1. BLOOMS TAXONOMY

2. WHAT IS BLOOMS TAXONOMY? Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. "The taxonomy is hierarchical; [in that] each level is subsumed by the higher levels.

3. THE NEW VERSION During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes

4. TERMINOLOGY CHANGES Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was renamed and became remembering. Finally, comprehension and synthesis were retitled to understanding and creating. In an effort to minimize the confusion, comparison images appear below.

5. THE OLD TO THE NEW

6. TERMS FOR THE NEW Remembering : Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding : Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying : Carrying out or using a procedure through executing, or implementing.

7. CONT: Analyzing : Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluating : Making judgments based on criteria and standards through checking and critiquing. Creating : Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

8. STRUCTURAL CHANGES: Bloom's original cognitive taxonomy was a one- dimensional form. With the addition of products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be learned). the second identifies The Cognitive Process Dimension (or the process used to learn).

9. MASLOW’S HIERARCHY OF NEEDS COMMITMENT RELATIONSHIPS-MARRIAGE MASLOW

10. DO NOW!!!! What do feel are the necessary needs for a family to have a healthy relationship? List 4 and explain.

11. GROWING STAGES: Maturation: the process of becoming mature. the emergence of personal and behavioral characteristics through growth processes. Self Actualization: Self-actualization implies the attainment of the basic needs of physiological, safety/security, love/belongingness, and self-esteem

12. MASLOW’S HIERARCHY “What a man can be, he must be. This need we may call self-actualization…It refers to the desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially. This tendency might be phrased as the desire to become more and more what one is, to become everything that one is capable of becoming."

13. 8 WAYS TO SELF-ACTUALIZE 1.4 Experience things fully, vividly, selflessly. Throw yourself into the experiencing of something: concentrate on it fully, let it totally absorb you. Life is an ongoing process of choosing between safety (out of fear and need for defense) and risk (for the sake of progress and growth): Make the growth choice a dozen times a day. Let the self emerge. Try to shut out the external clues as to what you should think, feel, say, and so on, and let your experience enable you to say what you truly feel. When in doubt, be honest. If you look into yourself and are honest, you will also take responsibility. Taking responsibility is self-actualizing.

14. 5-8 Listen to your own tastes. Be prepared to be unpopular. Use your intelligence, work to do well the things you want to do, no matter how insignificant they seem to be. Make peak experiencing more likely: get rid of illusions and false notions. Learn what you are good at and what your potentialities are not. Find out who you are, what you are, what you like and don't like, what is good and what is bad for you, where you are going, what your mission is. Opening yourself up to yourself in this way means identifying defenses--and then finding the courage to give them up.

15. DEFICIENCY AND GROWTH NEEDS Maslow believed that these needs are similar to instincts and play a major role in motivating behavior. Physiological, security, social, and esteem needs are deficiency needs (also known as D-needs), meaning that these needs arise due to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences. Maslow termed the highest-level of the pyramid as growth needs (also known as being needs or B-needs). Growth needs do not stem from a lack of something, but rather from a desire to grow as a person.

16. MASLOW’S HIERARCHY OF NEEDS Physiological Needs Security Needs Social Needs Esteem Needs Self Actualizing Needs

17. THE NEEDS PYRAMID

18. PHYSIOLOGICAL NEEDS These include the most basic needs that are vital to survival, such as the need for water, air, food and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met.

19. SECURITY NEEDS These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health insurance, safe neighborhoods and shelter from the environment.

20. SOCIAL NEEDS These include needs for belonging, love and affection. Maslow considered these needs to be less basic than physiological and security needs. Relationships such as friendships, romantic attachments and families help fulfill this need for companionship and acceptance, as does involvement in social, community or religious groups.

21. ESTEEM NEEDS After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition and accomplishment

22. SELF-ACTUALIZING NEEDS This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others and interested fulfilling their potential. Self-actualizing

23. CHARACTERISTICS OF SELF- ACTUALIZED PEOPLE Acceptance and Realism Problem Centering Spontaneity Autonomy and Solitude Continued Freshness and Appreciation Peak Experiences

24. ACCEPTANCE AND REALISM Self-actualized people have realistic perceptions of themselves, others and the world around them. Accept themselves, others and the natural world the way they are. Sees human nature as is, have a lack of crippling guilt or shame, enjoy themselves without regret or apology, they have no unnecessary inhibitions.

