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ERIC Number: EJ771708
Record Type: Journal
Publication Date: 2006
Pages: 2
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1531-3174
More than Just the Facts
Manthey, George
Leadership, v36 n2 p12-13 Nov-Dec 2006
An effort to bring commonality to what students bring with them may be the reason that California's Content Standards so heavily emphasize what students must know and understand. In fact, this author's analysis of California's Content Standards shows that just over one-quarter of the standards are written at a "remember" or an "understand" level, using "A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" (Anderson and Krathwohl, et al, 2001) as the guide for rating the standards. However, this emphasis on factual knowledge may result in a de-emphasis on the other end of the cognitive scale, the level Anderson and Krathwohl have called "create" and the original taxonomy referred to as "synthesis." This article discusses the importance of creativity and provides some suggestions on how school leaders can foster creativity. The California Content Standards emphasize factual knowledge, but with a touch of adaptive expertise, educators can encourage creativity in all subject areas.
Association of California School Administrators. 1029 J Street Suite 500, Sacramento, CA 95814. Tel: 800-890-0325; Tel: 916-444-3216; Fax: 916-444-3739; Web site: http://www.acsa.org/publications/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California