Student Life Assessment Project

Module 2: Developing Learning Activities

© 2013 Christie Cruise-Harper, PhD All Rights Reserved

The purpose of this module is to assist you with developing or refining learning activities based on the learning outcomes you created in module 1 for the program/service you plan to assess for the 2013 – 2014 academic year.

Student Life Assessment Project

Department Program

Office of Multicultural Programs Multicultural Scholars Program/Dean’s Award Program

Personal Counseling Mandated Substance Abuse Assessment Program

Health and Wellness HEROs Program

Campus Ministry and Community Service

KLILV Sophomore Colloquium

Student Involvement CAB/MSG/CSI

Athletics SAAC or Champs

Residence Life Resident Assistant Program

Student Life/Associate Dean of Students

Habitat for Humanity

Student Life Assessment Project

Learning activities serve two primary functions: ◦ To Inform: Learning activities that inform introduce

the supporting knowledge that students need in order to perform the competency.

◦ To practice: Learning activities that cause practice require learners to interact with the content, processing it, and applying it so that they store what they have learned in long term memory.

Oregon State Department of Education

Learning Activities

The first step in developing meaningful learning activities is reviewing the learning outcomes of the program/service you plan to assess.

Learning Activities

Learning Outcomes

Intended Learners

Action Verb 1

Program/Service

Action Verb 2

Intended Outcome

1 who will be able to

2 who will be able to

3 who will be able to

4 who will be able to

The assessment template you received with the first module should not only contain your mission/goals, but should now have your program/service learning outcomes.

Step 1: Bloom’s Taxonomy

In module 1 you learned that Bloom’s Taxonomy provides a classification of levels of intellectual behavior.

Higher Cognitive Levels

Lower Cognitive Levels

Each of the levels of Bloom’s Taxonomy requires a different degree of engagement, processing and synthesis.

Step 1: Bloom’s Taxonomy

Cognitive Level Cognitive ProcessKnowledge Recalling or recognizing knowledge, facts or

concepts

Comprehension Understanding the meaning of information and materials

Application Using information and materials to solve new problems or respond to concrete situations that have a single or best answer

Analysis Decomposing material into their component parts so they can be examined and understood

Synthesis Using new and creative applications of prior knowledge and skills

Evaluation Judging value of materials based on personal values/opinions or definite criteria. Concerned with evaluating material to determine if it fulfills given purpose

Each of your learning outcomes should contain an action verb 1 and 2.

Find action verb 2 in each of your learning outcomes.

Find the cognitive level where your action verb 2 is located in the Bloom’s Taxonomy Action Verb list you received in module 1.

Note: Learning outcomes should represent cognitive levels that increase from lower to higher.

Step 1: Bloom’s Taxonomy

Knowledge Comprehension

Application Analysis Synthesis Evaluation

Arrange Classify Apply Analyze Arrange Appraise

Define Describe Choose Appraise Assemble Argue

Duplicate Discuss Demonstrate Calculate Collect Assess

Label Explain Dramatize Categorize Compose Attach

List Express Employ Compare Construct Choose

Memorize Identify Illustrate Contrast Create Compare

Name Indicate Interpret Criticize Design Estimate

Order Locate Operate Differentiate Formulate Evaluate

Step 1: Bloom’s Taxonomy

Once you have located your action verb 2 for each of your learning outcomes and have determined their designation in Bloom’s Taxonomy, you are ready to begin developing learning activities to assist students in achieving the established learning outcomes.

Step 2: Choosing Learning Activities

The following question should be used as a guide to assist

you in developing appropriate learning activities:

What activity will help my students achieve the established learning outcome?

Bloom’s Taxonomy

Cognitive Process Action Verbs Potential Learning Activity

Knowledge Recalling or recognizing knowledge, facts or concepts

Arrange, Define, List Lecture, readings, web information

Comprehension Understanding the meaning of information and materials

Explain, Discuss, Describe

Readings, discussions, Pair-Share

Application Using information and materials to solve new problems or respond to concrete situations that have a single or best answer

Apply, Demonstrate, Illustrate

Demonstration problem-solving/scenarios, small group demonstrations/peer review, demonstrate a procedure

Analysis Decomposing material into their component parts so they can be examined and understood

Distinguish, Analyze, Compare

Simulations/role play, compare/contrast projects, discussion, labs

Synthesis Using new and creative applications of prior knowledge and skills

Arrange, Design, Develop Informational interviews, develop a unique plan for a specific purpose, research

Evaluation Judging value of materials based on personal values/opinions or definite criteria. Concerned with evaluating material to determine if it fulfills given purpose

Assess, Defend, Interpret Debates, small group discussions, demonstrate process for evaluating research reports based on criteria

Step 2: Choosing Learning Activities

In module 1 you developed learning outcomes. This module has assisted you with aligning the learning outcomes with the learning activities for the program/service you plan to assess. Module 3 will assist you with choosing the appropriate assessment tools.

Step 3: Aligning Learning Outcomes and Learning Activities

Step 3: Aligning Learning Outcomes and Learning ActivitiesLearning OutcomeWhat should your students

be able to do?

Learning ActivityWhat activity will help your

students achieve the learning outcome?

AssessmentHow will you assess whether students have achieved the

learning outcome?

Module 1 Module 2 Module 3

Module 1 Module 2 Module 3

Module 1 Module 2 Module 3

Morton, M. (2013). Aligning learning outcomes, learning activities, & assessments in the blended learning environment. Centre for Teaching Excellence. University of Waterloo.

Oregon Department of Education. (2013). Chapter 8:Designing learning activities. Retrieved on June 14, 2013 from http://www.ode.state.or.us/home/.

University of Central Florida. (2013). Faculty Center for Teaching and Learning: Bloom’s Taxonomy. Retrieved on June 14, 2013 from http://www.fctl.ucf.edu/teachingandlearningresources/ coursedesign/bloomstaxonomy/

References