Bloom’s Taxonomy and Critical Thinking

Bloom’s Taxonomy and Critical Thinking

Resources

  • Microsoft Word icon Attributes and Evaluation of Discussion Contributions.
  • PDF icon Professional Communications and Writing Guide.
  • Website icon Graduate Psychology Discussion Rubric.

As we mentioned in the introduction, Bloom’s Taxonomy is a model developed by educational psychologists to help categorize learning. It is an excellent framework to assess your critical thinking skills and improve the cognitive complexity of your thinking to meet challenges within the field of psychology. Let’s share the insights we gathered about the taxonomy and critical thinking in this discussion. Respond to the following questions:

  • What do you see as the strengths and weaknesses of Bloom’s Taxonomy?
  • How could you use this model as a practitioner-scholar in the field of psychology?
  • How could you use this model to strengthen your practice as a graduate learner in psychology?
  • Are there other critical thinking strategies or skills that are relevant to you as a professional and learner in your particular specialization?

If you have any trouble understanding Bloom’s Taxonomy or the strategies in the Granello article, use this discussion to receive support from your peers and instructor to work through your challenges. You will apply these elements within your assignment due next week.

 

Describe the social construct that was being studied

Social psychology has yielded many controversial experiments. For your assignment this week, you are to research one of the following works: Asch (Line Experiment), Milgram (Teacher/Learner Experiment), or Zimbardo (Prison Experiment).In at least 500 words (submitted in APA format)

  • Describe the experiment
  • Describe the social construct that was being studied
  • Describe the issues related to the research
  • Describe the contributions this research had to the field/science of psychology.

Your essay should be at least 500 words in length and should be presented in APA format, including a title page, in-text citations, a running header, page numbers, double spacing, and a reference page. Your assignment should use terms/references directly from the chapter, and all extra outside research must be properly cited.

Working With Employees – Portfolio Assignment

Due 11/29/15 at 9pm

 

Attached is the question outline given to us by the instructor in class. Also attached is the assignment below.

Bullet all sections

 

Working With Employees: An I/O Commentary on Real World Problems

This required Portfolio assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:

 

·         Conduct a 30-minute, semi-structured interview with a manager

·         Identify common challenges and issues that arise in the workplace

·         Evaluate strategies for addressing these challenges

·         Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources.

 

Objective: This assi

What You Can/Can’t Ask – Legal/Illegal Interview Questions

 

IMPORTANT – All settings, including informal gatherings with agency staff who are not members of the recruitment process , are considered to be part of the interview of candidate.

 

Everyone who will have contact with candidates should be made aware of areas of inquiry that are not appropriate or illegal questions that should not be asked in order to avoid non-compliance issues.

 

 

AREA OF

 

LEGAL

 

ILLEGAL

 

 

INQUIRY

 

 

 

 

 

 

Address/

CAN ASK:

IT IS ILLEGAL TO ASK/REQUEST:

 

 

Housing/Length

Place and length of current and previous address

Specific inquiry into foreign addresses that would

 

 

of Residence

 

 

 

 

 

 

 

 

(“How long have you lived in [city]”)?

 

indicate national origin

 

 

 

 

 

 

 

 

 

 

• For applicant’s phone number or how s/he can be

• Names or relationship of persons with whom

 

 

 

 

reached

 

applicant resides

 

 

 

 

 

• Whether applicant rents or owns home

 

 

Age

BEFORE HIRING ONLY:

IT IS ILLEGAL TO ASK/REQUEST:

 

 

 

• If a minor, require proof of age in the form of a

• About the age or age group or date of birth of the

 

 

 

 

work permit or a certificate of age

 

applicant

 

 

 

• If age is a legal requirement, can ask “If hired, can

• Birth certificate or baptismal record before hiring

 

 

 

 

you furnish proof of age?” or a statement that hire

• Questions that would tend to identify persons

 

 

 

 

is subject to verification of age

 

between 40 and 60 years of age.

 

 

 

• Whether or not an applicant is younger than the

 

 

 

 

 

 

employer’s regular retirement age

 

 

 

 

 

AFTER HIRING ONLY:

 

 

 

 

 

• Require proof of age by birth certificate

 

 

 

 

Ancestry/

CAN ASK:

IT IS ILLEGAL TO ASK/REQUEST

 

 

Birthplace/

“After employment, can you submit a birth

If an applicant is native-born or naturalized

 

 

National Origin

 

 

 

 

 

 

 

 

certificate or other proof of U.S. citizenship or

The birthplace of applicant

 

 

 

 

other proof of the right to remain in or work in the

 

 

 

 

 

 

 

Questions which identify customs or denomination

 

 

 

 

U.S.?”

