bloomsobjectives
TRANSCRIPT
Writing Lesson Objectives Using Bloom’s Taxonomy
EDSU533
Benjamin Bloom• Taxonomy of Educational
Objectives (1956)• Various types of learning
outcomes within the cognitive domain – Objectives could be
classified according to type of learner behavior described
– A hierarchical relationship exists among the various types of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Learning Domains
• Affective - feelings, emotions and behavior, ie., attitude, or 'feel'– How emotions affect learning– Emotions, feelings, values, likes, desires
• Behavioral - Psychomotor and Multisensory - manual and physical skills, ie., skills, or 'do'– How the movement of the body is involved in
learning– Actions, physical, doing
• Cognitive - intellectual capability, ie., knowledge, or 'think'– Learning factual information– Developing higher-level thinking and analytical
skills– Thoughts, understanding, conceptual knowledge
Bloom’s Taxonomy: Cognitive Domain in Action
• KNOWLEDGE: define, list, name, memorize• COMPREHENSION: identify, describe, explain• APPLICATION: demonstrate, use, show, teach• ANALYSIS: categorize, compare, calculate• SYNTHESIS: design, create, prepare, predict• EVALUATION: judge, assess, rate, revise
Thinking LevelsAsk students to demonstrate:• Knowledge - recall information in
original form• Comprehension - show
understanding • Application - use learning in a new
situation• Analysis - show s/he can see
relationships• Synthesis - combine and integrate
parts of prior knowledge into a product, plan, or proposal that is new
• Evaluation - assess and criticize on basis of standards and criteria
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating• Creating – designing, constructing,
planning, producing, inventing, devising, making
• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
• Applying – implementing, carrying out, using, executing
• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding http://
uwf.edu/cutla/assessstudent.cfm
Bloom’s Revised Taxonomy
Blooming Questions
• Knowledge or Remembering – Recalling Information– Where – What – Who – How many –
• Comprehension or Understanding – – Tell me in your own words – What
does it mean?– Give me an example, describe,
illustrate• Application – Using learning in a
new situation– What would happen if…? Would you
have done the same…? How would you solve this problem?
– In the library, locate and report information about….
Framing Essential Questions
Essential Questions at the top of Bloom’s Taxonomy– Create - innovate– Evaluate – make a thoughtful
choice between options, with the choice based on a clearly stated criteria
– Synthesize – invent a new or different version
– Analyze – develop a thorough and complex understanding through skillful questioning.
Highest Levels of Questioning
• Evaluation and Synthesis• Judgment based on Criteria• Literature
– Would you recommend this book – WHY or WHY not?
– Select the best – WHY?– Which person in history would you
most like to meet – and WHY?– Is the quality good or bad? WHY?– Could this story have happened?
WHY?• Creating at top of revised Bloom’s
Taxonomy - Innovation
More Blooming Questions
• Analysis – Ability to see parts/relationships– What other ways…? Similar/Different
(Venn)– Interpretation – What kind of person…?
What caused the person to react in this way…? What part was most exciting, sad…?
• Synthesis – Parts of information to create original whole– What would it be like if…? Design,
pretend, use your imagination, write a new ending…
Writing Lesson Objectives Using Bloom’s Taxonomy
The ideal learning objective has 3 parts:
1.A measurable action verb2.The important condition (if
any) under which the performance is to occur
3.The criterion of acceptable performance
Components of a Lesson Objective
• Avoid terms that cannot be clearly understood by the reader.
• Communicate an objective as clearly as possible.
• Describe intended instructional result by describing the purpose of the instruction.
• Exclude the greatest number of possible meanings other than the one intended.
ABCD's of Learning Objectives
• Audience– The learners:– Identify who it is that will be doing the performance (not the
instructor)
• Behavior (Performance):– What the learner will be able to do– Make sure it is something that can be seen or heard
• Condition– The conditions under which the learners must
demonstrate their mastery of the objective:– What will the learners be allowed to use? What won't the
learners be allowed to use?• Degree (or criterion)
– HOW WELL the behavior must be done
What do you want your students to learn as a result of this lesson?
Three-step process below for creating defining learning objectives.
1. Create a stem– After completing the lesson, the student will be able to . . . – After this unit, the student will have . . .– By completing the activities, the student will . . . – At the conclusion of the course/unit/study the student will . . .
2. After you create the stem, add an action verb: analyze, recognize, compare, provide, list, etc.
3. One you have a stem and a verb, determine the actual product, process, or outcome: After completing these lesson, the student will be able to…….– create Venn Diagrams which compare and contrast . . .– demonstrate learning by producing a ……– solve a numerical expression using…..(the standard order of
operations, etc.) http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
• Refer to explicit rather than vague behaviors – Asking students to "grasp the significance," or
"appreciate" something will only lead to confusion. Using more explicit behaviors such as "identify," or "sort," will clarify the performance expected of students.
• Table on next slide lists: – explicit behaviors representative of different
levels of cognition or thinking– common products or outcomes of those
behaviors
How to Write Goals for Specific Behaviors
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
KnowRemember
ComprehendUnderstand
UseApply
AnalyzeTake Apart
SynthesizeCreate New
EvaluateJudge
Behaviors:Action Verbs
namememorize
recordlist
matchwritestate
repeat
describediscuss
give exampleslocate
tellfind
reportpredictreview
recognizeestimate
translatepracticeillustratesketchsolveshow
employ
sortclassify
distinguishexperimentcomparecontrastdiagramdebatesolve
examineinventory
designplan
proposearrange
assembledevelopproduceorganizemanagerevise
ratevalue
appraisedecidechoosescoreselectassessdebate
recommend
Products: Outcomes
AssignmentsAssessmentsPresentationsExperiments
Performances
factseventsmodels
filmstripsbooks
puzzlesstoriesgamesjournals
illustrationsdrawings
mapssculpturesdiorama
scrapbookmobile
collectionsdiagrams
graphssurveys
questionnairesreportsobjects
newsarticlespoems
machinessongsplays
hypotheses
pollspanels
recommendationsdiscussionssimulationsevaluations
surveys
Bloom’s Original Taxonomy with Action Verbs and Products
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
How will you measure learning outcomes?
• What will students say or do to show you objectives were met?
• What will you collect to show student’s learning (portfolios, observations, work samples, photographs, etc.)
• How will you evaluate student work?
• How will you grade the student?
Understanding by Design:Theory of Backwards Design
• Desired Results: What will the student learn?
• Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
• Lesson Planning: How do you design a lesson that results in student learning?
Identify desired results
Determine acceptable evidence
Plan learning experiences
and instruction
Theory of Backwards Design• Understanding by
Design: Wiggins & McTighe
• What are the big ideas?• Core concepts• Focusing themes• On-going debates/issues• Insightful perspectives• Illuminating
paradox/problem• Organizing theory• Overarching principle• Underlying assumption
• What’s the evidence?• How do we get there?
Enduring Understand
ing
Will this lesson lead to enduring understanding?
Worth being familiar with
Important to know and do
EnduringUnderstanding
Assessment: How do you measure what students have learned?
• Traditional quizzes and tests– Paper/pencil
• Selected response• Constructed response
• Performance tasks and projects– Open-ended– Complex– Authentic
Worth being familiar with
Important to know and do
EnduringUnderstanding
Understanding by Design
Rubrics and Checklists forAlternative Performance Assessment
• Rubric - a scoring guide for evaluating student performance
• Allows for a variety of criteria or categories to be evaluated on a sliding rating scale (not subject to one final percentage score as in testing)
• A way to measure real-life, authentic learning experiences in the classroom
• Provides a guide for students in determining expectations of assignments
• Shows students and parents how the teacher is judging student performance
How will you use the results of your assessment to plan your next lesson?• How will your assessment guide your teaching
practice?• What needs to be "re-taught" and how can
you teach it differently when assessment demonstrates that some students did not learn the material? Is there a better way to teach this material?
• What will you do differently next time?• How could you extend this activity for another
lesson?• Was your instruction effective in promoting
student learning?Reflective Practitioner