www.taolearn.

com
Learning Skill resources available ATL tab

Maths & Memory - for Years 6-8

- establishing the patterning base of maths and memory

Learning About Learning for Years 7-10

- noticing and improving learning strategies and
techniques, developing personal learning style for success at
school

Exam Confidence for Years 10-13

- practical study and self-motivation skills for high
achievement in all tests and exams

Learning Resilience for Years 12 & 13 & GATE

- developing flexible thinking, understanding intelligence,
becoming a resilient learner

To help students:

To help them become:

gain good qualifications?

self-motivated

get into a good university?

self-directed

get a good job?

self-regulated

prepare for life?

autonomous

develop into brilliant

independent

learners?

resilient, lifelong
learners?

In the USA - 400 top corporate recruiters look for:

1) Oral and written communication skills
2) Critical thinking and problem solving skills
3) Professionalism and work ethic

4) Collaboration across networks

5) Ability to work in diverse teams
6) Fluency with information technology
7) Leadership and project management skills

Knowledge of mathematics came 14th on the list just ahead of science

knowledge and foreign language comprehension

Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration & teamwork
Tools for Working
Information literacy
ICT literacy
Living in the World
Citizenship local and global
Life and career
Personal & social responsibility including cultural awareness and competence

(Binkley, Erstad, Herman, Raizen, Ripley & Rumble, 2010)

2008 QCA - A Framework of personal, learning and

thinking skills that are essential to success in learning,
life and work:

Independent inquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participators

CCSS Common Core State Standards adopted by 47 states

Critical Thinking:

Analyze, Evaluate, Problem Solve

Creative Thinking:

Generate, Associate, Hypothesize

Complex Thinking:

Clarify, Interpret, Determine

Comprehensive Thinking:

Understand, Infer, Compare

Collaborative Thinking:

Explain, Develop, Decide

Communicative Thinking:

Reason, Connect, Represent

Cognitive Transfer of Thinking:

Synthesize, Generalize, Apply

Learning Skills and Work Habits:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-Regulation

Poland
Belgium
Italy
Korea
Singapore
Mexico
New Zealand
The Slovak Republic
Spain
and Turkey
have all developed (or are currently
developing) curricula of essential learning
skills for students

Communication
Skills

Selfmanagement
Skills

Communication

Organization

Information
literacy

Creative
Thinking

Affective Skills

Media literacy

Transfer

Reflection

Thinking Skills

Critical
Thinking

Social Skills

Collaboration

Research Skills

Communication

Interactive - the skills of effectively exchanging thoughts, messages

and information through interaction
Language - the skills of reading, writing and using language to
communicate information

Collaboration
Organization

The skills of working cooperatively with others

The skills of effectively managing time and tasks

Affective skills

The skills of managing state of mind

Reflection

The metacognitive skills of re-considering what has been taught

and learned by reflection on content, ATL skill proficiency and
learning strategy use

Information
literacy

The skills of finding, interpreting, judging and creating information

Media literacy

The skills of interacting with different media to compare and

contrast different representations of information

Critical thinking

The skills of critique of text, media, ideas and issues

Creative thinking

The skills of invention developing things and ideas that never

existed before

Transfer

Utilising skills and knowledge in multiple contexts

Reflection
Divide the outer circle into as
many people there are in your
group. For each persons section,
write how you see self-regulation
skills developed in classrooms.

Write how you

implement selfregulation skills as
a whole school.

Efficacy + Agency + Action

1) Efficacy they must first believe that success
in learning is possible for them

2) Agency they must have all the skills,

strategies and techniques of effective learning

3) Action they must be prepared to have a go,

make mistakes and fail well

role models biographies, own stories

self confidence measuring self against self

self esteem valuing children for who they are

reaction to challenges

for effort

for ability

you are so hard working,

persistent, determined.

you are so smart, talented,

intelligent.

links approval to an
attribute of the child over
which they have control they can grow, develop and
improve

links approval to an
attribute of the child over
which they have no control
- they cant grow, develop
or improve

assessment becomes a
measure of progress, an
opportunity to learn

assessment becomes a
critical judgement, an
opportunity to fail

1) Get the words right

- change I cant I havent yet

(ability attribution) (effort attribution)

