Learner characteristics: Adult learner

<div dir="ltr" style="text-align: left;" trbidi="on"> "Life is busy, adults are busy". They are actively engaged in the process of life. To take time of this busy process, adults may ask: how will this benefit me?<br /> <br /> According to Wikipedia an adult learner is "An <b>adult learner</b> or, more commonly, a <b>mature student</b>, is a person who is older and is involved in forms of learning. Adult learners fall in a specific criteria of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one."<br /> <br /> The learner aims at bringing<br /> <ul style="text-align: left;"> <li>Changes in what people know</li> <li>Changes in what can do</li> <li>Changes in what people think</li> <li>Changes in what people actually do.</li> </ul> <br /> Adult education is based in a philosophy called "andragogy" that is art and science of helping adults.<br /> Adulthood is mostly defined on the basis of age or cognitive maturity.<br /> <br /> In India, adulthood is defined between 15 to 35 years, UNESCO and organization for economics cooperation and development defines it between 24 to 65 years.<br /> <br /> <b>Important characteristics of Adult learner:-</b><br /> <br /> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIoZTtvzw0kFZug5pa7fNpH4LBqGf53ybKO4Trr8HCf4V3_xo1mjPfDKyqvc5ias3n666g04xWy5ejShh2ClV43X7mWTkajV9zdhARGAYe_inEGHzGOG9ZJpt1nwQ778uyPxhBMRkJbe0/s1600/image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="422" data-original-width="766" height="352" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIoZTtvzw0kFZug5pa7fNpH4LBqGf53ybKO4Trr8HCf4V3_xo1mjPfDKyqvc5ias3n666g04xWy5ejShh2ClV43X7mWTkajV9zdhARGAYe_inEGHzGOG9ZJpt1nwQ778uyPxhBMRkJbe0/s640/image.png" width="640" /></a></div> <br /> <br /> <i>Image source:https://steemit.com/steemiteducation/frieda/characteristics-of-the-educator-and-accompanist</i><br />    <br /> <b>Autonomy</b>. Adults typically prefer a sense of control and self-direction. They like options and choice in their learning environment. Even adults who feel anxiety from self-direction may learn to appreciate this approach if given proper initial support.<br /> <br /> <b>Goal-oriented</b>. Many adults have specific goals they are trying to achieve. They prefer to partake in learning activities that help them reach their goals.<br /> <br /> <b>Practical.</b> Adults in the workplace prefer practical knowledge and experiences that will make work easier or provide important skills. In other words, adults need personal relevance in learning activities.<br /> <br /> <b>Competence and mastery</b>. Adults like to gain competence in workplace skills as it boosts confidence and improves self-esteem.<br /> <br /> <b>Learning by experience</b>. Many adults prefer to learn by doing rather than listening to lectures.<br /> Wealth of Knowledge. In the journey from childhood to adulthood, people accumulate a unique store of knowledge and experiences. They bring this depth and breadth of knowledge to the learning situation.<br /> <br /> <b>Purposeful.</b> Workplace training is often part of an initiative that involves change. Adults want to know the purpose of training and the motivation underlying an organization’s training initiative.<br /> Emotional Barriers. Through experience, adults may fear a subject, have anxiety about a subject or feel anger about forced changes in job responsibilities or policies. These emotions can interfere with the learning process.<br /> <br /> <b>Results-oriented</b>. Adults are results-oriented. They have specific expectations for what they will get out of learning activities and will often drop out of voluntary learning if their expectations aren’t met.<br /> <br /> <b>Outside responsibilities</b>. Most adult learners have numerous responsibilities and commitments to family, friends, community and work. Carving out time for learning affects adult learners.<br /> <br /> <b>Potential physical limitations</b>. Depending on their age and physical condition, adult learners may acquire psychomotor skills more slowly than younger students and have more difficulties reading small fonts and seeing small images on the computer screen.<br /> <br /> <b>Big Picture</b>. Adults require the big picture view of what they’re learning. They need to know how the small parts fit into the larger landscape.<br /> <br /> <b>Responsible for Self</b>. Adult learners often take responsibility for their own success or failure at learning.<br /> <br /> Need for Community. Many self-directed adult learners prefer a learning community with whom they can interact and discuss questions and issues.<br /> <br /> <b><i>Source:http://theelearningcoach.com/learning/characteristics-of-adult-learners/</i></b><br /> <br /></div>

paper-I notes Teaching Aptitude Learner characteristics: Adult learner

"Life is busy, adults are busy". They are actively engaged in the process of life. To take time of this busy process, adults may ...

