Long descriptions for complex images

1 Heading is Bloom’s taxonomy.  There are 6 heading each with their own subpoints.

• Remember: Recall facts and basic concepts – define, duplicate, list, memorize, repeat, state.
• Understand: Explain ideas and concepts – classify, describe, discuss, explain, identify, locate, recognize, report, select, translate.
• Apply: Use information in new situations – execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch.
• Analyze: Draw connection among ideas – differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test.
• Evaluate: Justify a stand or decision – appraise, argue, defend, judge, select, support, value, critique, weigh.
• Create: Produce new or original work – design, assemble, construct, conjecture, develop, formulate, author, investigate.

2 Circle of Society with an upside down triangle and three dimensions of learning: cognition, emotion, environment. Functionality in meaning and ability moves left to right towards sensibility in mental balance showing a form of acquisition. Acquisition moves down through interaction toward social integration.

3 At the top it says Prepare, with an arrow pointing to Absorb, which has an arrow pointing to Capture, which has an arrow pointing to Review, which has an arrow pointing back to Prepare.

4 Three different classroom layouts for teaching

• Auditorium Style with students focused on teachers: classical teaching design, similar to many higher education classrooms. Can accommodate large numbers of students. Design focused on top-notch acoustics.
• Face to Face Style with students focused on each other and the teacher: collaborative style. Promotes student-teacher discussion.
• Offset style with students focused on each other and teacher roams the class: collaborative style, enables student groups and projects.

5 Comparing the various formats of teaching with circles representing instructors and students. Traditional shows an instructor teaching to students in rows. Online shows a teacher teaching to a computer with students scattered. Hybrid shows both images combined.

6 Four ovals (top, bottom, left, right) connected with a circle in the middle outlining the experiential learning cycle.

• Top Oval: Concrete Experiences – engaging in activities and/or experiences.
• Right Oval: Reflective Observations – reflecting on activities and/or experiences.
• Bottom Oval: Abstract Conceptualizations – gaining knowledge and skills from expertise.
• Left Oval: Active Experimentations – testing new skills and experiences.

7 A two column and two row table.  The left column has a heading of Project-based learning and in the second row the points are student autonomy for leadership, real-world planning, and problem-solving and delegating.  The right column has a heading of Inquiry-based learning and in the second row are the points teacher provides autonomy for idea exploration, real-world planning, and problem-solving through guided solutions.

8 Five concepts of democratic education with five rectangles all converging on the main rectangle of democratic educational policy. Rectangles that converge include: equality, diversity, participation, cohesion, and choice.

9 Image of democratic conception relayed through two anamorphic squares voting in a democratic way. Teaching and learning response showing a classroom of anamorphic squares leads to effective pedagogical relay with the squares working together on a problem.

10 Six pillars of moral character showing six grey pillars, each pillar reflects a moral character

• Trust: Placing faith in your peers and in yourself.
• Respect: Respecting others’ opinions and your own.
• Responsibility: Placing faith in your peers and in yourself.
• Fairness: Establishing an even ground for all members.
• Caring: Showing empathy towards others.
• Citizenship: Performing good deeds inside and outside of the classroom.

11 Web of outcomes from the eliciting situation leading to intuitions and judgements effecting reasoning of each individual.

12 The Solo Taxonomy build learning competency from left to right. Starting from missing point as prestructural going into the quantitative phrase ending in the qualitative phase.

• Unistructural: identity and simple procedure.
• Multistructural: enumerate, describe, list, combine, do algorithms.
• Relational: compare/contrast, explain causes, analyze, relate, apply.
• Extended Abstract: theorize, generalize, hypothesize, reflect.

13 Neuroscience analysis showing brain waves comparing adults and children. The waves reflect the different stimulus responses.

14 A pie showing a taxonomy of significant learning.

• Learning how to learn: becoming a better student, inquiring about a subject, self-directed learners.
• Foundational Knowledge: understanding and remembering information and ideas
• Application: skills; critical, creative, and practical thinking; managing projects.
• Integration: connecting ideas, people, areas of life.
• Human Dimension: Learning about oneself and others.
• Caring: Developing new, feelings, interests, values.

15 Individuals lead to meet new people in your academic program and off campus. You can work in groups with others, build interpersonal relationships, and explore new academic interests. This leads to presenting new concepts and enriching the previous ones within your program. Also having different experiences may foster new academic interests and develop relationships. Building relationships with people in your program which can happen through adventures.

16 The educational/innovation system, using vertical organizing languages. From top to bottom, purpose level, meaning values, anthropology. Normative level, social systems design, planning. Pragmatic level, physical technology, natural ecology, social ecology, cybernetics. Empirical level, physical inanimate world, physical animate, human physical world, logic.

17 Turtle with various words written on the back.  In the very middle is Health, Education, and Culture & Society.  Surrounding that is law, history, economic development, indigenous knowledge, spirituality, arts & literature, research methods, science, misc., governance.

18 A traffic light. Red: The work is not quite meeting the objectives. What can I do to help you get to the green light and achieve learning. Yellow: The work is good, but I have some questions about your method. Green: Continue this work; keep progressing with this method to achieve more learning.

19 Spectrum of goals. Practice leads to observed performance, allows for targeted feedback, and guides to further practice. A center circle outlines goals that direct practice, helps to evaluate observed performance, and shape targeted feedback.

20 At the course level there are course learning outcomes.  This leads to the unit level which included intended learning outcomes, assessment tasks, learning activities, and content and resources.

21 A description of constructive alignment.  Curriculum’s intended learning outcomes (formulate outcomes first) leads to the assessment regime which includes organizing activities and teach the student how to meet the assessment criteria and outcomes.  This leads to teaching and learning activities which includes meet outcomes and assessment criteria through teacher and student work and backwash: student tend to learn what they think will be assessed (Briggs, 2003: 140).  This leads to develop assessment criteria from these.

22 Heading is Bloom’s taxonomy.  There are 6 heading each with their own subpoints.

• Remember: Recall facts and basic concepts – define, duplicate, list, memorize, repeat, state.
• Understand: Explain ideas and concepts – classify, describe, discuss, explain, identify, locate, recognize, report, select, translate.
• Apply: Use information in new situations – execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch.
• Analyze: Draw connection among ideas – differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test.
• Evaluate: Justify a stand or decision – appraise, argue, defend, judge, select, support, value, critique, weigh.
• Create: Produce new or original work – design, assemble, construct, conjecture, develop, formulate, author, investigate.

23 Eight metaphors of an organization:

1. As a machine.
2. As an organism.
3. As a brain.
4. As culture.
5. As a political system.
6. As a psychic prison.
7. As change and flux.
8. As an instrument of domination.

24 The title is Competing Values Framework Cameron & Quinn (1999). There are 4 squares arranged together to create a larger square. Above them it says Flexibility; to the right it says External Focus; at the bottom it says Stability and control; and to the left it says Internal focus. The top left box is Clan, Family, Mentoring, Nurturing, Participation. The right top box is Adhocracy, Dynamic, Entrepreneurial, Risk-taking, Values innovation. The bottoms left box is Hierarchy, Structure, Control, Coordination, Efficiency. The bottom right box is Market, Results oriented, Competition, Achievement, Gets the job done.

25 Motivation to learn through intrinsic and extrinsic factors. Extrinsic factors imply operant conditioning and social cognition. Intrinsic involves social cognition, cognition, biology, affect, spirituality, conation.