About birthplace of his/her parents, grandparents

 

 

 

About foreign language skills (reading, speaking,

 

 

 

 

 

 

 

 

and/or spouse or other relatives

 

 

 

 

and/or writing) if relevant to the job

 

 

 

 

 

 

 

• Require applicant submit a birth certificate or

 

 

 

 

 

 

 

 

 

Be sensitive to cultural differences

 

naturalization or baptismal record before

 

 

 

 

 

employment

 

 

 

Do not assume mispronunciation of English as a

 

 

 

 

 

 

 

About any other inquiry into national origin (for

 

 

 

 

lack of education

 

 

 

 

 

 

 

 

applicant or his or her spouse or parents; maiden

 

 

 

Do not interpret silence as inability or unwillingness

 

 

 

 

 

 

 

 

name of wife or mother)

 

 

 

 

 

 

 

 

 

 

 

 

First language

 

 

 

 

 

• Date of arrival in U.S.

 

 

 

 

 

Port of entry

 

 

Citizenship

CAN ASK:

IT IS ILLEGAL TO ASK/REQUEST

 

 

 

Whether a U.S. citizen

• “Of what country are you a citizen?”

 

 

 

If no, whether intends to become one

• If native born or naturalized (for applicant or his or

 

 

 

• If you are not a U.S. citizen, do you have the legal

 

her parents or spouse)

 

 

 

 

• Proof of citizenship before hiring

 

 

 

 

right to remain permanently in the U.S.?

 

 

 

 

• If not a citizen, are you prevented from lawfully

• Whether parents and/or spouse is native born or

 

 

 

 

becoming employed because of visa or immigration

 

naturalized

 

 

 

 

status?

• Date of citizenship (for applicant or his or her

 

 

 

• If spouse is a citizen

 

 

 

 

 

 

parents or spouse)

 

 

 

• Statement that, if hired, applicant may be required

 

 

 

 

 

 

to submit proof of citizenship.

 

 

 

 

 

AFTER HIRING ONLY:

 

 

 

 

 

Require proof of citizenship

 

 

 

 

Credit Rating

NO questions may be asked regarding credit.

You may not ask ANY questions regarding credit.

 

 

Criminal Record

CAN ASK:

IT IS ILLEGAL TO ASK/REQUEST

 

 

(Arrests and

• About actual convictions other than misdemeanors

To inquire about arrests without convictions

 

 

Convictions)

 

 

 

 

 

 

 

that relate reasonable to fitness to perform a

• Check into a person’s arrest, court, or conviction

 

 

 

 

particular job

 

 

 

 

 

 

 

record if not substantially related to functions and

 

 

 

• About convictions or imprisonment if crimes relate

responsibilities of the particular job in question.

 

 

 

 

to job duties and conviction or release from

 

About any involvement in demonstrations

 

 

 

 

imprisonment occurred within the last ten years

 

 

 

 

 

 

 

 

 

 

 

Disabilities

Accommodations for the interview must be provided.

AN EMPLOYER

 

 

(continued on

Be careful how applicants with disabilities are

The Rehabilitation Act of 1973 forbids employers from

 

 

next page)

 

 

 

 

 

 

asking job applicants general questions about whether

 

 

 

evaluated. Do not make judgments based on

 

 

 

 

 

 

 

 

 

 

they are disabled or asking them about the nature and

 

 

 

communication skills of people with hearing and

 

 

 

 

 

severity of their disabilities.

 

 

 

speech impairments.

 

 

 

 

 

 

 

 

 

 

To inquire for the purpose of determining applicant’s

Don’t ask the applicant about what kind of

 

 

 

 

accommodation(s) he or she may need until after the

 

 

 

capability to perform the job. (Burden of proof for non-

 

 

 

 

 

 

 

 

 

Page 1 of 4

Page 1 of 4

 

 

AREA OF

 

LEGAL

 

ILLEGAL

 

 

INQUIRY

 

 

 

 

 

 

Disabilities

discrimination lies with the employer.)

interviewer has established that the applicant is

 

 

(continued from

CAN ASK:

qualified for the job and is considering that person for

 

 

previous page

 

employment.

 

 

 

Whether or not applicant is able to carry out all

 

 

 

 

 

 

An employer must be prepared to prove that any

 

 

 

 

necessary job assignments/functions and perform

 

 

 

 

 

 

physical and mental requirements for a job are due to

 

 

 

 

them in a safe manner

 

 

 

 

 

 

“business necessity” and the safe performance of the

 

 

 

“How would you perform this particular task?”

 

 

 

 

 

job.

 

 

 

CAN INVITE:

 

 

 

 

 

 

 

 

 

 

gnment is designed to help you identify common problems that managers face when dealing with employees, and the solutions that managers use in an attempt to solve those problems. This assignment will also give you an opportunity to evaluate the efficacy of the solutions from a practical perspective and from the perspective of research in Industrial/Organizational psychology.

 

Step 1: Identify someone in your community who is a manager. This should be someone who is responsible for recruiting and/or selecting employees, supervising employees, and evaluating employee performance.

 

Step 2: Conduct a 30-minute interview with the manager. In your interview, be sure to cover the following questions:

 

·         What are some of the common problems that you have experienced with employees? Be sure to steer the discussion toward relevant topics such as recruitment, employee selection, employee motivation, employee training, job attitudes, giving feedback, creating incentives, managing conflict, and so forth.

·         Identify two major problems that the manager mentions and ask how he or she has responded to those problems. What solutions has the manager tried? Have the solutions worked?

 

Step 3: Using scholarly sources such as your textbook and professional journal articles that you find in the University Library, research the two problems mentioned by the manager. What does the field of I/O say about these types of problems or issues? What recommendations might you make to the manager?

 

Document your interview and your library research in a 1,050- to 1,400-word paper. Your paper should consist of the following parts:

 

·         An introduction, describing the individual that you interviewed and his/her position

·         A summary of the interview focusing on the two major problems and attempted solutions

·         A scholarly commentary with recommendations from the perspective of I/O psychology

 

Be sure to include at least five scholarly references in your paper. Provide a list your specific interview questions as an Appendix. Format your paper according to APA guidelines.

 

Discussion—Motor-Skill Learning

Discussion—Motor-Skill Learning

Motor learning leads to a relatively permanent change in physical movements and activity of a person. This type of learning is related to acquiring processes needed for complex movements like speaking or playing the piano, which often start out as very difficult but through practice, they become much smoother and accurate. Additionally, motor-skill learning plays an important role in interpreting simple movements, such as reflexes, as the body and environment change. Therefore, though we may not be completely aware of motor learning as it takes place, it is a vital area of learning that is related to almost everything we do.

Complete the Motor Training Activity at the following link:

  • Howard Hughes Medical Institute (HHMI). (2008). Mirror-tracing activity. Retrieved from http://media.hhmi.org/biointeractive/activities/mirror/mirror-tracing-activity-generic.pdf

Based on the activity, address the following:

  • Discuss your outcome with this activity. What did you learn about motor learning?
  • Based on your readings, identify which theory of motor-skill learning best fits this activity. Why do you consider it to be the best fit?
  • Apply what you have learned during this activity to a real-life learning experience, either for yourself, or for someone you are teaching.

Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources.

By Saturday, November 28, 2015, post your response to the appropriateDiscussion Area. Through Wednesday, December 2, 2015, review and comment on at least two peers’ responses. In your responses, consider the following:

  • Do you agree with your peers’ explanation of the theory that best explains this activity? Why or why not?
  • Do you agree with your peer’s application of motor-skill learning to a real life situation? Is there a way by which you could improve their application of this skill?

Grading Criteria and Rubric

All discussion assignments in this course will be graded using a rubric. Download the discussion rubric and read it carefully to understand the expectations.

Discussion Grading Criteria

 

Assignment 2: Inclusion versus Segregation

One of the top issues in special education is the ongoing debate of “inclusion versus segregation.” The idea of inclusion in education is that all students, no matter what disability they may have, should learn together in the same environment. Fully inclusive schools do not differentiate between special education courses and general education courses, but rather include students with learning, emotional, behavioral, or physical disabilities in classes with all of the other students.

The idea of segregation in education suggests that there are benefits to providing classes separate from general education classes that meet the needs of students with special needs. For some students, this may be for just one or two subjects, while for other students, this encompasses all of their courses.

In this assignment, you will consider those students who suffer from behavioral disorders or social skill deficits.

Using the module readings, the Argosy University online library resources, and the Internet, research observational learning. Then, address the following:

  • Based on your learning about observational learning in this module, what are the benefits that these students could gain through their inclusion into a regular classroom?
  • How could the principles of observational learning help to improve the classroom behavior of students with behavioral disorders or social skill deficits?
  • What are some of the classroom disadvantages for employing inclusion for other typically developing students?
  • Do you support the move toward inclusion? Why or why not?

Write a 4–5-page paper in Word format. Apply APA standards to citation of sources. Be sure to include a title page and a reference page. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.

By Wednesday, December 2, 2015, deliver your assignment to the M4: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Identified benefits to be gained from inclusion of students with behavioral disorders and described ways in which principles of observational learning could improve classroom behavior of such students.
32
Identified classroom disadvantages for employing inclusion for other typically developing students.
24
Provided reasons for or against the move towards inclusion.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100