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Learner Characteristics: Characteristics of adolescent

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> <b>Learning:</b> Learning is a natural process of growth or change in a process which is manifested as a new modes or patterns of behaviour. It is a permanent change in behaviors and is the result of reinforced practice through the process of stimulus and response.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> Learning is basically psychological in nature; few definitions are offered by psychologist are:</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> 1. Gates " learning is modification of behaviour through experience"</div> <div style="text-align: justify;"> 2. Crow and Crow " learning involves the acquisition of habits, knowledge, and attribution."</div> <div style="text-align: justify;"> 3.  Skinner " learning is a process of progressive behaviour adaptation."</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> learning has also been defined as permanent change in the capacity for performance.</div> <h3 style="text-align: justify;"> Characteristics of adolescent Learners </h3> <ol style="text-align: left;"> <li>Adolescence is a crucial and significant period.It extends from 12/13 years to 18/19 years</li> <li>Adolescence can be subdivided into two parts - i) Early adolescence (12/13 - 16/17 years) ii) Late adolescence (17 years to 18/19 years).</li> <li>It is the stage when boys and girls move from childhood to adulthood physically, mentally, emotionally and socially.</li> <li>It is a stage of gaining sexual maturity and a stage of attaining legal maturity.</li> </ol> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> Let us discuss the characteristics of adolescence. It is important for school teachers and parents to understand these characteristics, without which they can not be expected to be able to deal effectively with the adolescents. The distinguishing characteristics of this period are:</div> <br /> Characteristics of young <b>adolescent intellectual</b> development include: <br /> <ul style="text-align: left;"> <li>Moving from concrete to abstract thinking. </li> <li>An intense curiosity and wide range of intellectual pursuit, few of which are sustained over the long term. </li> <li>High achievement when challenged and engaged. </li> <li>Prefers active over passive learning experiences. </li> <li>Interest in interacting with peers during learning activities. </li> <li>An ability to be self-reflective. </li> <li>Demand the relevance in learning and what is being taught. </li> <li>Developing the capacity to understand higher levels of humor, some of which may be misunderstood by adults to be sarcastic or even aggressive. </li> </ul> Characteristics of young<b> adolescent social development</b> include: <br /> <ul style="text-align: left;"> <li>Modeling behavior after that of older students, not necessarily that of parents and other adults.</li> <li>Experimenting with ways of talking and acting as part of searching for a social position with peers. </li> <li>Exploring questions of racial and ethnic identity and seeking peers who share the same background. </li> <li>Exploring questions of sexual identity in visible or invisible ways. </li> <li>Feeling intimidated or frightened by the initial middle school experience. </li> <li>Liking fads and being interested in popular culture. </li> <li>Overreacting to ridicule, embarrassment, and rejection. </li> <li>Seeking approval of peers and others with attention-getting behaviors. </li> <li>As interpersonal skills are being developed, fluctuates between a demand for independence and a desire for guidance and direction </li> </ul> Characteristics of young <b>adolescent physical development</b> include: <br /> <ul style="text-align: left;"> <li>Restlessness and fatigue due to hormonal changes. </li> <li>A need for physical activity because of increased energy. </li> <li>Developing sexual awareness, and often touching and bumping into others. </li> <li>A concern with changes in body size and shape. </li> <li>Physical vulnerability resulting from poor health/dietary habits or engaging in risky behaviors. </li> <li>Bodily changes that may cause awkward, uncoordinated movements.