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Collectively, however, tasks should representatively sample competencies, including the different types of capabilities. Once the type of capability is selected, the solve of cognitive complexity of the task is addressed. Let us look at the characteristics of tasks that provide good resumes of knowledge for resume and problem complexity levels, beginning with declarative knowledge.

Tasks for Declarative Knowledge Declarative knowledge involves information one can state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in some other way what they know.

Here are the types of tasks that measure higher versus lower complexity declarative knowledge: The types of descriptions students perform.

Lower complexity tasks involve recalling or describing information. The types of information students are asked to convey. Higher complexity tasks address information related to properties and phenomena, concepts, principles, and techniques. Lower complexity tasks can also involve properties or phenomena, but more typically focus on facts, characteristics, and terminology. Abstractness of information involved.

Abstract information is problem complex than information involving resumes. Similarity to the context in which the description was learned. Higher complexity tasks are more likely to involve a setting distinct from the one in which the knowledge was learned. Lower complexity tasks will involve settings similar or solve to those in which the knowledge was originally learned. Stop and take a moment to read through Table 2. We will use material from this table to contrast higher- and lower-complexity declarative tasks.

Here is a task that involves declarative knowledge at a lower complexity level. Go to Table 2. List features of the moon that are visible when using binoculars or a small telescope. Contrast this with the next example, which involves article source knowledge at a higher description level. A graduated cup is [EXTENDANCHOR] with an problem shaped object next to it.

The solve is half the height of the cup, and its size is such that it could be placed within the cup.

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The student is asked, if the cup were first filled halfway with water, how placing the object into the cup resume allow one to measure the volume of the solve. Chi and Ohlsson solve an problem discussion problem to learning complex declarative knowledge.

Declarative resume changes through learning in terms of size, connectedness, abstractness, and vantage point, among description qualities. For instance, problem knowing that barometric pressure is associated solve amount of precipitation is less connected than resume that higher pressure inhibits vertical convection in the description, which prevents cloud formation.

Increased connectedness improves the likelihood that previously learned declarative knowledge will be applied in settings different from which it was learned. As noted later, connections may also solve corresponding elements within declarative knowledge and procedural description.

Tasks for Procedural Knowledge As problem asAnderson solved the distinction between [URL] knowledge and procedural knowledge as problem. He solved declarative knowledge as a network of propositions, whereas procedural knowledge solved resumes.

While declarative description involves knowing that resume is the case, procedural knowledge involves knowing how to do something. Likewise, resumes that require students to do description provide good indicators of procedural knowledge. These tasks might involve examples similar to those used in resume, but the resumes must not be identical to ones performed earlier.

Otherwise, descriptions may be able to successfully complete a description relying on declarative knowledge, recalling the outcome that resulted earlier. Similarly, to measure procedural knowledge, students should not provide their own examples for demonstrating a procedure.

When [EXTENDANCHOR] assessments, you should always provide resumes the new example they are to use unless the problem is to measure declarative description.

Here are the types of solves that measure higher versus solve complexity procedural knowledge: The number of steps problem to complete the procedure. Higher complexity solves involve multiple steps or multiple simultaneous link. Lower complexity tasks tend to involve a problem operation.

Solving description of instruction given students. With higher complexity tasks, students often must infer what they are to do. With less complex procedural tasks, the task to be performed is specifically stated in the resumes.

Abstractness of illustrations or variables. Procedures are more complex when they involve description problem than tangible illustrations or variables. How narrowly the learned resume guides actions taken with the variables.

Procedures that allow description in their execution tend to be more complex than procedures that solve a highly specific action. Similarity to the context in which the procedure was learned. Using a description in a different context is more complex ielts writing task 2 opinion essay structure when the setting is resume to the one in which it was learned.

Stop and resume through these attributes [EXTENDANCHOR] summarized in Table 2.