25. PROBLEM CENTERING Self-actualized individuals are concerned with solving problems outside of themselves, including helping others and finding solutions to problems in the external world. These people are often motivated by a sense of personal responsibility and ethics. Focus on problems outside themselves, other centered. They have a mission in life requiring much energy, their mission is their reason for existence. They are serene, characterized by a lack of worry, and are devoted to duty.

26. SPONTANEITY Self-actualized people are spontaneous in their internal thoughts and outward behavior. While they can conform to rules and social expectations, they also tend to be open and unconventional. Spontaneous in their inner life, thoughts and impulses, they are unhampered by convention. Their ethics is autonomous, they are individuals, and are motivated to continual growth.

27. AUTONOMY AND SOLITUDE Another characteristics of self-actualized people is the need for independence and privacy. While they enjoy the company of others, these individuals need time to focus on developing their own individual potential. SA's rely on inner self for satisfaction. Stable in the face of hard knocks, they are self contained, independent from love and respect.

28. APPRECIATION Self-actualized people tend to view the world with a continual sense of appreciation, wonder and awe. Even simple experiences continue to be a source of inspiration and pleasure. Have a fresh rather than stereotyped appreciation of people and things. Appreciation of the basic good in life, moment to moment living is thrilling, transcending and spiritual. They live the present moment to the fullest.

29. PEAK EXPERIENCES Self-actualized people tend to view the world with a continual sense of appreciation, wonder and awe. Even simple experiences continue to be a source of inspiration and pleasure.

30. EFFECTS OF PEAK EXPERIENCES The removal of neurotic symptoms A tendency to view oneself in a more healthy way Change in one's view of other people and of one's relations with them Change in one's view of the world The release of creativity, spontaneity and expressiveness A tendency to remember the experience and to try to duplicate it A tendency to view life in general as more worthwhile.

31. KOHLBERG'S STAGES OF MORAL DEVELOPMENT

32. WHO WAS LAWRENCE KOHLBERG Kohlberg, who was born in 1927, grew up in Bronxville, New York, and attended the Andover Academy in Massachusetts, a private high school for bright and usually wealthy students. He did not go immediately to college, but instead went to help the Israeli cause, in which he was made the Second Engineer on an old freighter carrying refugees from parts of Europe to Israel. in 1948, he enrolled at the University of Chicago, where he scored so high on admission tests that he had to take only a few courses to earn his bachelor's degree.. He did this all in one year! He soon became interested in Piaget and began interviewing children and adolescents on moral issues. The result was his doctoral dissertation (1958a), the first rendition of his new stage theory.

33. PIAGET’S STAGES OF MORAL JUDGEMENT Piaget studied the aspects of moral judgment in a two-stage theory. Children younger than 10 or 11 years think about moral dilemmas one way; older children consider them differently. They believe that rules are handed down by adults or by God and that one cannot change them. The older child's view is more relativistic. He or she understands that it is permissible to change rules if everyone agrees. Rules are not sacred and absolute but are devices which humans use to get along cooperatively

34. CONT: At approximately the same time--10 or 11 years-- children's moral thinking undergoes other shifts. Younger children base their moral judgments more on consequences. Older children base their judgments on intentions. He essentially found a series of changes that occur between the ages of 10 and 12. Intellectual development however continues until the child is 16. From this data he was able to uncover 6 stages for his theory. 3 coming from Piaget’s stages.

35. THEORY OF MORAL DEVELOPMENT Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to children, who were then interviewed to determine the reasoning behind their judgments of each scenario. The following is one example of the dilemmas Kohlberg presented.

36. THE HEINZ DILEMMA Kohlberg based his theory upon research and interviews with groups of young children. A series of moral dilemmas were presented to children, who were then interviewed to determine the reasoning behind their judgments of each scenario. The following is one example of the dilemmas Kohlberg presented.