</li> </ul> <div style="text-align: left;"> Characteristics of young <b>adolescent emotional and psychological development </b>include: </div> <ul style="text-align: left;"> <li>Mood swings marked by peaks of intensity and by unpredictability. </li> <li>Needing to release energy, with sudden outbursts of activity. </li> <li>A desire to become independent and to search for adult identity and acceptance. </li> <li>Self-consciousness and being sensitive to personal criticism. </li> <li>Concern about physical growth and maturity. </li> <li>A belief that their personal problems, feelings, and experiences are unique to themselves. </li> <li>Overreacting to ridicule, embarrassment, and rejection. </li> <li>Seeking approval of peers and others with attention-getting behaviors. </li> </ul> <div style="text-align: left;"> Characteristics of young adolescent moral development include: </div> <ul style="text-align: left;"> <li>An understanding of the complexity of moral issues (question values, cultural expressions, and religious teachings). </li> <li>Being capable of and interested in participating in democracy. </li> <li>Impatience with the pace of change, and underestimating how difficult it is to make social changes. </li> <li>Needing and being influenced by adult role models who will listen and be trustworthy. </li> <li>Relying on parents and important adults for advice, but wanting to make their own decisions. </li> <li>Judging others quickly, but acknowledging one’s own faults slowly. </li> <li>Show compassion and are vocal for those who are downtrodden or suffering and have special concern for animals and environmental issues. </li> </ul> <div style="text-align: left;"> Previous Year Questions <br /> </div> <br />Q) Which of the learner characteristics will influence his/her perspective in a course of study? [2019]<br /><br />i) Learner’s commitment <br /><br />ii) Parents interest in the learner<br /><br />(iii) Prior knowledge of the learner<br /><br />(iv) Skill of the learner in the concerned area<br /><br />(v) Family size of the learner<br /><br />(vi) Socio-economic background of the family to which the learner belongs<br /><br />Choose the correct answer from the options given below:<br /><br />(1) (i) (iii) and (iv)<br /><br /><br />(2) (i), (ii) and (Iii)<br /><br /><br />(3) (iii), (iv) and (v)<br /><br /><br />(4) (iv), (v) and (vi)<div style="line-height: normal; margin-bottom: 0.0001pt;"> </div> <div style="line-height: normal; margin-bottom: 0.0001pt;"> <b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Answer:</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;"> (1)</span></div> <br /> <br />Q) Which of the following learner characteristics are likely to influence the effectiveness of teaching aids and evaluation systems to ensure positive results? [2016]<br /><br />(A) Learner’s family background, age and habitation.<br /><br />(B) Learner’s parentage, socio-econom<a href="http://www.netugc.com/">i</a>c background and performance in learning of the concerned subject.<br /><br />(C) Learner’s stage of development, social background and personal interests.<br /><br />(D) Learner’s maturity level, academic performance level and motivational dispositions.<div style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"> <br /></div> <div style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"> <b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Answer:</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;"> (D)</span></div> <br /> <br /> References:<br /> <br /> 1. At the Turning Point The Young Adolescent Learner:  Turning Points Transforming Middle Schools.  www.turningpts.org<br /> 2. Teaching and Learning with Young Adolescents; Section<br /> 2: The Adolescent Learner.  www.ed.gov.nl.ca/edu/sp/intermed/diversity/sec2.PDF 3. This We Believe:  Successful Schools for Young Adolescents. National Middle School Association. <br /> <br /></div>