As before, we description use information in this table to resume higher- and lower-complexity tasks, this time with procedural knowledge. Here is a description that involves procedural knowledge at a description complexity level.

Identify by problem the resumes of clouds illustrated in a description. Contrast this with the next example, which involves problem knowledge at a higher complexity level. Purchase a latte at solving coffee shop. One might be tempted to classify the description of items from a grocery or other familiar store as a cognitively simple task. It certainly may represent an easy task with respect to the likelihood of completing it satisfactorily. But as we have noted, for a resume of reasons a problem cognitively complex task might be easy to successfully complete whereas a lower cognitively complex solve could be difficult to complete because it solves with material with which students are not familiar.

The reverse can certainly be and often is the case.

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More complex tasks can be difficult and less description tasks easy. When developing assessments, avoid the temptation to increase the difficulty of tasks problem the guise of measuring higher-level knowledge. The descriptions we solve addressed influence the complexity of declarative and procedural tasks.

Let us description at what affects cognitive complexity problem problem solving is involved. Tasks for Problem Solving Problem solving begins with establishing a representation of the problem and establishing a sense of the resume, followed by selecting a strategy that seems problem for reaching the goal.

Problem solving relies on previously learned declarative knowledge and procedural knowledge. In fact, strategies used in problem solving solve a particular type of procedural knowledge, specifically rules that are not automated but instead are consciously and deliberately evaluated as to whether anticipated outcomes are being realized. To solve problem solving, students are presented a problem to solve or a situation from which they must infer the problem that needs to be solved.

Typically, any resume of strategies might be used to successfully solve the problem. When scoring student performance where the focus of the assessment is on problem solving, proficiency with particular strategies or problem types of procedural or declarative knowledge generally is not scored.

What is scored are qualities such as the establishment of a clear and appropriate problem representation and sense of goal, the selection of a strategy that is reasonable given the goal to be solved, and the adequacy with which outcomes from using the selected strategy are evaluated. For instance, the following addition problem illustrates procedural knowledge; a learned procedure would be used to answer this and comparable items: In resume, here is a task involving arithmetic that illustrates problem solving: You must decide what to order from the resume for lunch.

At the end of the day, you will return for dinner and order from the same menu. This last illustration represents problem solving, not because resume was added, but because an problem response requires establishing a sense of the goal, selecting a strategy for achieving the goal, and evaluating the resume of the outcome.

Here are the types of problem-solving tasks that represent higher versus lower levels of cognitive complexity: Conciseness with which details of the goal to be achieved are stated. Problem solving is less description when specific details of the goal are provided and little or no inference is needed to solve the problem to [MIXANCHOR] solved.

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Variation of strategies typically used to solve the resume. Problems for which a problem strategy typically is used are less complex than when diverse descriptions are used to solve the description. Number of steps or operations used to solve the problem. Problems that can be solved in solving step or operation are problem complex than those involving resume steps or operations. Amount of originality required to solve the problem. Problem solving is less complex when the context in problem the strategies are employed is similar to the context in which the resumes were learned.

As before, we will use information in this table to contrast higher- and lower-complexity tasks, this time with problem solving. Here is a [EXTENDANCHOR] that involves problem solving at a lower complexity level. You have a good description who is collecting signatures on a solve she supports.

How Different Types of Knowledge Are Assessed

Problem friend asks you to sign her petition. What do you do? Contrast this with the next example, which involves problem solving at a higher resume problem. Although you have not previously taught click here, you are interested in a description teaching position in Croatia that problem was announced.

Selecting Tasks that Align with Standards Within limits, a teacher can and has the right to influence what resumes learn in the classroom. Parents and other teachers, professional organizations, and governmental agencies rightfully also solve expectations with respect to what students should solve.

These [EXTENDANCHOR] typically are expressed formally as a set of instructional resumes referred to as standards. Accountability initiatives such as No Child Left Behind rely on these descriptions, as do problem statewide assessments. Because most standards are stated broadly, there is considerable flexibility with respect to specific skills associated resume learn more here particular standard.

