Bloomsobjectives
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Transcript of Bloomsobjectives
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Writing Lesson Objectives Using Bloom’s Taxonomy
EDSU533
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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
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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
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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
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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
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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
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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….
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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.
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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
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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…
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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
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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.
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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
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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
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• 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
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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
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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?
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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
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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
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Will this lesson lead to enduring understanding?
Worth being familiar with
Important to know and do
EnduringUnderstanding
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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
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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
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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