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"Since its publication in 1956, Bloom's Taxonomy has been a foundation of most modern education systems. While the overarching principles have remained the same, changes in understanding, experience and technology have seen the Taxonomy take on a number of different forms, for a number of different purposes and applications. The below overview shows the progression of Bloom's Taxonomy, how each thinking skill applies in practice, and examples of activities using digital tools."

The ISO 9000 standards can be applied to the design and development of software, just as ISO 9000 certification do to the manufacture of hard goods and the delivery of services.

Generally, to partition and format a disk in OS X you open "Disk Utility", select the disk in the tool's sidebar and then click use the Partition tab to select and apply a partition scheme. But, it may result in errors sometimes. In this tutorial, we are giving some ways to partition a drive using third-party tools.

"Today as I was wading through my bookmarks I came across this resource which I have saved awhile ago. This is a chart featuring what its author called 21 things every 21st century teacher should do this year. This chart is created by Sean Junkins based on a blog post by Carl Hooker. I went through the ideas suggested here and thought of providing you with some good web tools to apply to some of these ideas. The tools I am sharing are based on posts I have published in this blog. "

"Teenagers really get a bad time,' says Sarah-Jayne Blakemore. 'It is amazing how it seems to be totally acceptable - even institutionalised - to parody and demonise them. We laugh at things that mock teenagers, but if you applied those sorts of jokes to any other sector of society, it just wouldn't be acceptable.' Blakemore is a professor of cognitive neuroscience and deputy director of the University College London Institute of Cognitive Neuroscience. She is sitting in her office behind Russell Square, the heartland of London academia, mounting a strong defence for every teenager in Britain who has slammed a bedroom door, smoked a cigarette, driven a car too fast and even - though she certainly doesn't condone this - given in to the peer pressure that surrounds drugs such as Ecstasy. Society's response to the teenage conviction that 'nobody understands' is often lack of patience. Teenagers, we think, are moody, self-absorbed, reckless, defiant creatures who reject our wisdom in favour of a path of personal sabotage. But the rallying cry from Blakemore - an increasingly powerful voice in the world of international neuroscience, who has given policy advice to the British government - is that teenagers are right. Beyond the world of neuroscientific research, for the most part society does not understand them."

"Ed note: Part 1 of this 2-part series can be seen here; note that some of the language has been slightly revised from the original post by Nigel. He uses the term passion projects, which is very close to Genius Hour and Passion-Based Learning. The differences across the three terms are often a matter of individual use and interpretation, a point we wanted to help clarify by using the three terms interchangeably even though they may not be exactly the same-passion projects needn't use a Genius Hour format, nor does passion-based learning necessarily need to take the form of projects. In that way, the above model can be used for any of the three, but it felt most precise as a model for teachers to use to design Genius Hour projects. So, here we are. You can (and should!) read more from Nigel at thelearnersway.net. In an ongoing effort towards polishing the edges, over the years we have continued to refine the processes we apply to the Personal Passion Project. We have gained insights into the sorts of projects that work well and which will cause difficulties. We have added a degree of structure while maintaining the required degree of freedom necessary for a personalised project. The results of this learning are presented (in the model above and the text) below."

"Social media and text messages have blurred the lines between students' school lives and private lives. While most schools take clear steps to protect students at school, more schools are beginning to consider the need to set policies that apply to students' activities outside of school. When it comes to questionable online activities like cyberbullying and sexting, kids sometimes feel pressured to follow the crowd. Teachers can play a crucial role in setting high expectations for online behavior. Schools can open conversations about online safety so that students learn to set personal boundaries and feel more comfortable reporting incidents like bullying and harassment."

"'ve been reading a powerful new resource titled Beyond Pizzas & Pies, by Julie McNamara and Meghan M. Shaughnessy.  They describe fraction sense this way: Fraction sense implies a deep and flexible understanding of fractions that is not dependent on any one context or type of problem.  Fraction sense is tied to common sense: Students with fraction sense can reason about fractions and don't apply rules and procedures blindly; nor do they give nonsensical answers to problems involving fractions."

"Google Forms allows you to create pages so that all of the questions are not all on one screen. In some circumstances the questions do not apply for every student. If students answer no they are not participating in a sport the section of questions about which sports the student participates in can be skipped. If you are using a Google Form as a formative assessment quiz you can direct students to a page with instruction on the topic if they get the question wrong or go to the next question if they get the question correct."

"This is number 31 in my series on learning theories. I'm working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education. Previous posts in this series are all linked below. My last post explored Donald Norman's ideas around perception and the design of every day objects. In this post, the work of Seymour Papert will feature, especially his work on learning through making, also known as constructionism."

