This information represents the system in which I use to teach. It covers how material is presented, the different types of material, the goal of different evaluation techniques. Also, Bloom’s taxonomy of learning is used as a guide to developing course material. It is explained below.

• Expectations defined.
• Topics presented in small units so as to correspond with short-term memory capacity, generally five units of information.
• Explain symbols and vocabulary so as to reduce shock.
• Present through outlines (visual) and explain through text (verbal).
• Present from ideal (how it should work) through problems and solutions to real world application.

• Outlines – Presentation of material in simple, light form. Discusses the "why" of the topic.
• Text – Presentation of material in detailed form. Discusses the facts of the topic.
• Books – Supplemental detailed material.
• Exercises – To evaluate level of learning of the material. Implements Bloom’s taxonomy of learning levels.
• Assignments – To gain practical knowledge of the topics.

• Exercises – a learning experience
• Assignments – a learning experience
• Discussions – a proficiency experience

Bloom’s taxonomy of learning distinguishes between various levels of learning from the simplest to the most difficult. These levels are knowledge, comprehension, application, analysis, synthesis and evaluation. Each of these levels is explained below to give you an idea of what the various levels of learning represent.

Knowledge: to recall, recognize, acquire, identify, define.

The ability to remember – recall or recognize – ideas, facts, and the like in a situation in which certain cues, signals, and clues are given to bring out effectively whatever knowledge has been stored.

Examples: students should be able to provide dates of the last three American wars.

Comprehension: to translate, transform, put into own words, rephrase, restate.

The ability to receive what is being communicated and make use of it, without necessarily relating it to other materials or seeing its implications. This is generally what we mean when we say we "understand" something, although it is a minimal kind of understanding.

Examples: Students should be able to explain the causes of the Civil War. Translate a paragraph from Spanish to English. Give examples of protein-rich and protein-poor foods.

Application: to generalize, choose, develop, organize, use, transfer, restructure, classify.

The ability to use abstractions, rules, principles, ideas, and methods in particular and concrete situations.

Examples: Students should be able to use barometers to predict weather. Find unknowns in equations. Determine an adequate diet for themselves. Pronounce correctly words of the type consonant-vowel-consonant (D-O-G) after certain instructions in phonics.

Analysis: to distinguish, detect, classify, disseminate, categorize, deduce, contrast, compare.

The ability to break down some communication into its constituent elements or parts.

Examples: Students should be able to distinguish between the different parts of a research article. Compare and contrast the capitalist and communist economic systems. Deduce the central theme of a short story. Distinguish statements of fact from statements of opinion.

Synthesis: to write, tell, produce, constitute, transmit, originate, design, formulate.

The ability to work with pieces, parts, and elements, combining or putting them together in some way to form a whole or constitute a new pattern or structure.

Examples: Students should be able to do something unique, such as propose a plan for the governance of the class. Write a story on their summer vacations. Combine what they know about adding one-digit numbers with what they know about place value in order to develop skill in the addition of two-digit numbers.

Evaluation: to judge, argue, validate, assess, appraise, decide.

The ability to make quantitative and qualitative judgements about the extent to which materials and methods satisfy criteria.

Examples: Students should be able to judge the merits of a story or play. Argue a case for or against welfare programs. Appraise how well a voter turnout campaign works. Decide whether physical violence is ever justified.