paper-I notes Teaching Aptitude Learner Characteristics: Characteristics of adolescent

Learning: Learning is a natural process of growth or change in a process which is manifested as a new modes or patterns of behaviour. It ...

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Gagne's and briggs classification of Teaching objectives NET / SET

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> The classification of learning according to Robert Gagné includes five kinds of learned capabilities: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. The Gagné taxonomy is perhaps the most popular of the many learning taxonomies in the field of instructional design (Reigeluth, 1983). It's popularity can be attributed best for its ability to clearly distinguish between abstract and concrete definitions of learning (Seels and Glasgow, 1990).</div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlyziQBtnnX_H5W3FH_ji2XJ-fzAEE-9pV7zemNxzLqHH17UclEU82BpyY3SbIzXjJmbYKC_EUG-e4TAp7xxflOjpfJLl1Ap0KwU1UYEqmUD7chyphenhyphenBoRGW7xCxPe3tVbead_dyh7NKLIHI/s1600/gagne_know.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="300" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlyziQBtnnX_H5W3FH_ji2XJ-fzAEE-9pV7zemNxzLqHH17UclEU82BpyY3SbIzXjJmbYKC_EUG-e4TAp7xxflOjpfJLl1Ap0KwU1UYEqmUD7chyphenhyphenBoRGW7xCxPe3tVbead_dyh7NKLIHI/s400/gagne_know.jpg" width="400" /></a></div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <span style="color: #1098a0; font-size: large;"><b><span style="color: #009999;">Motor Skills</span></b></span> refers to bodily movements involving muscular activity. Examples might be: Starting a car, shooting a target, swinging a golf club. </div> <div align="left"> <b><span style="color: #ffcc66; font-size: large;">Attitude</span></b> is an internal state which affects an indiviudal's hoice of action toward some object, person, or event. Examples might be: Choosing to visit an art museum, writing letters in pursuit of a cause.</div> <div align="left"> <span style="color: #9080f0;"><b><span style="font-size: large;">Verbal Information</span></b></span> include: </div> <div align="left"> 1) Labels and Facts and </div> <div align="left"> 2) Bodies of Knowledge.</div> <div align="left"> <br /></div> <div align="left"> <span style="color: blue;">1) Labels and facts</span> refer to naming or making a verbal response to a specific input. The response may be naming or citing a fact or set of facts. The response may be vocal or written. Examples: Naming objects, people, or events. Recalling a person's birthday or hobbies. Stating the capitals of the United States.</div> <div align="left"> <br /></div> <div align="left"> <span style="color: blue;">2) Bodies of Knowledge</span> refers to recalling a large body of interconnected facts. Example: paraphrasing the meaning of textual materials or stating rules and regulations. Example: Paraphrasing the meaning of textual materials. Stating rules and regulations.</div> <div align="left"> <br /></div> <div style="text-align: justify;"> <span style="color: #70d8e0;"><b><span style="color: #66cccc; font-size: large;">Cognitive Strategy</span></b></span> is an internal process by which the learner controls his/her own ways of thinking and learning. Example: Engaging in self-testing to decide how much study is needed; knowing what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of the problem. </div> <div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAQPUPgSgYEgdzEBOdFrFlWRZnt6peDI7mHIp0vn83cmas137qmqzzSb6aAgX1Igv0sBtkWk3S5xyrwA3rBxY7ign5D8Krw8EpDNmH-Z44IPZ6Ma82d6NJ3Tu_ClGniVoF0m4JeLo-d3U/s1600/gagnes_tax.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAQPUPgSgYEgdzEBOdFrFlWRZnt6peDI7mHIp0vn83cmas137qmqzzSb6aAgX1Igv0sBtkWk3S5xyrwA3rBxY7ign5D8Krw8EpDNmH-Z44IPZ6Ma82d6NJ3Tu_ClGniVoF0m4JeLo-d3U/s1600/gagnes_tax.jpg" /></a></div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <br /></div> <div align="left"> <span style="color: #ff6633;"><b><span style="font-size: large;"><a href="https://www.blogger.com/null" name="intellectualskills"></a><span style="color: #ff9900;">Intellectual Skills</span></span></b></span> include 1) Discrimination 2) Concrete concept 3) Rule using and 4) Problem solving. These are the four levels within the intellectual skills domain that Gagné identified as his taxonomy.</div> <div align="left"> <br /></div> <div align="left"> <span style="color: #1098a0;"><b><span style="color: #009999; font-size: large;">Discrimination</span></b></span> is making different responses to the different members of a particular class. Seeing the essential differences between inputs and responding differently to each. Example: Distinguishing yellow finches from house finches on the basis of markings; having to tell the differences between gauges on an instrument panel. </div> <div style="text-align: justify;"> <span style="color: #989800;"><b><span style="color: #ffcc66; font-size: large;">Concrete concept</span></b></span> is responding in a single way to all members of a particular class of observable events. Seeing the essential similarity among a class of objects, people, or events, which calls for a single response. Example: Classifying music as jazz, country western, rock, etc.; saying "round upon seeing a manhole cover, a penny, and the moon.</div> <div style="text-align: justify;"> <br /></div> <div style="text-align: justify;"> <span style="color: #9080f0;"><b><span style="color: #9999ff; font-size: large;">Rule using</span></b></span> is applying a rule to a given situation or condition by responding to a class of inputs with a class of actions. Relating two or more simpler concepts in the particular manner of a rule. A rule states the relationship among concepts. Examples: It is helpful to think of rules or principles as "if-then" statements. "If a task is a procedure, then use flowcharting to analyze the task." "If you can convert a statement into an 'if-then' statement, then it is a rule or principle."</div> <div align="left"> <br /></div> <div align="left"> <span style="color: #70d8e0;"><b><span style="color: #66cccc; font-size: large;">Problem solving</span></b></span> is combining lower level rules to solve problems in a situation never encountered by the person solving the problem. May involve generating new rules which receive trial and error use until the one that solves the problem is found. </div> <div align="left"> <br /></div> <div align="left"> Source: <a href="http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/gagnetax.htm">http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/gagnetax.htm</a></div> </div>

paper-I notes Teaching Aptitude Gagne's and briggs classification of Teaching objectives NET / SET