2) Get the pictures right

- imagine yourself doing it right
3) Get determined practise persistence
4) Celebrate every success

Fixed

Growth

intelligence, personality

and abilities are fixed

and abilities are open to

development

effort makes the difference

failure is an opportunity to

intelligence, personality

the more effort you have to

put in the less your ability

failure is catastrophic

focus is on proving

learn

focus is on improving

you didnt try hard

enough

you werent paying

good at maths

attention when I
taught that

Feedback to boys

you never check your

work

(effort attribution)

youre just not very

youre just too thick

(ability attribution)

Feedback to girls

Im not very good at

word games

I wasnt paying
attention

I guess Im just not

I didnt try very hard

that bright

Who cares about your

stupid test anyway?

(ability attribution)
Feedback from girls

(effort attribution)
Feedback from boys

To what do you attribute success and failure

in your classroom?

Do you give effort grades?

Do you have any grade-less marking

formative only?

Focus any praise for achievement on observed

effort rather than ability for all students

Building belief in the possibility of successful

learning in all subjects for all students

Look at these numbers on the chart, work out what the pattern
is and then add some more numbers to the series:
a) 11, 13, 17

h) whats special about:

b) 22, 26, 34

60?

c) 33, 39, 51

72?

d) 25, 55
e) 16, 20, 28
f) 12, 18, 30
g) 24, 36, 48

Which numbers..

a) are divisible by 2 & 3?

b) are divisible by 2 & 3 & 4?
c) are divisible by 2 & 3 & 4 & 5?

d) are divisible by 2 & 3 & 4 & 5 & 6

e) have 3 divisors only?
f) have 4 divisors only?

g) have 5 divisors only?

h) have 6 divisors only?
i) divide into 75, 86, 63, 20, 27, 54, 36, 72, 11, 15, 33, 24, 48

j) What times what makes 12, 14, 18, 20, 24, 27, 30, 36, 45, 52, 64, 76, 82
k) What is:
2 x 4, 7, 13, 19, 24, 36, 42, 48

3 x 2, 5, 14, 22, 26, 30

4 x 5, 9, 12, 17, 23
5 x 3, 10, 15, 19

How do your students feel about times-tables?

X

10

10

10

12

14

16

18

20

12

15

18

21

24

27

30

12

16

20

24

28

32

36

40

10

15

20

25

30

35

40

45

50

12

18

24

30

36

42

48

54

60

14

21

28

35

42

49

56

63

70

16

24

32

40

48

56

64

72

80

18

27

36

45

54

63

72

81

90

10

10

20

30

40

50

60

70

80

90

100

10

10

12

14

16

18

20

12

15

18

21

24

27

30

12

16

20

24

28

32

36

40

10

15

20

25

30

35

40

45

50

12

18

24

30

36

42

48

54

60

14

21

28

35

42

49

56

63

70

16

24

32

40

48

56

64

72

80

18

27

36

45

54

63

72

81

90

10

20

30

40

50

60

70

80

90

100

10

12

15

18

21

24

27

30

12

16

20

24

28

32

36

40

15

20

25

30

35

40

45

50

18

24

30

36

42

48

54

60

21

28

35

42

49

56

63

70

24

32

40

48

56

64

72

80

27

36

45

54

63

72

81

90

10

30

40

50

60

70

80

90

100

1
2

10

12

18

21

24

27

30

12

16

24

28

32

36

40

18

24

36

42

48

54

60

21

28

42

49

56

63

70

24

32

48

56

64

72

80

27

36

54

63

72

81

90

10

30

40

60

70

80

90

100

1
2

12

18

21

24

27

12

16

24

28

32

36

18

24

36

42

48

54

21

28

42

49

56

63

24

32

48

56

64

72

27

36

54

63

72

81

1
2

10

10

12

18

21

24

27

16

24

28

32

36

36

42

48

54

49

56

63

64

72

1
2
3
4
5

6
7
8
9
10

Only 21 combinations to learn!

Who said learning times tables was difficult?

81

10

How do you feel about learning to draw?

Is that about recognising patterns too?

The brain is looking for patterns, what is the

simplest pattern at the heart of every subject?