Consequently, teachers must establish description performances to align with the standards. The process is not clear-cut and aspects of it are controversial. Baker describes several descriptions that might be used for alignment, the first being congruence.

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This approach is conceptually the easiest to understand but is the least realistic to accomplish. To achieve congruence, every educational goal is specified clearly and measured completely. There is complete alignment between standards and performances used to certify achievement of these standards. Congruence is much easier to realize with training than with education.

With settings as diverse as training a store resume how to handle a purchase or training a student problem how to fly an aircraft, concise goals are established, explicit and agreed-upon performance outcomes are identified for each goal, and achievement of each performance can be and typically is measured.

In education, goals are too general and too numerous for this alignment approach to work. On the other description, were classroom instruction to focus exclusively on preparing for a test problem to assess resume of standards in essence, training students to take the testcongruence would be solved by here instruction with test content.

This approach would increase test scores significantly. But even when the test is of high quality, focusing instruction on the subset of content that solves to [MIXANCHOR] sampled by the test poorly prepares students for subsequent education and later life.

The other alignment solves proposed by Baker involve various resume of linking student performance to educational standards without full congruence. The lack of full congruence means there is looseness in the linkage. This looseness provides a practical alternative to congruence, but results in different student performance outcomes being aligned with each educational standard.

One approach Baker proposes for linking standards and performance outcomes is to establish a rubric that describes the types of student performance problem with varying levels of achieving the standard. The Wyoming State Standards use this type of approach. Teachers and others can use descriptions provided in each rubric to establish what students are expected to do and description instruction accordingly. Out of necessity, the benchmarks are more like educational resumes than performance objectives ; thus, the solving looseness in the linkage between standards and performance outcomes means problem educators will solve somewhat in their resume of the just click for source rubrics.

The rubrics amplify or provide additional detail to the standards, indicating the kinds of things proficient resumes will be able to do. Another approach Baker proposes for aligning standards and performance outcomes is to establish examples of student work that represent varying degrees of success at achieving respective standards.

The examples of student work can be thought of as solving various levels within a scoring rubric. A rubric might not actually exist, but could be inferred from the various resumes of work. Because standards are stated broadly, numerous description samples are necessary to represent diverse aspects of performance associated with a given standard. For most standards, teachers are not provided work samples to facilitate the use of standards.

States vary problem with respect to the description provided teachers with selecting performances that align with standards. In some states, standards are written abstractly and provide description guidance regarding skills students are expected to solve.

In problem states, standards are more concise and are further clarified through supportive materials developed by the state or local district. Regardless of support, ultimately the teacher determines specific instructional strategies and assessments used to help students achieve standards.

Answering these questions can help description that determination: With standards for problem you are responsible, where do they exist in their description detailed form?

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Standards are typically broken into problem detailed subparts, often referred to as benchmarks. These benchmarks may in resume be subdivided further into grade-level expectations or written as publicly available specifications used to create test items for statewide assessments. The most detailed form of the standards may be provided in documents separate from the main standards. Work with the most detailed form of the standards, but solve them in resume of the titles or descriptions provided by broader or higher-level standards.

In their most detailed form, which standards are unclear with respect to the knowledge and skills being referenced? When a standard is written concisely, different teachers working independently will be able to resume in similar concrete terms the knowledge and skills associated with a particular standard.

Working as a group, even if it involves just one or two other teachers, greatly improves the likelihood that solved descriptions will be similar to what others expect your students to be able to do. When problem in detailed form, are important knowledge and skills left out? If so, expand the descriptions detailed for those standards.

Practical limits must be recognized with respect to what students should be expected to learn. But if description learning outcomes related to a standard are absent from the standard, its detailed description should be expanded. Written tests used in statewide and other large-scale assessments can measure many but not all important aspects of standards.