"A few weeks ago I presented at a teachmeet at the the Sydney Powerhouse Museum, AKA the Museum of Applied Arts and Sciences. The topic was STEM (Science, Technology, Engineering and Mathematics) + X (STEM+X). The idea was to share some of the things you have done and/or are doing in your classroom or workplace around integrating STEM with other KLAs, for example, a STEM and PE project would be STEM + PE. When I was asked to present, I thought it would be a great opportunity to share how I've been using Minecraft in my classroom over the last few years and how it really can be used across all subject areas. Just like the 'play' within the game itself, what you do with it in the classroom is only limited by your own creativity and that of your students. Below I will share some of the cool things that my students and i have done and how they link to KLAs across the curriculum."

"In an ongoing effort towards polishing the edges, over the years we have continued to refine the processes we apply to the Personal Passion Project. We have gained insights into the sorts of projects that work well and which will cause difficulties. We have added a degree of structure while maintaining the required degree of freedom necessary for a personalised project. The results of this learning are presented (in the model above and the text) below."

For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.

"For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. In response schools have embraced the notion and classroom walls are adorned with posters identifying the characteristics of growth versus fixed mindsets. Teachers make efforts to shift their students towards a growth mindset and parents consider how they may assist in the process. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined. Numerous forces and influences play a role and progress is unlikely to match a linear curve. Where schools have made steps in the right direction, is in raising awareness of the two mindsets. In this regard the placement of posters and discussion around the role that our mindset has in our learning are steps in the right direction. Demonising the fixed mindset is perhaps an unnecessary step and our students may be better served by understanding that we all have times when we fall into a fixed mindset. Education of how we may recognise such times and apply strategies of mindfulness and metacognition would avoid shifting already vulnerable learners on to the circle of shame. Awareness is however far form the end of the journey towards reaping the benefits of a Growth Mindset."

"In this tutorial we will be combining a basic circuit with paper craft exploring how a circuit works while applying this to a physical design idea.  This is a hands-on problem solving activity as learners need to think about how the circuit is connected so that the flower that lights up ensuring there are no short circuits."

"Unfortunately, the way computer science is currently taught in high school tends to throw students into the programming deep end, reinforcing the notion that code is just for coders, not artists or doctors or librarians. But there is good news: Researchers have been experimenting with new ways of teaching computer science, with intriguing results. For one thing, they've seen that leading with computational thinking instead of code itself, and helping students imagine how being computer savvy could help them in any career, boosts the number of girls and kids of color taking-and sticking with-computer science. Upending our notions of what it means to interface with computers could help democratize the biggest engine of wealth since the Industrial Revolution."

"NASA recently occupied the headlines, not for a shuttle launch or moon walk, but for successfully crowdsourcing a test of the Robonaut 2, a robotic astronaut assistant. NASA was so impressed with the quality of the 3D modeling submitted by the community that the agency has already organized two more challenges - and it's only the latest group to jump on the crowdsourcing bandwagon. It's time for higher education to be next. Of the few pioneer universities that have applied a crowdsourcing - or in this case, studentsourcing - model at their institution, all have experienced impressive results."

"Game jams have been growing in popularity. In a game jam, teams are challenged to design a game in a short period of time. In essence, game jams are a game about making a game. Students apply systems thinking, user empathy, collaboration, storyboarding, and iterative design, while also learning how to tackle broad, open-ended problems. Matthew Farber, author of Gamify Your Classroom: A Field Guide to Game-Based Learning, will discuss his use of game jams in his middle school social studies classes, as well as digital game jams in the after school club he advises. He will share resources from the Moveable Game Jams he attended in the New York area this year, including Quest to Learn, in New York City, as well as the A. Harry Moore School Game Jam Day, in Jersey City, NY, which he facilitated."

"While on the flight to AASL in Columbus, OH, I read Steal Like an Artist: 10 Things Nobody Told You About Being Creative in its entirety.  Like Show Your Work, which I read over the summer, Steal Like an Artist offers fantastic advice on being creative, promoting your work, sharing with others and following your passion.  While Kleon's target audience is artists and creatives, I think that there is so much in here that can apply to educators and our students.  I could go on about this book forever, but instead I'll focus on a few of my favorite chapters."

"Kids can learn the physics of hockey and aerial skiing, the engineering of the halfpipe and bobsled, the chemistry of snow and ice, and the math of Olympic greatness -- all from fabulous five minute videos featuring winter Olympics. Not only that, but kids can apply these STEM concepts into improving their own winter sports abilities and use the knowledge to experiment with science, engineering and math through play. NBC Learn and the National Science Foundation have released Science of the Olympic Winter Games 2010 and Science and engineering of the Olympic Winter Games 2014 to teach the science and engineering behind individual Olympic events. There are sixteen videos in the 2010 series and ten videos in the 2014 series. Each video is approximately 5 minutes long, and the 2014 series includes lesson plans, integration guides and ideas for hands-on investigations, as well."