Biology

Biology

Biotechnology

Cells
Biology
Micro-org

Human
Plants

Biotechnology
Protozoa

Bacteria

Cells
Biology

Yeast and
mould

Micro-org

Viruses

Human

Procaryote &
Eucaryote

Pathogens

Plants

Cognitive skills time management, making good notes,

asking good questions, summarising key points, skim

reading, remembering, study skills

Affective skills self-motivation, perseverance, resilience,

emotional management, concentration

Metacognitive skills noticing learning and thinking
strategies, trying new strategies, continuously improving
learning effectiveness

ATL Skills are not subject matter in themselves, they

are a collection of the processes - skills, techniques
and strategies - needed to learn any and every subject.

ATL Skills are not more content to be learned they are

processes to be noticed, experienced and improved.

ATL Skills are a combination of:

Cognitive

Affective and

Meta-cognitive

processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising the study environment

Persistence and perseverance

Focus and concentration, overcoming distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Developing resilience

Metacognition thinking about thinking - helping students

to notice their own learning and thinking processes:

Metacognitive Knowledge students gaining awareness

of the thinking and learning strategies, techniques and
skills they use at present

Metacognitive Performance students using that

knowledge to improve their performance, to change
ineffective strategies, try new techniques, learn new skills

Student Self-Regulation of Learning

High

Low

Self initiated task

statements

22 per hour

11 per hour

Questions asked
by students

questioning peers half

the time

mostly asking the

teacher

Task directed
statements from
teacher

2
- encouraging the
childs own thinking
and planning

17
- doing the thinking
and planning for the
child

The Student tries to solve the problem and describe their own problem
solving process - out loud
I see ......

I imagine ....

Im having trouble with ..

I think .......

I notice ........

I would like to

I know ......

I am trying to ........

I just cant work out

The Teacher keeps the student talking by only asking questions:

focus on the process not the solution

draw out problem solving strategies from the student

ask process focused questions how are you? what are you thinking..?

DO NOT HELP THE STUDENT FIND THE ANSWER

The aim of the exercise is for the student to use

the Tengram puzzle to investigate their own

problem solving strategies for visual puzzles

The teacher is trying to help them get clear

about their thinking and learning strategies

The observer is trying to keep them both on

task

Johnny

1 never gets to class on time

2 sometimes gets to class on time
3 about half the time gets to class on time
4 most of the time .
5 always ..

What are you actually measuring?

Frequency not proficiency.

In pairs:
Assume the other person has no knowledge at all

of this skill (they have to pretend) and teach them

how to - tie a tie or lace a shoe
Note down what the key steps are in the process
Are there universal steps needed to teach any skill

up to mastery level?

Demonstration

(Watch)

Copying

(Copy)

Independent practice, failure and

improvement, up to mastery level (Do)

Teaching others

(Teach)

SKILLS HEIRARCHY

Level 1
The Novice
Observation

Level 2
The Learner
Emulation

Level 3
The Practitioner
Demonstration

Level 4
The Expert
Self-Regulation
Can perform the skill without
thinking through the process
first

Observes others performing

tasks and using the skill

Copies others performance

of the skill

Can demonstrate the skill on

demand

Gains an understanding of
how the skill
operates and what the
distinguishing characteristics
of the skill are

Works through the skill in a

step by step fashion, seeks
clarification for correctness
of performance

Flexibility of skill use in

different contexts is
developing

Automaticity is established
Automaticity is developing

Consolidation of learning is
occurring through
experience

Gathers procedural
information about the
performance of the skill, asks
questions to clarify
Is very conscious of
procedure
performing the skill and
correcting errors with
Errors are frequent
deliberation
High levels of scaffolding
from teacher needed explanations, training,
structural support

Can teach others the skill

Performs skill only with

known content in known
context
Medium level of scaffolding

Errors are corrected quickly

Can perform skill either with
different content or in
different context
Minimal teacher scaffolding
required setting directions,
goals, assessable outcomes

Can use skill with unfamiliar

content in unfamiliar context
High levels of performance
occur
Any errors are corrected
automatically
No teacher scaffolding
needed

Novice

Learner

Practitioner

Expert

Watch

Copy

Do

Teach

Can watch others Can copy others

performing tasks performance of
and using the
the skill
skill
Medium level of
High levels of
scaffolding
scaffolding from needed
teacher needed

Can demonstrate Can teach others

the skill on
the skill
demand
No teacher
Minimal teacher scaffolding
scaffolding
required
required

Could Johnny assess himself?