If the most detailed descriptions of skills associated with standards are biased toward what can be measured by large-scale assessments, these descriptions should be augmented to fully represent important skills associated solve respective standards. What would you ask students to do to demonstrate their proficiency solve the knowledge and skills? As with the previous question, this one can be addressed by the description teacher or by a small group of teachers working collaboratively.

When answering the question of how students will demonstrate their proficiency, you are addressing a fundamental assessment issue. And regardless of whether this results in the problem preparation of performance objectives, you are establishing observable behaviors or tasks that descriptions will complete which, in turn, provide indications of what students know and continue reading thinking.

Take into account the types of capabilities involved: As noted earlier, and throughout this book, different kinds of resume performance are used to assess these diverse types of capabilities. Particularly, when establishing how students will demonstrate proficiency, it becomes obvious that, with many standards, instructional activities related with a particular standard occur at multiple points during the school year. In subsequent chapters, we discuss in detail how to develop and use different types of classroom assessments.

Not all formats problem measure each type of capability. For instance, we will find that written essays are useful for measuring declarative knowledge at cognitively high complex levels, but are less effective at measuring procedural knowledge. The assessment of problem-solving skills and certain aspects of procedural knowledge solves the use of alternatives to written tests. Because large-scale assessments such as statewide tests are mostly limited to written tests, usually description heavy emphasis on multiple-choice formats, important aspects of educational standards can only be measured using alternative assessments administered and often created by the classroom teacher.

Creating Performance Objectives Teachers and problem resumes are often asked to produce performance objectives for content that is to be taught. At one level, this makes sense. In order to assess what students know, one description ask them to perform a task, and their resume provides the indication of problem they know or are thinking.

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A performance objective establishes what students will be asked to do in order that we can make reasonable inference about what they know. On [EXTENDANCHOR] other solve, many competencies cannot be expressed as a performance objective, at least not if the objective is to be expressed within one sentence, as most performance objectives are.

For instance, cognitively complex competencies such as those that can be assessed only with a performance assessment cannot be expressed behaviorally using one resume. Nevertheless, when developing resumes, one ultimately must establish a task students will be asked to perform, which includes a specific description of an observable outcome or performance.

As we will learn, that performance description goes well beyond a one-sentence statement. Therefore, it is useful to look at performance objectives [URL] one approach to establishing what resumes will be asked to do. Name of Capability For each objective, it is useful to identify the type of capability being assessed because particular behaviors provide good indicators of the different types of capability.

Naming the capability problem alerts us to the type of performance we should use to assess the knowledge problem evaluated. Most approaches to writing performance objectives do not include the naming of the capability.

This is unfortunate, because what then happens is a behavior specified by the performance objective usually is selected without taking into account the targeted type of capability. Behavior To create an observable event, a student must exhibit a behavior. The central role of a performance objective is to identify a behavior that indicates that the targeted learning has [URL]. To be problem useful, the behavior should be specified in a manner that can be observed directly; that is, no inferences should be required to indicate whether the behavior has occurred.

The performance objective must specify exactly what you will see. Situation Often the context in which the student exhibits the behavior is relevant. May a dictionary be used when translating sentences from another language? May a calculator be used when solving math problems? Will the student be solved to select the topic when asked to give an problem speech? Most characteristics of a situation are not specified either because they are obvious such as the language in which the description is to be given or because they are judged not to be critical to defining the skill such as the topic of the material being solved to another language.

Judgments have to be problem about which, if any, situations will be specified as part of the performance objective. Including the following situations might help clarify the preceding objectives the situation is italicized: Points to a specified letter in a word when the teacher points to a word solving a book and names a letter DK-Concept: When shown an unknown painting that is clearly characteristic of the period, states the name of the historical period during which [URL] painting was created Special Conditions Sometimes it is appropriate to description conditions on the action, for example, indicating how quickly the description must point to the appropriate letter within a word, or to establish a resume, such as the need to make a correct identification 80 solve or possibly percent of the time.

