 SHOW NOTES
23rd September 2021 Season 6 – Show 12 Building YOU to BUILD your BUSINESS! Season 6 – Thriving in the New Normal Show – THRIVING YOUR MIND/EXPERTISE Theme – THE MASTER IS IN YOUR BRAIN? Talking Points – WHEN WE CAN…! Welcome to the TWELFTH show of Season 6 ‘Building YOU to BUILD your BUSINESS’ with Ravin Papiah! Introduction WELCOME to the TWELFTH Show of Season 6! If you are not Aware, You Are Nowhere! Ravin S. Papiah AS USUAL, I am really excited for today’s show – Why? Because today I will AGAIN be talking about YOU! Yes, YOU! The Good YOU, The Amazing YOU, the Incredible YOU! Every time people meet with me, they ask me ONE question: Ravin, how do we become successful? Well, while the meaning and definition of SUCCESS is not the SAME for every person, there are some basic attributes that can definitely lead everyone to THEIR successes. For me, it’s a MAGIC FORMULA – Take care of your Health and Body and DEVELOP your MIND & EXPERTISE! IN TODAY’S SHOW, We are going to talk the MIND & EXPERTISE! Whatever the MIND can conceive AND BELIEVE, it can ACHIEVE! Napoleon Hill The MIND is a very complex organ in our body and nobody has been able to detect its absolute and real potential. It is said that, and it could be a myth, that MAN uses only 10% of their mind’s potential, which in other words would say, we can use more of our brain and become more! In today’s session, we are going to look at HOW we can optimize the use of our MIND and Become MORE, which in turns will help us DO more, and HAVE more. SEGMENT ONE – Bloom’s Theory Bloom’s Taxonomy has been a staple of educators for decades, particularly in the cognitive domain. Educators of both children and adults must be aware of the theory’s history and how it has changed over the years. A fundamental understanding of Bloom’s Taxonomy is essential, particularly when attempting to implement it in our lives. The learning hierarchy is the focus of Bloom’s theory. In the hierarchy, the students master the basic stage of the learning domain before moving on to the next one. Like walking up a flight of stairs, students eventually manage to reach the top. As they master each level, they discover the ability to implement learning strategies and improve their skills. In this theory, teachers use the taxonomy to guide the students through to the higher levels of thinking and understanding. The three domains work together to create learning objectives, guide activities, and develop effective assessments. Each domain identified is broken down to levels or categories with specific behaviors, activities, and example words that identify when students have mastered skills from each level of the domain Benjamin Bloom was an education psychologist who developed a taxonomy in 1956. The purpose of the taxonomy was to establish educational goals for students to perform evaluations of their performance. The three domains that Bloom and his team discovered were cognitive, affective, and psychomotor. The original taxonomy was the cognitive domain. Other domains would follow later, including the Affective Domain in 1973 and the Psychomotor Domain in 1972. The original Cognitive Domain was updated by a student in 2000. Knowledge In the knowledge stage of cognitive domain, the focus is on memory. For students to be successful, they should be able to recall what they have been taught. Knowledge must be mastered before they can move on to comprehension. Specific behavior, actions, and examples that accompany the knowledge stage demonstrate mastery. The behavior of the knowledge stage is based on recognizing and recalling data. The students who exhibit knowledge when they recite definitions, know rules, and recognize processes, for example. In the work place, recalling pertinent information, such as prices, is knowledge-based behavior. Knowledge is learned through different actions that accompany behavior. Keep listening to the Show…or download the podcast to learn more about Thriving in the New Normal…. SEGMENT TWO – RESPONDING! The second step of the cognitive domain is comprehension. Once students have gained knowledge, the goal is for them to comprehend and understand what they know. It is important to be familiar with the behavior, actions, example verbs, and implementation necessary to support students in their progress through the comprehension stage of this domain. Behavior in this stage requires the students to focus on their own understanding of the information presented. At this point, the students will demonstrate that they have moved beyond simple memorization to understand the meaning of the information and data that is being imparted to them. Students will respond in different ways as they move through this phase of the domain:
Let me share with you certain actions that will indicate students are achieving success in the comprehension stage. These actions require the students to show only a low level of understanding of the subject matter. Examples of actions that demonstrate the students’ comprehension are:
These are not all the possible actions, but they are a good start. These actions should align with the example words that will be used with learning outcomes. Being familiar with example words will help better your understanding of student responses. Valuing In the application stage, students will begin to apply general or abstract ideas to real world scenarios. The students will use the information that they learn in class and outside of it. At this point, the students go beyond general understanding to the specific implementation. At the application stage, the student behaviors change to implement the general information that they have learned. These behaviors indicate that the students are able to apply information on their own and exercise any theories that they have acquired. For example, an employee who uses the handbook to guide paperwork is applying general data to a specific action. Remember that at this stage, students focus on a general use and application, not complex analysis. The actions that show application are based on ideas, theories, and principles that the students know and understand. The actions commonly associated with application are:
These are not the only actions that demonstrate student application, but they are typical examples. The keywords should align with the valuing actions in the learning outcomes. Being familiar with example words will help explore your understanding of applications actions, which is necessary for evaluation. When students display application in the cognitive domain, example words or key words will help identify successful mastery. These terms are used in teacher objectives to assess performance. These example words include: When using keywords in with goals and lesson planning, it is important, to begin with action verbs so that actions and behaviors are obvious. Keep listening to the Show…or download the podcast to learn more about Thriving in the New Normal… SEGMENT THREE – Analysis! Analysis builds on knowledge and application. At this stage, students are able to breakdown content and recognize relationships. Analysis is closely related to synthesis and evaluation and must be mastered before the students can complete the domain. Specific behaviors, actions, and examples accompany the analysis stage that demonstrate mastery. In the analysis stage, students build upon application to move towards interpretation. They should be able to understand how the different aspects of a topic relate to each other and interpret the connections in a logical way. This interpretation includes:
Their behaviors should also reflect their ability to analyze and logically view the quality and reliability of components. The actions in the analysis stage display the ability to identify logical relationships. These actions would include: Identify process parts
The list of actions is not complete, but they are commonly used. The keywords and learning outcomes should align with the actions of the analysis stage. Being familiar with example words will expand your understanding of analysis and recognize behaviors that students express. Example words or keywords are terms that predict and show how students display analysis in the cognitive domain. They are used in teacher objectives to determine and assess performance. These example words include: When using keywords and goals in lesson planning, it is important to begin with action verbs so that it is obvious when students are mastering the analysis level of the cognitive domain. In implementing the analysis stage of the cognitive domain in class, you must require the students to practice logic skills. An example of implementation from this stage would be having a group of students engage in debate. Troubleshooting equipment would also improve analysis skills. The focus of the analysis stage is making sure that students understand the difference between what is inferred and what is factual. The subject of the instruction will determine the best implementation techniques that you can use. Characterisation Analysis and synthesis work together in the cognitive process. Analysis is the ability to break down information logically, but synthesis is the ability to take the parts and make them into a whole. Students need to master both to be successful. Successful mastery is shown in the behavior and activities that students demonstrate both inside the classroom and outside the classroom. Once students understand and develop analysis, they are able to develop synthesis behaviors. They will demonstrate behaviors that include creative thought. Their behavior will show that they can make new and distinctive items and concepts :
Keep listening to the Show…or download the podcast to learn more about Thriving in the New Normal…. SEGMENT FOUR – EVALUATION! Evaluation is the top of the original cognitive domain. It is a stage in the domain that is not included in every class. The stage, however, is included in doctoral programs. Instructors at the evaluation stage need to be very careful because it is not easy to measure success at this point. The behavior and actions, however, will give clues to the student achievement. At the evaluation stage, it is important to understand that students, will be able to use qualitative and qualitative assessments themselves. The goal at this stage is to judge the value of different resources and concepts. Behaviors that indicate that students are exercising evaluation include:
Students who demonstrate these behaviors will do so after building on the synthesis stage of the domain. At the evaluation stage, students will engage in numerous actions. Since this is the pinnacle of the domain, you will see it include and expand on actions of the previous stages. Actions will reflect the students’ abilities to make the best decisions and discover solutions. These actions include:
At the point of evaluation, the students will act in a way that demonstrates the ability to act independently in the decision-making. Example words or keywords are terms teachers implement to establish when students master evaluation in the cognitive domain. These keywords are typically found in teacher objectives and learning domains, but they are effective in different methods of assessment. Examples of keywords include:
The implementation of the evaluation stage of the cognitive domain is more complex than other stages. There are, however, ways to implement learning of evaluation in the classroom. Evaluation is enhanced when students have the ability to use reports and case studies and also work in small groups. Surveys and papers will also improve skills in the evaluation phase. At this stage, the students will show more expertise in their abilities than they will in earlier domains with the same exercises. Updated Version The cognitive domain of Bloom’s Taxonomy was updated by Bloom’s student, Lorin Anderson as well as David Krathwohl in 2000. The new version of the domain employs a more active view of learning and also employs verbs rather than nouns in the stages. The changes need to be noted to determine which method would be most effective. Remembering is the new name for the knowledge phase of the domain. In remembering, the student is expected to recall information. It is almost identical, but it focuses more on active memory rather than the ability to find data. Recitation is an example of remembering as is the ability to bring up facts and other data. Understanding replaces comprehension in the updated domain. Again, it is very similar to the original phase. In each, students demonstrate their ability to extract meaning. The original domain focuses on the material in general, and understanding is taking meaning based on different functions, including activities as well as written material. Applying is the equivalent of application. Again, they only have minor differences related to the activity. In applying, students are able to apply what they have learned. In applying, the students implement procedures. The information in this instance also includes situational learning through different techniques such as simulations and presentations. The original analysis is the ability to break down components while analyzing is also breaking down objects into parts to understand how they relate. The actions that are associated with analyzing include: organizing, differentiating, attributing, and distinguishing. These are specifically mental actions that are shown in graphs, charts, and diagrams. In the original domain, evaluation is the judgment of value. Evaluating replaces synthesis in the updated version of the cognitive domain, switching from the final stage. In evaluating, students make decisions by using criticism based on standards. The evaluation in this taxonomy is a process that can be seen in reports, recommendations, and demonstrations. According to the updated cognitive domain, it is necessary to develop evaluating skills before effective creation, which would be synthesis in the original cognitive domain. Creating changes places with evaluating and is similar to synthesis. With synthesis, the students combine parts to create new resources. In the creation stage, the students put the parts together to generate a whole through reorganizing, generating, producing, and planning. In creating, the students must put parts together in a way that is unique, not a reproduced. According to Lorin Anderson and David Krathwohl, this is the most complex stage of the cognitive domain. Keep listening to the Show…or download the podcast to learn more about Thriving in the New Normal… After the recent Success of the Success Mindset Smoothe Mixx Album I am really excited to announce that my new Smoothe Mixx dance track single - ‘The Gift of Awareness’ produced by Roy Smoothe, is now live on Amazon! GET A COPY TODAY - Only $0.99 https://bit.ly/GiftOfAwareness The single takes my message from my popular quote “If You Are Not Aware, You Are Nowhere” designed to unlock the awareness of your gift within, and sets it to dance music… It is an inspirational music resource featuring emotion grabbing music with melodic, epic, raw & upbeat musical soundscapes, all at the same time. Smoothe Mixx now with over 100 million streams over the last few years is one of the greatest influencers in the personal development arena. I believe this will be another chart hit music collaboration with Roy Smoothe. Jim Rohn described the Smoothe Mixx as the most inspirational music resource of the 21st Century. With a catalogue of multiple #1 Amazon Music Chart hits the Smoothe Mixx record label has cemented a singularly identifiable sound on a series of albums featuring personal development legends the likes of Jim Rohn, Zig Ziglar, Denis Waitley, Les Brown, Brian Tracy, Rock Thomas, Dr Greg Reid and many more. Along the way, the label received significant achievements particularly with the kudos and accomplishment producing an All-time classic RnB single reaching #56 on Amazon Music Charts. And that means it's time for a BONUS GIFT offer: 1. Order a copy of the single on 22nd September between 1pm-6PM CST (https://bit.ly/GiftOfAwareness) 2. Forward a copy of your Amazon receipt to (ravinp@intnet.mu) 3. We will send you a FREE copy of the Success Mindset Album AND a FREE copy of the e-book version of the Amazon No.1 Best Selling Book, Success habits of Super Achievers, with lessons from Darren Hardy, Brian Tracy, Denis Waitley, Les Brown, Mark Victor Hansen, John Assaraf, Tom Ziglar, Kyle Wilson, Ravin Papiah and many more. Order your copy of the single for only $0.99 - https://bit.ly/GiftOfAwareness Music & Lyrics: Roy Smoothe & Ravin Papiah, Producer: Roy Smoothe Available: On Amazon – (https://bit.ly/GiftOfAwareness) https://bit.ly/GiftOfAwareness CONTACT DETAILS : Name of Host : Ravin Souvendra Papiah E-mail : plcjmleadership@gmail.com Websites : http://www.johncmaxwellgroup.com/ravinsouvendrapapiah/ Facebook Groups:
See you Next Thursday (13 00 GMT – 17 00 Mauritius) for our Season 6 SHOW 13, where WRAP UP this season! Until then, Keep tight! See you NEXT THURSDAY!
0 Comments
Leave a Reply. |
new choice for BUSINESS SEARCHArchives
August 2023
Categories
All
|
RSS Feed
Listen Live ON THE FOLLOWING APPS & NETWORKS
|
|
|
|
|
|
|
Search IBGR On These Podcast Platforms
|
|
|
|
|
SPONSORS & AFFILIATES
Southern Virginia Regional Chamber
|
Influence With A Heart
|
Book Design and More
|
Startup Raven
|
Coach Accountable
Black Links Global
|
Click Funnels
|
Airmeet
|
SCHEDULE A NO-RISK, NO OBLIGATION CONSULTATION WITH THE IBGR TEAM
866.4ME.IBGR (866.463.4247)
IBGR.Network is Veteran owned and operated.
Site powered by Weebly. Managed by Radio.co, Designed by gWORX Media.