Part two of the paper version of Bloom's taxonomy slide show.

1. Designing and Developing Curriculum 1
RUNNING HEAD: DESIGNING AND DEVELOPING CURRICULUM
Designing and Developing Curriculum or Instructional Content for Adult Learners, Part 2
Tiffany A. Simmons
Strayer University
May 29, 2011

2. Designing and Developing Curriculum 2
The faculty at the local college has been asked to attend a workshop on Bloom’s
taxonomy. They may have heard of it before when undergoing teacher certification requirements
or they may have read about it in their instructor textbooks. Unfortunately, many of them may
not understand fully how to apply the taxonomy to their own classroom environments-thus, the
overreliance on lecturing and teaching for memorization. This course is designed to steer them
away from this sort of teaching and toward teaching that emphasizes “higher-level thinking.”
The course itself emphasized higher-level thinking, as the facilitator will not expect
participants to listen to a lecture and memorize certain pieces of information. Instead, the
facilitator will ask the faculty to complete a project-a re-design of their course syllabi to include
an activity that is geared toward higher-level thinking skills. The challenge is getting the faculty
to recognize that they are actually teaching the same way they have been taught or have been
taught to teach. The current thought in education no longer supports that teaching style; instead,
the focus is shifted toward the learner and not the teacher-and certainly not the content. With
that, faculty must be prepared to transform their learning environments from that of a teacher-
centered classroom to that of a learner-centered classroom, and the first step to doing that is to
teach them how to apply Bloom’s taxonomy to their instructional practices.
Previously, a content analysis and learning objectives were submitted to prepare for the
planning and implementation of the lesson. Within the body of this submission, the learning
objectives with associated learning activities and the lesson plan are included. These documents
are more specific about what will go on in the learning environment and what the faculty are
expected to do to demonstrate their learning. In this class, learners will discuss the taxonomy
and give their thoughts on what it could mean for their own instruction and what level they teach
to at the current moment. This could be potentially powerful information, if used the right way,

3. Designing and Developing Curriculum 3
as it could inform what the professors and instructors perceive their possibilities to be.
Afterward, the professors and instructors will view a slideshow that offers helpful hints on
writing effective learning objectives and developing appropriate activities. The main focus will
be on key verbs, the action words that signal what level of thinking and learning the learner will
engage in. Using these key verbs, the professors and instructors will then design a learning
activity (complete with learning objectives with the appropriate key verbs) that engages their
classroom of learners and uses the higher-level thinking skills. The final draft of this activity is
due in to the dean’s office before the semester ends. The dean not only wants to be assured that
the participants are learning, but also wants to see something in writing that commits the
professors and teachers to using their learning.
In selecting an appropriate learning environment for the participants, it was decided that a
conference room equipped with smart technology (the overhead projector, Internet hook-ups for
laptop computers) would be most appropriate. That way, if multiple technologies (the
PowerPoint slide, online video, an overhead projector) were needed, the environment had the
equipment and means to support the technology. With regard to seating arrangements, the
tables were positioned so that each participant could see the projector and the presentation, and
have space and opportunity to interact with other participants, where appropriate. Special care
was also taken to ensure that there was plenty of light and adequate temperature controls so that
participants could be comfortable as they learned. The learning environment must be conducive
to learning so that each participant could give his or her maximum attention to the materials
being presented.
The Vice President of Academic Affairs and the new dean are committed to providing an
environment conducive to learning. Part of that commitment is ensuring that its faculty is

4. Designing and Developing Curriculum 4
properly trained and up-to-date on current educational thought in order to deliver a quality
experience for the learner. This class (or workshop) is designed to accomplish the latter
objective, and in an indirect way, reinforce the former. As classroom environments change, and
educational theories evolve, the college must be prepared to meet the challenges and seek out
innovative ways to educate the faculty, as well as the learner.

5. Designing and Developing Curriculum 5
Attachment E
Learning Objectives with Associate Learning Activities
To Apply Bloom’s Taxonomy of Cognitive Objectives
Learning Objectives Teaching Strategies Media and Materials Student Activities
Based on your Discuss lower-level Transparency “Where am I teaching?”
understanding of and higher-level skills graphic organizer.
Bloom’s taxonomy, by showing a sample Graphic organizer
distinguish between pyramid of Bloom’s This organizer will ask the
lower- and higher- level taxonomy with the professor or instructor:
skills with 100% complete order listed what level am I teaching
accuracy my students? Why? How
Ask professors and can I teach them at a
instructors which set higher level? What do I
of skills are currently need to know to get them
being used in their there?
own classrooms and
what needs to be done Have them share their
to use more of the perspectives and introduce
higher-level skills the presentation on
“Writing Instructional
Objectives” and explain
why it is important to their
learning.
After viewing the Present “Writing Laptop computer and/ Identify the key verbs as
presentation “Writing Instructional or television that is presented in the
Instructional Objectives: Objectives: Beginning technology- presentation, focusing on
Beginning with the End with the End in Mind.” compatible to present the higher-level skills in
in Mind,” identify three slide show the taxonomy.
key verbs for each level
(higher-level only) with Graphic organizer “Teaching at a higher
100% accuracy level” graphic organizer.
This organizer will ask:
“what key verbs should I
use to signal that I am
teaching at a high level?
What can I expect out of
my students when I use
these verbs?
Discuss expectations when
teaching at the higher
levels. What would be the
difference between what is
currently being taught and

