GRANTS FOR LEARNING
Webb would likely teach differently without the more than 20 grants she's gotten in recent years.
Earlier this year, Webb was one of three educators nationwide who received a grant for the "Fascinating Forensics" project. Students learn how the three branches of U.S. government work together to create, implement and enforce the law. They learn interview techniques plus about physical evidence like blood spatter and fingerprints.
In April she received a "true sport award" from the U.S. Anti-Doping Agency for motivating students to resist performance-enhancing drugs, among other things.
In her program, called Webb's Walkers and Recess Runners, students learn about nutritious eating, portion control, personal hygiene, body image, heart rate, metabolism and the importance of physical activity at home.
The grants speak to Webb's personal interest. She's an athlete, which she said could also explain her competitive nature for the grants. Winning them, she said, is "like winning a race."
John Evans on 25 Aug 11"Bloom's Revised Taxonomy breaks each learning stage (remember, understand, apply, analyze, evaluate and create) into four separate levels of knowledge. These levels include the factual, conceptual, procedural, and metacognitive. Together the levels of knowledge are making incremental movements from a factual understanding, to the personal command and realization of the learning process. The revised taxonomy also lists two cognitive processes within the applying stage: executing and implementing.1 These two processes illustrate the range of thinking skills possible within a stage. Executing requires the application of factual knowledge and refers to the ability to carry out learned procedures such as solving a long division problem. On the other hand, implementing reaches up into the metacognitive level and demands that students be able to apply learned skills to a task that initially appears to be an unrelated to prior learning experiences. "
