Learning Taxonomies

Learning Taxonomies
The word “taxonomy” means the classification of something. The learning taxonomies are the classifications of the methods of learning adopted by the masses. The most frequently asked question that is raised is that what are the desired learning? According to a single approach, the learning outcomes of observable behaviors which provide milestones of achievements in learning, the behaviors do not justify the learning process but are evidence of how the learning process is taking place. Assessment then can record achievement of learning outcomes through recognition of these behaviors. Learning taxonomies, nonetheless, can provide an apparatus for evaluating what the teachers have addressed in their teaching.
In judging the

A student may be asked to `explain using the output given'. This requires discriminating between relevant and irrelevant information and using it to just. Alternatively, the students may be asked to `explain' a concept with the aid of a diagram (interpret), or to `explain' a process i.e. list the steps involved (recall a procedure). These all demand different levels of skills. It would appear that without discipline specific vocabulary, such a general taxonomy is bound to prove difficult to use and use reliably! (Morris, Porter, and Griffiths, 2004a,

(Mainemelis, et al., 2002, p. 5) but they found no consistent differences for the processing dimension (acting and reflecting contexts). (Mainemelis, et al., 2002)
Learners have also been described in terms of their preferred mode of reception such as visual or auditor. However as Watkins et al. (2002) claim, to define learners in such facile and uni-dimensional terms may be limiting and a rich learning environment which affords exposure to multiple styles allows development of all facets of the learner.
3.4 Statistical learning
The teacher/researcher's primary fields of teaching expertise are mathematics and statistics. One of the case studies for this research involved teaching introductory statistics in undergraduate degree programs. It was thus expedient to investigate learning goals for this field. Cobb and Moore (1997) claimwe may focus on content, what we want our students to learn, or on pedagogy, what we can do to help them learn. These two topics are of course related. In particular, changes in pedagogy are often driven in part by changing priorities for what kinds of things we want our students to learn. (Cobb and Moore, 1997, p.