What are educational objectives? Think of them as the intended outcomes of the

lesson.

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lesson.

When you design a lesson, you first ask:

• What is the purpose of this lesson?

• What should the students be able to do after the lesson that they couldn’t do

before?

• How will I know that they can do these things?

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In the 1950’s, Dr. Benjamin Bloom categorized a list of educational objectives

that is now known as “Bloom’s Taxonomy.” Bloom’s Taxonomy can help

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that is now known as “Bloom’s Taxonomy.” Bloom’s Taxonomy can help

educators to design their lessons so that the students are doing more than just

acquiring facts, but are able to use those facts in a productive way. Bloom’s

Taxonomy also helps educators develop criteria by which they can observe

student performance.

Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives:

The classification of educational goals: Handbook I, cognitive domain.

Toronto: Longmans, Green.

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Knowledge is the simple memorization of facts.

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When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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Suppose you were teaching an education methods class and the topic was

“behaviorism.” The students would read a chapter about behaviorist teaching

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“behaviorism.” The students would read a chapter about behaviorist teaching

methods, and now you want to test their knowledge of the subject. Here’s how.

(Note the key word: “list.”)

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How about another example from a different lesson? Suppose you were

teaching students about mammals in science class. You would first list “things

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teaching students about mammals in science class. You would first list “things

about mammals.” What makes a mammal a mammal?

•Hair

•Live-bearing

•Feed their young milk

•Warm-blooded

Then you would ask the students to repeat that list.

So, what is knowledge?

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Comprehension requires the student to not only memorize the fact, but to

understand their meaning.

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understand their meaning.

When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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Now you are asking the students not just to list the facts, but to summarize the

facts in their own words. Putting the information into their own words forces

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facts in their own words. Putting the information into their own words forces

the students to think about the meaning behind the fact, as opposed to just

memorizing it.

Comparing and contrasting also asks the students to think more carefully about

a set of facts.

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Back to the mammal example. What would you do at this level? (Show the

previous slide with the list of key words.)

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previous slide with the list of key words.)

How about “compare and contrast mammals and reptiles.”

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Now we ask the students to look at a new situation, and apply the facts.

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When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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Given the students’ knowledge of behaviorist methods, we now ask them to use

that knowledge to classify which activity follows that method.

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that knowledge to classify which activity follows that method.

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In the mammal example, how would you ask the students to apply their

knowledge in a new situation?

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knowledge in a new situation?

Which of the following animals are mammals? Dog, lizard, parrot, halibut,

albatross …

You could show the students pictures of various animals and ask them to

identify which are mammals based on visual characteristics.

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Analysis is the one of the higher-level thinking skills.

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When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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This goes beyond simply asking them to classify an activity as being

behaviorist. Now we ask them to break the concept apart and figure out the

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behaviorist. Now we ask them to break the concept apart and figure out the

pieces.

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In the mammals example, you might ask why mammals have hair, why a

certain animal is a mammal (what are the distinguishing characteristics), etc.

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certain animal is a mammal (what are the distinguishing characteristics), etc.

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Synthesis means to create something new. Take the newly acquired fact, and do

something new with it.

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something new with it.

When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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Now, the student knows what behaviorist methods are, so we ask them to use

that knowledge to create a new lesson using behaviorist methods.

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that knowledge to create a new lesson using behaviorist methods.

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How about the mammal example? Create a new mammal? Can you think of a

“what if?” question?

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“what if?” question?

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Ultimately, we want the student to be able to use knowledge to make informed

decisions.

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decisions.

When you write an objective (something that the students will perform), choose

activities from this list of words.

Let’s see an example.

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Evaluation questions tend to be open-ended.

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What would you ask in the mammal example?

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Start at the bottom of Bloom’s Taxonomy and teach the basics first, then

work your way up. This is the traditional method.

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work your way up. This is the traditional method.

What are the benefits and disadvantages of this method?

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Start at the top of Bloom’s taxonomy with a problem to solve or a

judgment to make. Then the student must find the information needed to

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judgment to make. Then the student must find the information needed to

solve the problem. This is called “Problem-based learning,” and is a

common constructivist technique.

In this model, students start at the top, but they move up and down the

taxonomy as needed. The rationale behind this method is that students

will learn the necessary information in the context of a real-world

problem. The authenticity of the problem helps to motivate the student –

it answers the question that every student has: “Why do I need to know

this?”

What are the benefits and disadvantages of this method?

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