6. Designing and Developing Curriculum 6
what could be taught if the
focus is shifted from the
lower-level skills to the
higher-level ones?
After discussion on The instructors will be Pen and paper. Activity design: professors
higher-level thinking asked to design their and instructors will design
skills and key verbs, own classroom activity their own activity that
design an activity that that uses higher- emphasizes higher-ordered
emphasizes higher- ordered thinking skills. thinking skills. They must
ordered thinking skills have used any of the key
using correct key verbs verbs that denote use of
one or more of the skills.
This activity will form the
basic structure of a
proposal to be submitted to
the dean.
After designing the With the activity that Proposal form. This This activity will take
activity, compose a they have designed, should be completed place outside the learning
proposal for the activity each professor or and submitted in environment. Each
to be included in the instructor may review electronic form. This professor or instructor will
course syllabus to be and revise what they will be available on complete the proposal form
submitted to the dean have done and submit the college’s intranet with their activity by the
before the end of the the final proposal in under the instructor’s end of the semester for
semester. the time frame portal. evaluation by the dean.
specified.

7. Designing and Developing Curriculum 7
Attachment F
Lesson Plan Cover Page
Title of the Bloom’s Taxonomy of Cognitive Objectives
Lesson:
Target Professors/Instructors in a Post-Secondary/Adult Education Environment
Population:
Length of 4 hours
Instruction:
Textbooks and “Writing Instructional Objectives: Beginning with the End in Mind”
References
Materials Pen, paper, graphic organizers
Needed:
Media Needed: PowerPoint 2007 or compatible version, laptop computer or technology-ready
television
Equipment and
Tools
Learning Professors and instructors will integrate the principles of Bloom’s taxonomy in
Outcomes: their classroom instruction.
Evaluation Activity design, submission of final product to department dean, online survey
Methodologies: to assess course effectiveness.
Approved by:
Date:

8. Designing and Developing Curriculum 8
Lesson Plan for Bloom’s Taxonomy of Cognitive Objectives
INSTRUCTIONAL INSTRUCTOR ACTIVITIES STUDENT ACTIVITIES
CONTENT (Instructional methods and
strategies, questions to prompt
students, instructional materials,
and media)
Based on your The facilitator will discuss Professors and instructors will be
understanding of Bloom’s lower-level and higher-level asked to complete the graphic
taxonomy, distinguish thinking skills by showing a organizer (supplied with
between lower-level and sample pyramid of Bloom’s workshop materials), entitled
higher-level thinking skills taxonomy on an overhead “Where am I teaching?”
with 100 % accuracy. transparency. The complete Professors and instructors use ten
order will be listed on the minutes to complete the graphic
transparency. The question will organizer and, afterward, will
be asked “which skills are volunteer to share responses.
currently being used in your The purpose of this activity is to
classrooms? What needs to be bridge the gap between what they
done so that the higher-level want their learners to learn and
skills are being used more what the learners are actually
often?” 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 Before the presentation, the Another graphic organizer,
presentation “Writing facilitator will render a brief entitled “Teaching at a higher
Instructional Objectives: overview of the presentation level,” will focus on the key
Beginning with the End in and the purpose, so that the verbs and how to incorporate
Mind,” identify three key relevance of the material can be them into instruction. The
verbs for each level established immediately. following questions will be
(higher-level only) with Show the presentation, using a listed: What key verbs should I
100% accuracy. laptop computer or a use to signal that I am teaching at
technology-ready television. a higher level? What can I
Post-presentation, ask question: expect out of my students when I
what main points were covered use these verbs?
in the slide presentation? 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?

9. Designing and Developing Curriculum 9
After discussion on The facilitator will sum up what Professors and instructors will
higher-level thinking skills was discussed and learned, and need a pen or pencil and paper to
and key verbs, design an ask professors to think of an complete this activity. They will
activity that emphasizes activity that is relevant to their design an activity that is
higher-level thinking skills course(s) and requires higher- appropriate for higher-level
using the correct key level thinking skills. Each thinking skills. This activity
verbs. professor or instructor will should be done collaboratively,
design an activity (complete as input from other professors
with learning objectives) that and instructors lends balance and
utilizes higher-ordered thinking perspective to planning.
skills, using the appropriate
verbs.
After designing the The facilitator will advise each Proposal forms will be available
activity, compose a professor and instructor to on the college’s intranet, under
proposal for the activity to continue work on the activity the instructor’s portal. The
be included in the course outside the classroom activity that was initially begun
syllabus to be submitted to environment. A final proposal in the class should be finalized on
the dean before the end of for the activity will be due to the form.
the semester. the dean by the end of the
semester.

10. Designing and Developing Curriculum 10
References
Winegarden, B. J. (2003). Writing Instructional Objectives. Retrieved May 19, 2011, from
http://meded.ucsd.edu/faculty/writing_instructional_objectives.pdf.
Writing Learning Objectives (2011). Retrieved May 19, 2011, from
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf.