Learning Objectives and Bloom's Taxonomy
- 2. What is a Learning Objective? A statement of the specific and measurable knowledge, skills, attributes, and habits learners are expected to achieve and demonstrate as a result of their educational experiences in a program, course or module. A learning objective states what learners should be able to do.
- 3. Parts of a Learning Objective • WHY - Essential Questions: highlight the big ideas that are central to the design. They are questions at the heart of a subject or curriculum, and promote inquiry. (UBD) • What - Coarse Goals: Reflect larger ideas of what you want students to know and understand, they are aligned with larger program goals and professional standards. • HOW - Learning Objectives: Each learning objective should be linked or connected to a coarse goal, what would you like students to be able to do.
- 4. Course Goals vs Learning Objectives Essential Questions Coarse Goals Learning Objectives Focus on the BIG IDEAS that bring meaning to all the skills and facts What students will know and understand What students will be able to do and complete EX. How does constitutional law impact the day-day life of U.S. citizens? EX. Upon successful completion of this course, students will understand the scientific method EX. Upon successful completion of this course, students will be able to evaluate (Blooms Taxonomy) sources of information Ask an open-ended question Not Measurable Measurable
- 5. Characteristics of Course Goals and Learning Objectives Course Goals Learning Objectives Measureable and observable X Student-Centered rather than course- centered X X Reflects wat you want your students to be able to do X Connects to or stems from a course goal X Reflects successful student performance X X Uses broad Language with Verbs like know or understand X Reflects essential questions for your course and/or discipline X Targets one specific aspect of student performance X Uses an appropriate action verb that targets the desired level of performance X
- 6. An Essential Question: • Lies at the heart of a subject or a curriculum • Promotes inquiry & uncoverage of a subject • Has no simple “right” answer • Provokes & sustains inquiry • Addresses conceptual or philosophical foundations • Raises other important questions • Naturally & appropriately recurs • Stimulates vital, ongoing rethinking
- 7. What Makes a Question “Essential”? • Recurs throughout all our lives • Refers to core ideas & inquiries within a discipline • Helps students effectively inquire and make sense of important but complex ideas, knowledge, know-how • Engages a specific & diverse set of learners
- 8. Types of Essential Questions • Overarching – Frame courses and programs of study around truly big ideas • Topical – Are unit specific but still promote inquiry GOOD TEACHING USES BOTH!
- 9. Examples of Overarching EQ • How do we classify the things around us? • Do artists have a responsibility to their audience? To society? • How does language shape culture? • Is pain necessary for progress in athletics?
- 10. Examples of Topical EQ • How might Congress have better protected minority rights in the 1950s & 1960s? • Should we require DNA samples from every convicted criminal? • Is Holden Caulfield a “phony”?
- 11. Bloom's Taxonomy • Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts. • Meant to be applied from lower level cognitive thinking and moving to higher levels of cognition • What is going to be learned and how is it going to be learned? • Revisions have been made to the taxonomy as new educational tools have been introduced. Bloom's original taxonomy is in: Taxonomy of Educational Objectives by Benjamin Bloom. The revision is in: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives by Lorin Anderson and David Krathwohl.
- 12. Bloom's Taxonomy Pyramid is very useful when thinking about learning objectives
- 13. Bloom's Taxonomy Pyramid is very useful when thinking about learning objectives
- 14. Verbs or phrases that are not measurable: • Understand • Gain an appreciation • Be acquainted with • Gain insight • Learn • Demonstrate knowledge • Demonstrate understanding • Comprehend
- 15. Appreciate and Understand • If you think about how you will measure whether students have learned what you want them to, how can you measure that someone has understood or gained an appreciation? • Can you even teach someone to appreciate?