Bloom’s taxonomy of cognitive objectives

2,331 views

Published on

developing a curriculum teaching Bloom's taxonomy to college/university faculty.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,331
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
34
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Bloom’s taxonomy of cognitive objectives

  1. 1. Tiffany A Simmons Strayer University June 14, 2011
  2. 2. Content Analysis Target Population: professors/instructors in a post-secondary/adult education environment. Organizing Concept Statement: the professors/instructors taking part in the lesson will learn to move past lecture and memorization and provide opportunities to develop learners’ critical thinking skills. Major concepts: Bloom’s taxonomy, knowledge, comprehension, application, analysis, synthesis, evaluation. Major Ideas  Bloom’s taxonomy explains the level of learning that occurs with learners (Writing Objectives, 2011).  Knowledge, comprehension, and application and considered “lower-level” thinking skills.  Analysis, synthesis, and evaluation are considered “higher-level” skills.  The goal is to gear instruction toward the higher-level thinking skills.  Planning with the higher-level thinking skills in mind.  Integrating higher-level thinking skills into the coursework to maximize student engagement.
  3. 3. Learning Objectives Based on your understanding of Bloom’s taxonomy, distinguish between lower-level and higher-level thinking skills with 100% accuracy. After viewing the presentation “Writing Instructional Objectives: Beginning with the End in Mind,” identify three key verbs for each level (higher-level skills only) with 100% accuracy. After discussion on higher-level thinking skills and key verbs, design an activity that emphasizes higher-level thinking skills using the correct verbs After designing the activity, compose a proposal for the activity to be included in the course syllabus to be submitted to dean before the end of the semester.
  4. 4. Learning Objectives withAssociated Learning Activities Learning Objectives  Learning Activities  Based on your understanding of  “Where am I teaching” graphic Bloom’s taxonomy, distinguish organizer between lower- and higher-level  This organizer will ask the following: skills with 100% accuracy. what level am I teaching my students? Why? How can I teach them at a higher level? What do I need to know to get them there?  Learners will share their perspectives.  After viewing the presentation “Writing Instructional Objectives:  Identify key verbs as presented in Beginning with the End in Mind,” the presentation. identify three key verbs for each  “Teaching at a higher level” level (higher-level only) with graphic organizer. 100% accuracy  What key verbs should I use to signal that I am teaching at a higher level? What can I expect from my students?  Discuss expectations when teaching at the higher levels.
  5. 5. Learning Objectives withAssociated Learning Activities,Cont’d. Learning Objectives  Learning Activities  After discussion on  Activity design: an in-class higher-level thinking activity designed to skills and key verbs, emphasize the higher- design an activity that level thinking skills and to emphasizes higher-level be a basic structure of a thinking skills using the proposal to be submitted correct key verbs to the dean.  After designing the  Proposal form. This activity, compose a activity will take place proposal for the activity to outside the learning be included in the course environment. syllabus to be submitted to dean before the end of the semester.
  6. 6. Lesson Plan Instructional Content Instructor Activities Student Activities Based on your understanding of Bloom’s The facilitator will discuss lower-level and Professors and instructors will be asked to taxonomy, distinguish between lower-level higher-level thinking skills by showing a complete the graphic organizer (supplied and higher-level thinking skills with 100% sample pyramid of Bloom’s taxonomy on an with workshop materials), entitled “Where accuracy overhead transparency. The complete order am I teaching?” will be listed on the transparency. The Professors and instructors use ten minutes to question will be asked “which skills are complete the graphic organizer and, currently being used in your classrooms? afterward, will volunteer to share responses. What needs to be done so that the higher- The purpose of this activity is to bridge the level skills are being used more often?” gap between what they want their learners to learn and what the learners are actually learning. This activity is designed to help professors and instructors see what they can do to improve the learning in their classrooms. After viewing the presentation “Writing Before the presentation, the facilitator will Another graphic organizer, entitled “Teaching Instructional Objectives: Beginning with the render a brief overview of the presentation at a higher level,” will focus on the key verbs End in Mind,” identify three key verbs for and the purpose, so that the relevance of the and how to incorporate them into each level (higher-level only) with 100% material can be established immediately. instruction. The following questions will be accuracy. Show the presentation, using a laptop listed: What key verbs should I use to signal computer or a technology-ready television. that I am teaching at a higher level? What Post-presentation, ask question: what main can I expect out of my students when I use points were covered in the slide presentation? these verbs? How can professors and instructors write better instructional objectives, targeting the higher-level thinking skills? What were the key verbs that were highlighted in the presentation? How can professors and instructors use them to improve the quality of their instruction?
  7. 7. Lesson Plan ContinuedInstructional Content Instructor Activities Student ActivitiesAfter discussion on higher-level The facilitator will sum up what was Professors and instructors will need athinking skills and key verbs, design an discussed and learned, and ask pen or pencil and paper to completeactivity that emphasizes higher-level professors to think of an activity that is this activity. They will design anthinking skills using the correct key relevant to their course(s) and requires activity that is appropriate for higher-verbs. higher-level thinking skills. Each level thinking skills. This activity professor or instructor will design an should be done collaboratively, as activity (complete with learning input from other professors and objectives) that utilizes higher-ordered instructors lends balance and thinking skills, using the appropriate perspective to planning. verbs.After designing the activity, compose a The facilitator will advise each Proposal forms will be available on theproposal for the activity to be included professor and instructor to continue college’s intranet, under thein the course syllabus to be submitted work on the activity outside the instructor’s portal. The activity thatto the dean before the end of the classroom environment. A final was initially begun in the class shouldsemester. proposal for the activity will be due to be finalized on the form. the dean by the end of the semester.
  8. 8. References Winegarden, B. J. (2003). Writing Instructional Objectives. Retrieved May 19, 2011, from http://meded.ucsd.edu/faculty/writing_inst ructional_obje . Writing Learning Objectives (2011). Retrieved May 19, 2011, from http://ww.oucom.ohiou.edu/fd/writingobjectives.pdf.

×