Taxonomies in Contemporary Higher Education As a future psychology instructor, you might find that taxonomies offer a helpful framework and common language for classifying the type and level of learning expected of your students. This week’s Assignment provides an opportunity to consider the roles, strengths, and limitations of taxonomies in instruction and learning in higher education, considering the growing diversity of learner populations, the integration of technology into students’ lives, and contemporary research on learning processes. The assignment: (5 pages) Explain how taxonomies influence instruction and learning in higher education. Explain the strengths and limitations of an emphasis on taxonomies with particular consideration for diverse learner populations. Please use in text citations and reference these resources: Readings Instructional design knowledge base—Bloom’s taxonomy of cognitive development. (2012a). Retrieved from http://ift.tt/2hDefNB Instructional design knowledge base—Krathwohl’s taxonomy of affective domain. (2012c). Retrieved from http://ift.tt/2yLCTQb Instructional design knowledge base—Harrow’s taxonomy of psychomotor domain. (2012b). Retrieved from http://ift.tt/2hCMEwl Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011b). Instructional objectives. In Designing effective instruction(6th ed., pp. 108–112). Hoboken, NJ: John Wiley & Sons. Designing effective instruction, 6th Edition by Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. Copyright 2011 by John Wiley and Sons. Reprinted by permission of John Wiley and Sons via the Copyright Clearance Center. Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains.Teaching of Psychology,32(3),154–159.

Taxonomies in Contemporary Higher Education

As a future psychology instructor, you might find that taxonomies offer a helpful framework and common language for classifying the type and level of learning expected of your students.

This week’s Assignment provides an opportunity to consider the roles, strengths, and limitations of taxonomies in instruction and learning in higher education, considering the growing diversity of learner populations, the integration of technology into students’ lives, and contemporary research on learning processes.

The assignment: (5 pages)

  • Explain how taxonomies influence instruction and learning in higher education.
  • Explain the strengths and limitations of an emphasis on taxonomies with particular consideration for diverse learner populations.

Please use in text citations and reference these resources:

Readings

  • Instructional design knowledge base—Bloom’s taxonomy of cognitive development. (2012a). Retrieved from http://ift.tt/2hDefNB
  • Instructional design knowledge base—Krathwohl’s taxonomy of affective domain. (2012c). Retrieved from http://ift.tt/2yLCTQb
  • Instructional design knowledge base—Harrow’s taxonomy of psychomotor domain. (2012b). Retrieved from http://ift.tt/2hCMEwl
  • Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011b). Instructional objectives. In Designing effective instruction(6th ed., pp. 108–112). Hoboken, NJ: John Wiley & Sons.
    Designing effective instruction, 6th Edition by Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. Copyright 2011 by John Wiley and Sons. Reprinted by permission of John Wiley and Sons via the Copyright Clearance Center.

 

  • Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains.Teaching of Psychology,32(3),154–159.


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