37. THE DILEMMA " Heinz Steals the Drug In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963)."

38. LEVEL ONE: PRE-CONVENTIONAL MORALITY 2 stages: Stage 1: Obedience and Punishment Stage 2: Individualism and Exchange

39. OBEDIENCE AND PUNISHMENT The earliest stage of moral development is especially common in young children, but adults are also capable of expressing this type of reasoning. At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment.

40. INDIVIDUALISM AND EXCHANGE At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. I In the Heinz dilemma, children argued that the best course of action was the choice that best-served Heinz’s needs. Reciprocity is possible, but only if it serves one's own interests.

41. LEVEL 2 CONVENTIONAL MORALITY 2 STAGES: Interpersonal Relationships Maintaining Social Order

42. INTERPERSONAL RELATIONSHIPS Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.

43. MAINTAINING SOCIAL ORDER At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.

44. LEVEL 3. POST-CONVENTIONAL MORALITY 2 stages: Social Contract and Individual Rights Universal Principles

45. STAGE 5 - SOCIAL CONTRACT AND INDIVIDUAL RIGHTS At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.

47. STAGE 6 - UNIVERSAL PRINCIPLES Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

48. PSYCHOANALYSIS, THE I.D, EGO, SUPEREGO, AND DREAM INTERPRETATION SIGMUND FREUD

49. WHAT IS PSYCHOANALYSIS? Sigmund Freud was the founder of psychoanalysis and the psychodynamic approach to psychology. Sigmund Freud This school of thought emphasized the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements:unconscious mind the id, the ego, and the superego.

50. THE I.D, -The personality component made up of unconscious psychic energy that works to satisfy basic urges, needs and desires. -The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs.pleasure principle -If these needs are not satisfied immediately, the result is a state anxiety or tension.

51. THE EGO The ego is the part of personality that mediates the demands of the id, the superego and reality. The ego prevents us from acting on our basic urges (created by the id), but also works to achieve a balance with our moral and idealistic standards (created by the superego). The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic and socially appropriate ways.reality principle The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses.

52. THE SUPER EGO The component of personality composed of our internalized ideals that we have acquired from our parents and from society. The superego works to suppress the urges of the id and tries to make the ego behave morally rather than realistically. There are two parts to the super-ego The ego ideal The conscience

53. 2 PARTS OF THE SUPER-EGO The Ego Ideal includes the rules and standards for good behaviors. These behaviors include those which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment. The Conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse.

54. HOW THE PARTS COLLIDE! With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength to refer to the ego's ability to function despite these dueling forces.ego strength A person with good ego strength is able to effectively manage these pressures, while those with too much or too little ego strength can become too unyielding or too disrupting.

55. THE UNCONSCIOUS MIND! Freud stated that the mind is made up into two parts- The conscious mind The unconscious mind

56. THE CONSCIOUS MIND This includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time. It can also be brought into our awareness. Freud called this ordinary memory the preconscious. preconscious.

57. THE UNCONSCIOUS MIND is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.

58. WHAT IS PSYCHOANALYTIC THERAPY Psychoanalytic therapy looks at how the unconscious mind influences thoughts and behaviors. unconscious mind Psychoanalysis frequently involves looking at early childhood experiences in order to discover how these events might have shaped the individual and how they contribute to current actions. People undergoing psychoanalytic therapy often meet with their therapist at least once a week and may remain in therapy for a number of weeks, months or years.

59. HOW IT WORKS Psychoanalytic therapists generally spend time listening to patients talk about their lives, which is why this method is often referred to as "talk therapy." The therapy provider will look for patterns or significant events that may play a role in the client’s current difficulties. Psychoanalysts believe that childhood events and unconscious feelings, thoughts and motivations play a role in mental illness and maladaptive behaviors.

60. HOW DID FREUD USE IT? In 1885, Freud began to study and work with Jean- Martin Charcot at the Salpêtrière in Paris. Charcot used hypnosis to treat women suffering from what was then known as hysteria.hypnosis Symptoms of the illness included partial paralysis, hallucinations a Freud continued to research hypnotism in treatment, but his work and friendship with colleague Josef Breuer led to the development of his most famous therapeutic technique. Anna O: whose symptoms of hysteria were relieved by talking about her traumatic experiences.