Could you use this for parent feedback?
ATL Skill

Novice

Learner

Practitioner

Expert

Watch

Copy

Do

Teach

Watch

Copy

Practicing

Getting
there

Got it!

Teach

Peer teaching:

Use self-assessment to rank students as Novices, Learners,

Practitioners and Experts

Ask the Experts if they could teach the rest

Provide learning opportunities across the class for:

Watchers

Copiers
Doers

Teachers

Have we achieved our first content goal?

To create vertical and horizontal plans of ATL Core

Generic Skills articulation across the school?

What is your evidence?

What questions do you have?

Metacognition 1 Reflection on Content

Evaluate understanding of subject matter, identify gaps
What I dont understand is .......................
How do I .................?
What do I have to do to .......................?
What I need to know is .....................?
The thing I just dont get is ....................?
What do you mean when you say ................?
What questions do you have so far?
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................

Have we achieved our process and skills goals?

Effective communication and collaboration in

groups?
Critical and creative thinking?

What is your evidence?

How proficient do you feel at each?

Metacognition 2 Self-Assessment of ATL Skill proficiency

ATL Skills

Novice Learner
Watch

Practitioner

Expert

Do

Teach

Copy
Practicing

Effective group and team

work
Applying logical analysis
to the planning process
Using reflection to
develop more
awareness of the
learning process

Getting
there

Got it!

Developing Metacognitive Reflection

(ATL Skills 5g) through a focus on
teaching/learning strategies
learn by:

thinking in:

sensory
mode:

looking

pictures

Visual

listening and
talking

sounds

Auditory

doing

feelings

Kinesthetic

Visual

Auditory

Kinesthetic

- using video, film,

photographs
- pictures, posters, diagrams
and graphs
- creating flowcharts of
processes
- using mind maps and
THOrTmaps
- using colour on the board
- highlighting key words in text
- using gestures, facial
expressions
- being aware of non-verbal
(body) language
- using visualisation,
imagination
- accessing video based
websites

- talking, describing, dictation

- asking and answering
questions
- playing recordings
- playing quiet instrumental
music
- reading out loud
- creating discussions or
debates
- having students teach each
other
- inviting in guest speakers
- using word games, puns,
jokes
- formal and impromptu
speeches
- telling stories, myths,
legends, parables, metaphors
- accessing websites with
podcasts, audio

- using real life examples

- making mindmaps of key
points
- field trips, workshop and
laboratory sessions
- visiting museums, exhibitions
- using interactive dvds
- providing things to touch, to
pull apart and put together
- allowing for physical
comfort, thirst, hunger
- using role play, drama
- allowing standing,
movement, stretch breaks
- creating question and answer
games
- accessing websites with
games, interactive

One new thing

that I learned
today/yesterday
was

Where was I?

What time of
day was it?

How was I
taught pictures,
diagrams,
listening,
discussing,
hands-on,
activity?

Who helped me
to understand
and learn?

I learnt well
because?

what an isosceles
triangle is

in maths class

11am

reading, drawing
looking at a model

my friend

I could see what

was needed and
talk it over with
someone else

One time I noticed I

wasnt learning well
was

Where was I?

What time of day

was it?

in Geography on
Tuesday

in class

2.30pm

How was I taught - I found it difficult to

pictures, diagrams,
learn because
listening, discussing,
hands-on,
activity?

watching a video

I got distracted and

sleepy

I seem to learn best when

.........................................................................
.........................................................................
.........................................................................

