volleyball.
Bloom’s Affective Taxonomy
Key Verbs and Examples
Taxonomy Level
Key Verbs
Examples
Internalize:
To act consistently according to
one's personal beliefs and values.
Act, Avoid, Believe, Carry Out,
Continue to, Display, Influence,
Practice, Manage, Practice, Resist,
Resolve, Revise, & Solve.
Meet all of the criteria listed on
the rubric for being an active
role model.
Organize:
To express personal views, beliefs,
or opinions.
Arrange, Build, Decide, Defend,
Develop, Discuss, Examine, Identify
With, Judge, Relate, Prioritize,
Reconcile, & Theorize.
Defend why your favorite
activity is a great activity.
Value:
Attaching value to something and
expressing personal opinions.
Argue, Attain, Challenge, Confront,
Criticize, Debate, Justify, Participate,
Persuade, & Support.
Express why you think physical
activity is important to you.
Respond:
Actively responding to an activity.
Answer, Become Excited,
Clarify, Contribute, Follow Along,
Help Team, Perform, Question, React,
Reply, Seek Clarification, & Write.
Contribute in a group
discussion after a team building
activity.
Receive:
Willing to listen and open to new
experiences.
Acknowledge, Ask, Be Open
Listen to the teacher's points
To, Discuss, Feel, Focus, Follow, Listen about the value of corporate
to, Perceive, & Show Tolerance for.
fitness programs.
HRF - Transtheoretical Model
Examples
Taxonomy Level
Examples
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Discuss or write down the strategies that have helped you so far and think about ways to make these strategies part of your daily routine.
Create a physical activity contract and continue setting short and long-term goals for physical activity.
Discuss what to do if you are not meeting your goals.
Talk with people important to you about how they can help you.
Find ways to make physical activity fun and fresh.
Re-assess their stage periodically.
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Write down ways to be physically active each day.
Commit yourself to doing at least 30 minutes of activity each day.
Try a new activity that you think you might enjoy.
Plan to participate in a activity in your community (ie. 5k, league, competition, etc).
Write down or discuss ways to remind yourself to be more active during the week.
Reflect on the benefits you have already received from being physically active and what other benefits you want to receive from being
physically active.
Preparation:
Doing some physical
activity.
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Look at your activity log and plan to replace 15 minutes of inactive time each day with a physical activity.
Write down activities you enjoy and find classmates/friends with similarities.
Discuss with parents/guardians how they can reward you for meeting your goals.
Re-assess their stage periodically.
Contemplation:
Thinking about change.
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Discuss risks for not changing and benefits of changing (balance sheet/pros and cons).
Research where they can participate in physical activities around their home and in their community.
Discuss or read about barriers to physical activity and solutions.
Make small incremental changes in normal daily routines.
Keep a log of activity and inactivity for a week.
Re-assess their stage periodically.
Pre-contemplation:
Not thinking about
change.
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Discuss or read about benefits of physical activity.
Write or discuss ways their inactivity are affecting people important to them.
Write down or discuss what physical activities they enjoy and where they could do them in their community.
Speak with their doctor about how they might personally benefit from exercise.
Write down or discuss rewards they could use for reaching goals.
Re-assess their stage periodically.
Maintenance:
Making physical activity a
habit.
Action:
Doing enough physical
activity.