# data[].attributes.body
always good for reference can constantly check on

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relevant for my subject matter

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Interesting knowledge but also answers questions why do we need to know this?

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Agian on the safety side but also educational. Video as well as a hands on approach is a multi module exercise

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can be used as a source of information and pictures of rstudents understanding of risk matrix

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5x5 Risk Matrix: What is it & How to Use it? | SafetyCulture

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Learn what a 5x5 risk matrix is, its importance, examples, how to use it in rating risks, and an app to simplify your risk assessments.

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AN Idea ofa task that can be done on multiple medias in a IDT class

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Should always be cognizant of this way of learning

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Always handy when using online resources to be aware of your rights and responsibilities when using resources. also helpful for students

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The Official Guide To Copyright Issues for Australian Schools And TAFE

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Be mindful to use the samr model in conjunction with blooms when designing a task or lesson

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SAMR Model: A Practical Guide for K-12 Classroom Technology Integration

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Discover how to enhance student learning using integrated classroom technology and the SAMR Model in your K-12 blended classroom.

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Useful for what is required and also has worked examples as well as graded exemplars. extremely useful

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Useful info to ensure digital technologies are being used to achievement levels

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Digital literacy encompasses the knowledge and skills students need to create, manage, communicate and investigate data, information and ideas, and solve problems. It assists students to work collaboratively at school and in their lives beyond school.

Digital literacy involves students critically identifying and appropriately selecting and using digital devices or systems, and learning to make the most of the technologies available to them. Students adapt to new ways of doing things as technologies evolve, and protect the safety of themselves and others in digital environments.

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Digital Literacy | V9 Australian Curriculum

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This page describes the structure of the Digital Literacy general capability and describes the connections between the capability and specific learning areas.

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found on Hannah Baurs site. maybe very helpful in the future

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found on twinkle. will be super helpful down the track

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These helpful posters can be displayed in your woodwork area to remind children and adults of the important safety precautions needed when working with tools and wood. The posters provide simple information that will prompt children to think about keeping themselves and others safe in the woodwork area.

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related to assignment

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Search in the table below for Standard Operating Procedures (SOP), Plant/Equipment Risk Assessments (PERA) and Equipment Maintenance Records (EMR) for commonly used plant and equipment.

A Plant/Equipment resources fact sheet (PDF, 777KB) is available which explains their use and how they relate to each other.

If you have items at your workplace that are not listed in the tables above, use the below templates to develop SOPs and EMRs specific to the equipment at your workplace:

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industrial technology; agricultural; standard operating procedure; sop; equipment maintenance records (emr); itd; risk assessments; sops; emr; sop; tag card; fixed plant equipment; portable plant equipment; welding plant and equipment hand tools;

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Search in the table below for Standard Operating Procedures (SOP), Plant/Equipment Risk Assessments (PERA) and Equipment Maintenance Records (EMR) for commonly used plant and equipment. A Plant/Equipment resources fact sheet (PDF, 777KB) is available which explains their use and how they relate to each other.

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Motivated tradie beats the odds

Motivated tradie beats the odds

WorkCover's 'Real people, Real stories' series introduces tradie, Ben Roche, who shares how he's getting his life back on tra ...

3540 views | 12 June 2018 Read more

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Motivated tradie beats the odds Motivated tradie beats the odds WorkCover's 'Real people, Real stories' series introduces tradie, Ben Roche, who shares how he's getting his life back on tra ... 3540 views | 12 June 2018 Read more

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handy video for students knowledge

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Hand Tool Safety Training Video in English #safetyfirst #workerssafety

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became aware of this through 3d design. will be useful to develop students ideas when designing new projects

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Steal Like An Artist: Austin Kleon at TEDxKC

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introduce students to the concept of safety. over three lessons students will become aware of safety within a workshop environment. Students will learn about risk analysis, hierarchy of control, SOPS and where to find them. how to develop tour own risk analysis within a workshop environment. students will collaborate with each other to complete this task within their workshop before the can safely use the lathe. student scan research dangers on lathes and how to minimise the risk. this will help inform them on dangers present and how to mitigate these dangers. once the students are aware of the safe way to use the lathe the next step will be to design a small hammer. this design will then be replicated out of steel. students will be encouraged to research different styles of hammers, their intended use and what they are made out of. This will then form the basis of their fist job. Students will then design a hammer and create a working drawing of their respective designs using 3D software. Students will share their designs with the class and as a group decide on a single design to be made by all the students using a milling lathe.

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handy for small job ideas

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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How to cut a thread on a manual lathe (Intermediate method ideal for home workshop & hobby engineer)

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How to cut a thread on a manual lathe (Intermediate method ideal for home workshop & hobby engineer)

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useful for students

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Lathe Fundamentals 101: Lathe Safety - Making with Metal

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HERE IT IS EVERYONE! Lathe Fundamentals is officially underway, and I’m kicking it off with one of the most important topics, lathe safety! This series will span several years, and will be broken down into 100, 200, 300, and 400-level topics, each in a series. Please explore the navigation at the beginning and end of …

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example hammer idea

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Create Thor's Hammer in 10 Minutes || Autodesk Inventor || DesignKnights

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This will be an excellent resource when I become an IDT teacher for ideas and PD

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Design And Technology Teacher Association QLD

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About Us - Design And Technology Teacher Association QLD

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About Datta Queensland About DATTA QLD DATTA Qld is the latest name for an organisation that has operated since 1963. Originally the Queensland Manual Arts Teachers Association, QMATA supported Queensland [...]