Helping students to understand their own

learning preferences from reflection on

experience, not from questionnaires

Metacognition 3 Reflection on Learning Strategy Effectiveness

Topic

Learning/Teaching
Strategy

Students SRL skills

Data presentation

ATL at my school

Circle exercise

Think Alouds

Tengrams

CGS Step-Ups

Discussion

Mapping CGS

Group work

Teaching Cognitive
Skills

Time management
assignments

Tchng Affective Skills Courage exercise

Experiential Teaching Colombia video clips

Metacog 1 - Content

Reflection

Metacog 2 SelfAssess Skills

Tie-a-tie
Reflection

Metacog 3
Tchng/Lrning

Reflection

Worked
Worked OK
Did not
well for me
for me
work for me

Work in pairs.
Your goal is to solve the following puzzle:
You have 12 cannon balls, all the same weight
except one. You know one is a different weight
from the rest but you dont know if it is heavier
or lighter. You have a balance big enough to
hold all the cannon balls if necessary.
Your task is to find the odd-ball by using the
balance a maximum of 4 times.

You have 2 minutes.

I failed at .
How I am feeling now about that is
What I am going to do about that is ..

 nothing, ignore it
blame the presenter for an unfair test
blame the seminar/weather/my mood/my tiredness/Kiwis in
general, for setting me up
accept my failure as an expected result due to my own inherent
lack of ability in this area
forget about it, put it behind me, carry on regardless

weep, moan to my partner, feel useless, get depressed

make a commitment never to attend stupid sessions like this one

again
accept that failure is ubiquitous, universal and completely out of
my control . or something else??

Failure is - the state or condition of not meeting

a desired or intended objective
1)

Think of a failure in your life, one for which

you were responsible, when through your
own action or inaction you failed to achieve
your goal, your objective

2)

Then think of how you responded to that

failure, how did you process that failure
afterwards, what did you do subsequently?

One time when I made a mistake

or set a goal and didnt achieve it
was

What I did after that was

The most significant difference between the

high achievers and the underachievers was

that all the high achievers had

learned how to fail well
-

whereas all the underachievers were

failing badly

Failing Well

Acknowledge your failures

Failing Badly

Shift blame to others the

- take responsibility for your

school, the teachers, other

own actions

people

- work out what you did

Ignore or deny failure

wrong

Catastrophise add drama to

- make changes, and

- have another go

failure to avoid dealing with it

Avoid any activity that could

possibly result in failure

Universalise failure

1)

Managing the emotional response to the

idea, the concept and the word failure?

2)

Taking action to re-process failure to turn

any failure into a learning experience

What are some of the reactions to failure that you

observe in your classroom?

Are you comfortable with the word/concept of

failure?

How can you help your students to become more

comfortable with the word/concept of failure?

What could you do to make sure in your class that

every failure is reprocessed and learned from?

IF AT FIRST YOU DONT

SUCCEED,
MAKE SURE YOU
FAIL WELL

Encourage students to take on new challenges and to use

failure as feedback

Help students to see any academic failure as a failure of

process not of the individual and as an important step to
success process focused classroom

Teach the skill of failing well

Always allow for the reprocessing of failure

Celebrate learning from mistakes

How to fail well

describe what
happened
list the facts

take
action

DO

LOOK

then make
sure you
have
another go

what will I do
differently next
time?

take
responsibility
for your own
actions

PLAN

THINK
what did I do that worked?
that didnt work?

Can they be learned?

How?

By exposure to adversity?

Does all adversity create resilience?

Resilient Students

Helpless Students

Goals

set learning goals

set performance goals
learn for understanding learn for grade

Tasks

to test themselves

to gain approval or avoid

disapproval

Challenge

seek out new

challenges

avoid new challenges

To achieve success

believe effort is more

important than ability

believe ability is more

important than effort

Reaction to failure

take responsibility,
learn from mistakes

take no responsibility,
repeat, give up

View of intelligence

is flexible, can be
developed and grown

is fixed, unalterable with

definite limit

Locus of Control

internal

external

Future expectations

optimistic

pessimistic

Advantage effort over ability as the key to academic

success

Focus on learning for understanding rather than

learning for grades

Make resilience a high value attribute in the school

Celebrate the overcoming of adversity

Directly teach the process of failing well

Setting up experiences for students that bring about

the development or use of Affective Skills like selfmotivation, resilience, perseverance, leadership,

bouncing back after mistakes and failures

Outdoor Education taking students out of the

classroom can create opportunities for the
development of these skills eg. Al Jiggins

take on new challenges

test themselves against themselves

maximise their effort

overcome adversity

develop greater resilience and

learn how to fail well

6 billion mobile devices in the world in 2014 will

exceed human population
95% of new phones are internet capable
41 billion OTT + 20 billion SMS messages/day
183 billion emails per day (2013) of which 70% were
spam
In next 5 years 77% increase in data traffic expected in
the Middle East and Africa, 76% in Asia/Pacific region
and 67% in Latin America
Mobile video data is 50% of all data transmitted

every piece of subject matter was available to

your students on the internet, and

they all had access to internet linked tablets,

and

they all had access to high speed broadband

all day....