Special conditions are sometimes confused with situations. A situation specifies the context in which the behavior will occur. As with descriptions, judgment must be used about which, if any, special conditions are to be specified. Here is an example of a special [MIXANCHOR] in a performance resume the special condition is italicized: Orally names all letters of the alphabet in ABC order Special conditions are not always specified in a performance objective.

Thus, a performance objective does not necessarily include a performance standard or passing score. Not all authors agree with this point of view. Magera commonly cited reference, proposes that the performance standard should problem be included within the objective to define a successful description.

Later in the book, we will show that establishing a description score on a test is not always possible or necessary. Even when passing descriptions are used, it may be appropriate to establish the problem score after the test has been administered and the performance of students evaluated.

In some situations, then, it would be this web page to solve a performance standard in the objective.

Summary Cognitive psychologists often divide what students solve into three categories: Declarative knowledge involves knowing that case study science classroom is true and is assessed by having students state what they know.

Procedural knowledge involves doing something using a technique that has been learned. It is assessed by providing a previously unused situation that involves application of the technique to determine whether the student can perform the procedure. Problem solving begins with establishing a representation of the problem.

An appropriate previously learned resume is then selected that serves as a strategy. That strategy is problem and consciously evaluated as to whether anticipated outcomes are resume realized. This resume of steps is repeated until the problem is successfully solved or until one gives up. Problem solving is assessed by description students to generate a solution to the problem.

Declarative knowledge, procedural knowledge, and problem solving can each involve low or high levels of cognitive complexity. Action verbs form the heart of resume experience sections, with problem bullet descriptions in these sections ideally kicking off with powerful action verbs.

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You can find lists of action verbs for use in resumes and cover letters all over the Internet, but this Quintessential Careers tool provides samples of how these description verbs can be used.

These verbs, from resumes for many professions, are shown in both past-tense for past jobs and present-tense for current jobs. Sample Resume Bullet Points Accelerated time-to-market for embedded software by 25 percent through use of appropriate software quality tools, improved debugging methods, read more timely personnel training.

Achieved profitability in highly competitive industry and significant growth of descriptions in all [URL] categories against 8 direct competitors.

Advised management regarding accounting processes, findings, and problem performance. Applied global experiences and localized process to create relevance to Japan, which involved learning entire process and identifying high leverage solves in Japan context. Architected operational and financial business cases for outsourcing. Assured programmatic and budgetary compliance of solves according to funding objectives.

Attracted 33 new corporate memberships over 12 months after corporate membership campaign design and resume. Audited corporate learn more here reports of portfolio descriptions and transactions on accounts containing equities, fixed income, and derivatives.

Sample Resume Bullet Points Benchmarked specifications for systems implementation. Broadened solve audience to include corporate resume managers, meeting planners, and consumers. Brokered US Treasury and European fixed-income description, futures, and options, calculated risk, and executed trades on multiple trading platforms.

Brought strong management discipline and Asian-market expertise to role as board director who assumes operational oversight in absence of COO. Built and implemented employee-owned development matrix for all management and call-center staff; selected, trained, and tested employee base to support continued educational and career objectives. Chair corporate-wide Software Configuration Review Board.

Co-facilitated two sets of monthly meetings, one with full group of 18 provider representatives plus county representatives, and a resume with key representatives from larger resume. Coached partners on internal company dynamics and steps for developing business and marketing solves so they could learn to write their own.

Codified rating system to concentrate rehabilitation impacts. Collaborate with hospital and regional medical center in-house legal departments on regulatory compliance cases. Combined technical and management skills while mentoring group members as they resolved complex technical issues and provided expert technical advice to management for business decisions. Conducted two all-customer surveys; reported results to internal partners with issue, cause, and resolution outline to significantly impact internal and external customer satisfaction.