The classification of learning according to Robert Gagné includes five kinds of learned capabilities: intellectual skills, cognitive ...

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Bloom's Taxonomy of Cognitive Development NET / SET

<div dir="ltr" style="text-align: left;" trbidi="on"> <div style="text-align: justify;"> Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A description of the six levels as well as verb examples that represent intellectual activity are listed here.</div> <div style="text-align: justify;"> </div> <div style="text-align: justify;"> <span style="color: #50a800;"><b><span style="color: #009900; font-size: large;">Knowledge</span></b></span> is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. </div> <div style="text-align: justify;"> <br /><blockquote> <span style="color: blue;"><b>Verbs</b>:</span> arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.</blockquote> <div align="left"> <br /></div> <div style="text-align: justify;"> <span style="color: #1098a0;"><b><span style="font-size: large;">Comprehension</span></b></span> is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.</div> <blockquote> <div align="left"> <span style="color: blue;"><b>Verbs</b></span>: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.</div> </blockquote> <div align="center"> <div style="text-align: justify;"> <span style="color: #f8a800;"><b><span style="font-size: large;">Application</span></b></span> refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.</div> </div> <blockquote> <div align="left"> <span style="color: blue;"><b>Verbs</b></span>: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.</div> </blockquote> <div align="center"> <div style="text-align: justify;"> <span style="color: #e0e038;"><b><span style="color: #cccc00; font-size: large;">Analysis </span></b></span>refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application becasue they require an understanding of both the content and the structural form of the material.</div> </div> <blockquote> <div align="left"> <span style="color: blue;"><b>Verbs</b></span>: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.</div> </blockquote> <div align="center"> <div align="left"> <span style="color: #9900ff;"><b><span style="font-size: large;">Synthesis</span></b></span> refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.</div> </div> <blockquote> <div align="left"> <span style="color: blue;"><b>Verbs</b></span>: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.</div> </blockquote> <div align="left"> <div style="text-align: justify;"> <span style="color: #ffff33;"><b><span style="color: #999900; font-size: large;">Evaluation</span></b></span> is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria. </div> </div> <blockquote> <div align="left"> <span style="color: blue;"><b>Verbs</b></span>: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. </div> </blockquote>  Anderson, a famous student of Bloom, and David Krathowhl rearranged the levels as follows</div> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody> <tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga8LLljHyG11xLN1yZPk3Uy9_NU1vmtPwK_R96XHPshiLn-7nG1oiSaZ66QzBB2tH5LK830-SKJq4aN2r-9IUUt9NMAOsU2TRFI55vc2gdoE3Ax7MO9TQ8-cNyDNuYtBlt5I1-LIIAMFA/s1600/Blooms_Taxonomy_pyramid_cake-style-use-with-permission.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="622" data-original-width="847" height="467" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga8LLljHyG11xLN1yZPk3Uy9_NU1vmtPwK_R96XHPshiLn-7nG1oiSaZ66QzBB2tH5LK830-SKJq4aN2r-9IUUt9NMAOsU2TRFI55vc2gdoE3Ax7MO9TQ8-cNyDNuYtBlt5I1-LIIAMFA/s640/Blooms_Taxonomy_pyramid_cake-style-use-with-permission.jpg" width="640" /></a></td></tr> <tr><td class="tr-caption" style="text-align: center;">Source:https://tips.uark.edu/using-blooms-taxonomy/</td></tr> </tbody></table> <div style="text-align: justify;">  Source / Credit:<a href="http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm">http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm</a></div> <br /></div>

paper-I notes Teaching Aptitude Bloom's Taxonomy of Cognitive Development NET / SET

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through...

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