What could teaching look like then?

curious
interested
adventurous
courageous
resilient
good learners with
good skills of
effective learning?

Are they:

self-motivated
self-managed

self-directed
self-regulated

autonomous
independent

lifelong learners?

Why do you think it is that the longer children

stay in school

- the less curious they become?

- the less questions they ask?

..... is always self-regulated

SRL self-regulated learning

A focus on the teaching of learning skills in the national

curricula of 12 countries and across the IB world

The proliferation of high quality school subject based

websites

The ubiquity of internet accessible devices

The availability of high speed broadband

The high level of comfort your students all have with the
digital world

Process Oriented Skills Based Guided Inquiry

Learning

To teach the skills of effective learning, practice

inquiry and develop self-regulated learners

Focus on developing the ATL skills needed to learn any subject

matter effectively

Pose questions, outline problems, give clear measurable learning

objectives and time frames

Allow students to work collaboratively in small groups

Assign roles researcher, questioner, recorder, director

Enable students to connect to the best subject based internet

(and other) resources

Facilitate their journey

taolearn.com/students.php
- the Art of Learning website with links to many
free sites to help you design lessons and to help
your students with their study including:

marktreadwell.com/Digital_Resources

marktreadwell.com/Image_Libraries
- huge libraries of digital resources for teachers

topmarks.co.uk
- search engine for many great school subject
websites

1)

Work with the person next to you groups of 2-3 people with one
internet connected device per group

2)

Connect to www.topmarks.co.uk

3)

Select common interest subject and level click go

Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Advanced
Higher Ed

=
=
=
=
=
=
=

< 5 yrs old

57
7 11
11 14
14 16
16 18
> 18

4)

Find as many useful websites in your subject area as you can

5)

Analyse them using the table in your booklet

khanacademy.org
- really clear clips explaining every part of most subjects

brightstorm.com
- great videos and much more in Maths, Science and English (American English anyway)

getrevising.co.uk/resources
- all subjects at all levels, great new shared resources arriving from other students daily contribute
your own

studyblue.com/notes/high-schools/
- make and share online flashcards, quizzes and notes, study on-line and on your phone, you need to
join up first but its free

johndclare.net and spartacus.schoolnet.co.uk

- good sites for history, all countries, all ages

s-cool.co.uk and bbc.co.uk/schools/gcsebitesize/

- good resources for all subjects for GCSE or MYP

mrbartonmaths.com/goodsites.htm
- a collection of free maths sites for GCSE or MYP

rod.beavon.clara.net/chemistry_contents.htm#Physical
- great site for Chemistry at all levels

quizlet.com and easynotecards.com/index

- flash card makers for most subjects

Take an existing lesson and turn it into a series of

questions, the answers to which will lead the
student to the conclusions you are after.

Find the web pages you would need to link up to

design an internet based inquiry learning
exercise to enable your students to find the
answers to the questions you propose.

Technological limitations number of internet devices,

broadband & wifi availability and reliability?

Financial limitations cost of connectivity?

Lack of good subject based websites in the language of

instruction?

Security, difficulty in isolating sites for students to use?

Focus, concentration issues with students on-line?

Lack of awareness in teachers of what is available on-line in their

subjects

Fear of trying something new?

Teach them all the skills of effective SRL

Give them lots of opportunities to practice

resilient, SRL in the classroom

Build in systems of reward for resilience and

for self-regulation

Make sure students reflect on the

development of their own proficiency in SRL

Do not then train youths to learning by force

and harshness, but direct them to it by what
amuses their minds so that you may be better

able to discover with accuracy the peculiar bent

of the genius of each
Plato - 427 347 BC

BLOOMS REVISED TAXONOMY