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Design and technologies knowledge and understanding
Content descriptions with elaborations

Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)

Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

considering how creativity, innovation and enterprise contribute to how products, services and environments evolve for example how designers use biomimicry, the ways plants and animals adaptations can be copied to solve human challenges such as the Japanese building Sendai Mediatheque based on seaweed-like tubes

explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park

predicting the impact of emerging technologies for preferred futures

constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures

Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)

experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box

conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices

determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items (for example, developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food service)

preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal (for example, designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign)

Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)

critiquing the design of an existing product to identify environmental consequences of material selection

justifying decisions when selecting from a broad range of technologies - materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials

investigating emerging materials and their impact on design decisions

Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)

critiquing product manufacturing processes in relation to society, ethics, and sustainability factors, for example a mechanised entertainment system; an interactive multimedia product to teach a concept to a student in a country in Asia

critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility

critiquing environments in relation to preferred futures in relation to society, ethics and sustainability practices, for example the refurbishment of a local playground; the re-design of a local wetland

Design and technologies processes and production skills
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)

critiquing the design of new products to identify how well design ideas respond to sustainability issues

critiquing a range of design and technologies ideas (for example, assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards)

examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials

identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency

Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)

using techniques including combining and modifying ideas and exploring functionality to generate solution concepts

undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia

re-imagining designs to feature emerging technologies

considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes

producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs

communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)

Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)

Develop project plans using digital technologies to plan and manage projects individually and collaboratively, taking into consideration time, cost, risk and production processes (ACTDEP052)

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Lesson 1- 3

Investigate

Collate

Share

Evaluate

Content Descriptor

By the conclusion of the lessons 1-3 students should have discovered at least 5 types of hammers produced over the last 500 years.

Students will collate their findings on an online cloud based storage site

Students will share their findings with their peers

Students will collaboratively decide which hammer to reproduce first using 3D drawing software before progressing onto the milling lathe for manufacture.

ACTDEP048

& ACTDEP049

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It's Hammer Time!

Explore the world's first museum dedicated to preserving the history of the hammer. First opened to the public in 2002, the Hammer Museum portrays the complex history of the ordinary tool, making it a top destination for visitors to Haines. The museum's six galleries feature over 2,500 hammers that provide a unique view of the past. From ancient times to the present day, the hammer tells the story of man's progress and ingenuity.

Hours & Rates

Open for visitors May through September

Re-opening Friday, May 10, 2024

Off-season? Or a day we're not open? Try calling or emailing us! We love showing off our museum and we will try to accommodate you.

Admission is $7 for adults. $1 off for Active Military, Veterans, and their spouses.
Kids 12 and under are free when accompanied by an adult.

- Bob, Washington

My 4th visit - it just keeps getting better.

- Meagan, Northwest Territories, Canada

I never knew I was so enthralled by hammers until today. Awesome.

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Welcome to the Hammer Museum! | Hammer Museum

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Explore the world's first museum dedicated to preserving the history of the hammer. First opened to the public in 2002, the Hammer Museum portrays the complex history of the ordinary tool, making it a top destination for visitors to Haines. The museum's six galleries feature over 2,500 hammers that provide a unique view of the past.

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Lesson 4 -5

Investigate

Collate

Share

Evaluate

Content Descriptor

Students will investigate how to draw their hammer on  3D software and dimension the worked drawings where necessary, ready for manufacture

Students drawings will be collated in on online cloud storage for all students to access to aid the learning process

Students will share their final design ready for manufacture

Once the final drawing has been chosen the class will progress to manufacturing the hammer

ACTDEP049 & ACTDEP050

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AN Idea ofa task that can be done on multiple medias in a IDT class

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Lessons 6-10

Investigate

Collate

Share

Evaluate

Content Descriptor

Students will complete all relevant Safety Component required to work in the metal shop. Students will learn how to use a lathe and manufacture their hammer

All the records of the safety compliance forms will be collated online and printed for display in the workshop

Students will share their knowledge gained on how to use the Lathe and finish their hammer

Students will have completed all components of their task of Safety, exploration of the history of hammers, design and drafting of a hammer and the manufacture of a hammer

ACTDEP049

&

ACTDEP050

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can be used as a source of information and pictures of rstudents understanding of risk matrix

# data[].attributes.attachment_link.title
5x5 Risk Matrix: What is it & How to Use it? | SafetyCulture

# data[].attributes.attachment_link.description
Learn what a 5x5 risk matrix is, its importance, examples, how to use it in rating risks, and an app to simplify your risk assessments.

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related to assignment

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Search in the table below for Standard Operating Procedures (SOP), Plant/Equipment Risk Assessments (PERA) and Equipment Maintenance Records (EMR) for commonly used plant and equipment.

A Plant/Equipment resources fact sheet (PDF, 777KB) is available which explains their use and how they relate to each other.

If you have items at your workplace that are not listed in the tables above, use the below templates to develop SOPs and EMRs specific to the equipment at your workplace:

# data[].attributes.attachment_link.keywords[]
industrial technology; agricultural; standard operating procedure; sop; equipment maintenance records (emr); itd; risk assessments; sops; emr; sop; tag card; fixed plant equipment; portable plant equipment; welding plant and equipment hand tools;

# data[].attributes.attachment_link.description
Search in the table below for Standard Operating Procedures (SOP), Plant/Equipment Risk Assessments (PERA) and Equipment Maintenance Records (EMR) for commonly used plant and equipment. A Plant/Equipment resources fact sheet (PDF, 777KB) is available which explains their use and how they relate to each other.

# data[].attributes.body
Agian on the safety side but also educational. Video as well as a hands on approach is a multi module exercise