A revision from the original taxonomy seeking to extend the approach, use common language, be consistent with current psychological and educational trends, and provide realistic examples of the uses of the framework.
Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.
Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)
The taxonomy covers conventional and digital publishing, as well as emerging hybrid and dynamic forms of publishing. Hybrid publishing being media agnostic, crosses over forms of publishing, tackling fundamental changes due to the fallout of digital disruption in areas such as; intellectual property, economics and knowledge institutions etc. Dynamic publishing addresses the opportunities of computation and digital networking, where many technologies remain under-explored, hiding in a mnemonic vacuum in new publishing technology development. Against this backdrop of institutional and industry forgetting this publication taxonomy list seeks to continuously include new definitions of publication and invites you to share, contribute and add-ancient, novel and hybridized forms of knowledge dissemination. An invitation to contribute https: //github.com/consortium/publication-taxonomy Tags: dynamic publishing, hybrid, publication, post-digital scholar, academia, knowledge institutions, digital disruption, open access, GitHub, collaborative, open source, public infrastructure, publishing, software Hybrid Publishing Consortium https: //consortium.io/