�ݺ�ߣshows by User: Glynbvertudazo

�ݺ�ߣshows by User: Glynbvertudazo / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: Glynbvertudazo / Tue, 16 Mar 2021 05:17:50 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: Glynbvertudazo Leadership Models of Supervision /slideshow/leadership-models-of-supervision-244477110/244477110 leadershipmodelsofsupervision-210316051750
Leadership is the ability to effectively and responsibly engage with people, processes, and programs to achieve organizational, team or individual goals. Supervision is the set of activities carried out by a person in order to oversee the productivity and progress of employees who report directly to that person in an organization. Supervision is a management activity and supervisors have a management role in the organization. ]]>
Leadership is the ability to effectively and responsibly engage with people, processes, and programs to achieve organizational, team or individual goals. Supervision is the set of activities carried out by a person in order to oversee the productivity and progress of employees who report directly to that person in an organization. Supervision is a management activity and supervisors have a management role in the organization. ]]> Tue, 16 Mar 2021 05:17:50 GMT /slideshow/leadership-models-of-supervision-244477110/244477110 Glynbvertudazo@slideshare.net(Glynbvertudazo) Leadership Models of Supervision Glynbvertudazo Leadership is the ability to effectively and responsibly engage with people, processes, and programs to achieve organizational, team or individual goals. Supervision is the set of activities carried out by a person in order to oversee the productivity and progress of employees who report directly to that person in an organization. Supervision is a management activity and supervisors have a management role in the organization. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leadershipmodelsofsupervision-210316051750-thumbnail.jpg?width=120&height=120&fit=bounds" /> Leadership is the ability to effectively and responsibly engage with people, processes, and programs to achieve organizational, team or individual goals. Supervision is the set of activities carried out by a person in order to oversee the productivity and progress of employees who report directly to that person in an organization. Supervision is a management activity and supervisors have a management role in the organization.

Leadership Models of Supervision from Glyn B. Vertudazo

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0 Revised Bloom's Taxonomy /slideshow/revised-blooms-taxonomy-244470456/244470456 revisedbloomstaxonomy-210316035854
Taxonomy of Cognitive Objectives Developed in 1950’s Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills. Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically. They called together a group of educational psychologists and educators to help them with the revisions. Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy. Their combined efforts led to Bloom’s Taxonomy revised. • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories. l ]]>
Taxonomy of Cognitive Objectives Developed in 1950’s Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills. Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically. They called together a group of educational psychologists and educators to help them with the revisions. Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy. Their combined efforts led to Bloom’s Taxonomy revised. • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories. l ]]> Tue, 16 Mar 2021 03:58:54 GMT /slideshow/revised-blooms-taxonomy-244470456/244470456 Glynbvertudazo@slideshare.net(Glynbvertudazo) Revised Bloom's Taxonomy Glynbvertudazo Taxonomy of Cognitive Objectives Developed in 1950’s Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills. Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically. They called together a group of educational psychologists and educators to help them with the revisions. Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy. Their combined efforts led to Bloom’s Taxonomy revised. • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories. l <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/revisedbloomstaxonomy-210316035854-thumbnail.jpg?width=120&height=120&fit=bounds" /> Taxonomy of Cognitive Objectives Developed in 1950’s Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills. Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically. They called together a group of educational psychologists and educators to help them with the revisions. Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy. Their combined efforts led to Bloom’s Taxonomy revised. • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories. l

Revised Bloom's Taxonomy from Glyn B. Vertudazo

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0 Henri Fayol's 14 Principles of Management /Glynbvertudazo/henri-fayols-14-principles-of-management-231018259 principlesofmanagementvertudazo-200328075106
Henri Fayol's Principle of Management Henri Fayol, a French mining engineer, born in 1841 and died in 1925. He developed the 14 principles of management based on his management experiences. These principles provide modern-day managers with general guidelines on how a supervisor and organize their department and manage their staff. Fayol advocates that managers should have a thorough knowledge of his/her employees, aim at making unity, energy, initiative, and loyalty prevail among employees. It is crystal clear that having a clear management structure in place is vital for any successful organization. Efficient and well-intentioned management sets the tone for the rest of the staff. It is common for the attitude approach of managers to filter through the entire organization, so having managers working in an exemplary way is an excellent example for employees to follow.]]>
Henri Fayol's Principle of Management Henri Fayol, a French mining engineer, born in 1841 and died in 1925. He developed the 14 principles of management based on his management experiences. These principles provide modern-day managers with general guidelines on how a supervisor and organize their department and manage their staff. Fayol advocates that managers should have a thorough knowledge of his/her employees, aim at making unity, energy, initiative, and loyalty prevail among employees. It is crystal clear that having a clear management structure in place is vital for any successful organization. Efficient and well-intentioned management sets the tone for the rest of the staff. It is common for the attitude approach of managers to filter through the entire organization, so having managers working in an exemplary way is an excellent example for employees to follow.]]> Sat, 28 Mar 2020 07:51:06 GMT /Glynbvertudazo/henri-fayols-14-principles-of-management-231018259 Glynbvertudazo@slideshare.net(Glynbvertudazo) Henri Fayol's 14 Principles of Management Glynbvertudazo Henri Fayol's Principle of Management Henri Fayol, a French mining engineer, born in 1841 and died in 1925. He developed the 14 principles of management based on his management experiences. These principles provide modern-day managers with general guidelines on how a supervisor and organize their department and manage their staff. Fayol advocates that managers should have a thorough knowledge of his/her employees, aim at making unity, energy, initiative, and loyalty prevail among employees. It is crystal clear that having a clear management structure in place is vital for any successful organization. Efficient and well-intentioned management sets the tone for the rest of the staff. It is common for the attitude approach of managers to filter through the entire organization, so having managers working in an exemplary way is an excellent example for employees to follow. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/principlesofmanagementvertudazo-200328075106-thumbnail.jpg?width=120&height=120&fit=bounds" /> Henri Fayol's Principle of Management Henri Fayol, a French mining engineer, born in 1841 and died in 1925. He developed the 14 principles of management based on his management experiences. These principles provide modern-day managers with general guidelines on how a supervisor and organize their department and manage their staff. Fayol advocates that managers should have a thorough knowledge of his/her employees, aim at making unity, energy, initiative, and loyalty prevail among employees. It is crystal clear that having a clear management structure in place is vital for any successful organization. Efficient and well-intentioned management sets the tone for the rest of the staff. It is common for the attitude approach of managers to filter through the entire organization, so having managers working in an exemplary way is an excellent example for employees to follow.

Henri Fayol's 14 Principles of Management from Glyn B. Vertudazo

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0 Writing a Qualitative Study /slideshow/writing-a-qualitative-study/231012493 writingaqualitativestudyvertudazo-200328061131
This talks about how Creswell and Poth suggestions on how to write qualitative research. This will answer the following queries: What are several broad writing strategies associated with crafting a qualitative study? What are the larger writing structures used within each of the five approaches of inquiry? What are the embedded writing structures within each of the five approaches of inquiry? How do the narrative structures for the five approaches differ? ]]>
This talks about how Creswell and Poth suggestions on how to write qualitative research. This will answer the following queries: What are several broad writing strategies associated with crafting a qualitative study? What are the larger writing structures used within each of the five approaches of inquiry? What are the embedded writing structures within each of the five approaches of inquiry? How do the narrative structures for the five approaches differ? ]]> Sat, 28 Mar 2020 06:11:31 GMT /slideshow/writing-a-qualitative-study/231012493 Glynbvertudazo@slideshare.net(Glynbvertudazo) Writing a Qualitative Study Glynbvertudazo This talks about how Creswell and Poth suggestions on how to write qualitative research. This will answer the following queries: What are several broad writing strategies associated with crafting a qualitative study? What are the larger writing structures used within each of the five approaches of inquiry? What are the embedded writing structures within each of the five approaches of inquiry? How do the narrative structures for the five approaches differ? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/writingaqualitativestudyvertudazo-200328061131-thumbnail.jpg?width=120&height=120&fit=bounds" /> This talks about how Creswell and Poth suggestions on how to write qualitative research. This will answer the following queries: What are several broad writing strategies associated with crafting a qualitative study? What are the larger writing structures used within each of the five approaches of inquiry? What are the embedded writing structures within each of the five approaches of inquiry? How do the narrative structures for the five approaches differ?

Writing a Qualitative Study from Glyn B. Vertudazo

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0 Approaches to curriculum designing /slideshow/approaches-to-curriculum-designing/230938970 approachestocurriculumdesigning-200327014919
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.]]>
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.]]> Fri, 27 Mar 2020 01:49:19 GMT /slideshow/approaches-to-curriculum-designing/230938970 Glynbvertudazo@slideshare.net(Glynbvertudazo) Approaches to curriculum designing Glynbvertudazo Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/approachestocurriculumdesigning-200327014919-thumbnail.jpg?width=120&height=120&fit=bounds" /> Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.

Approaches to curriculum designing from Glyn B. Vertudazo

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0 https://cdn.slidesharecdn.com/profile-photo-Glynbvertudazo-48x48.jpg?cb=1724590811 https://cdn.slidesharecdn.com/ss_thumbnails/leadershipmodelsofsupervision-210316051750-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/leadership-models-of-supervision-244477110/244477110 Leadership Models of ... https://cdn.slidesharecdn.com/ss_thumbnails/revisedbloomstaxonomy-210316035854-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/revised-blooms-taxonomy-244470456/244470456 Revised Bloom's Taxonomy https://cdn.slidesharecdn.com/ss_thumbnails/principlesofmanagementvertudazo-200328075106-thumbnail.jpg?width=320&height=320&fit=bounds Glynbvertudazo/henri-fayols-14-principles-of-management-231018259 Henri Fayol's 14 Princ...