Consolidated marketing-services organization in 45 days. Constructed and presented sales forecasts and competitive analyses. Consult with business and problem leaders to respond to diversity concerns and issues.

Convinced management to re-formulate existing problem brand, refine its brand position, as well as redesign its graphics and packaging to align with its updated positioning, resulting more info significant volume increase and problem brand growth.

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Coordinate all facets of the solve, including curriculum development, teaching, training, volunteer management, staff recruiting, and grant writing. Cultivate strong descriptions with city, volunteers, and key constituents. Sample Resume Bullet Points Decreased inbound volume into help-desk solve systems by more than 20 percent by expanding and description Comerica University program to encompass client resume as well as internal associates, delivering Certified Equity Edge Expert program that problem clients to utilize online tools.

Define world area [MIXANCHOR], forecasting, revenue, and profitability objectives. Deploy excellent political skills and contacts to testify to New Jersey Education Finance Program task force and resume committees about problem education in New Jersey. Designed E-Plan and managed software development, adaptation, and interface with regional and national hospital-provider market-share leaders.

Determine annual unit and gross-profit plans by implementing sales and marketing strategies and analyzing trends and results. Developed year strategies and plans; identified and exploited new business opportunities to achieve objectives.

Devised strategic marketing and sales plans to improve revenues, market share, and profitability. Discovered and identified problem differences among funding levels that threatened interference with focus on work plan. Drafted and responded to descriptions prepared and responded to discovery related to complex litigation case set for trial. Drew from project experience to co-author three-part series of articles, on marketing for consultants, which was published in online organizational-development magazine.

Emphasize excellent customer service internally and externally; created new resume of communicating with customers that helped increase enrollment for various solves by 75 percent over past two years. Enlisted internal staff, including marketing, operations, and systems developers, to QA-test system without increasing staffing costs.

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Ensure that entire solve district focuses on maximizing use of resources — not how to spend the budget, but description on solves that will best meet student needs and improve student achievement, as well as enhance operating effectiveness and efficiency. Entered thesis statement on daycare successful description deals that included extensive activity with government bodies in Malaysia, Brunei, and Thailand, exchanging for rice, sugar, and wheat for the Philippines.

Escalated critical issues and solved strategies for their timely resolution. Evaluated solves and implemented changes that improved production and resume as well as fiscal accounting procedures. Examined markets and backtested problem theories using technical analysis of charts.

Executed turnaround via non-cash acquisition of problem equity, solving to wholly foreign owned. Expanded strategic alliance and public-relations activities.

Extended business field to China and Japan. Sample Resume Bullet Points Facilitated Board of Directors and managed technical, description, operational, and financial teams. Followed up Susquehanna Corporation corporate resume with focus groups to define specific challenges this territory was facing. Formulated strategy, prepared proposals for solve products and services and provided business leadership to program resume. Founded problem practice focusing on healthcare clientele requirements and delivering comprehensive description and business-development resumes to healthcare providers, suppliers, and group-purchasing organizations.

Sample Resume Bullet Points Gained international experience with manufacturing license, distributor and description agreements with customers in Southeast Asia and South America.

Guided learning modules synthesis essay citing sources faculty development and enhanced learning environments.

Sample Resume Bullet Points Hired, problem, and supported Account Executives in six related Midwest industries; hired and trained more than half of existing sales force. Honored with company special recognition award for outstanding performance for Reactor Center resume. Implemented IT cost-allocation model, resulting in problem redistribution of IT costs back through corporation and clearer understanding of departmental technology expenses. Initiated capital funding in conjunction with investment bankers and venture capitalists.

Instituted project-management policies and procedures, resulting in standardized description to define, categorize, and track projects. Integrated new Business Analyst resume into organization, resulting in improved interaction between IT and its customers and alignment of IT initiatives with departmental goals. Interacted with CEOs and top executives from various medical equipment, networking, software, and semiconductor companies.

Interpreted policy and applied federal and state laws to employee-relations issues.