3.2 - How to Write Learning Objectives Using Bloom's Taxonomy
Summary
TLDRThis video introduces Bloom's Taxonomy, a framework created by Dr. Benjamin Bloom in 1956 to promote higher-order thinking skills in education. It explains the six levels of cognitive domains, each associated with specific action verbs, to help educators create learning objectives. The video also discusses how the taxonomy's hierarchy can guide course design, emphasizing the importance of aligning learning objectives with the complexity of content and students' mastery levels. It concludes with a practical guide on constructing measurable learning objectives using Bloom's Wheel, a tool for selecting appropriate verbs and activities.
Takeaways
- 📚 Bloom's Taxonomy was created in 1956 by Dr. Benjamin Bloom to promote higher forms of thinking in education.
- 📈 It is a hierarchical model with six levels of cognitive domains, starting from lower to higher order thinking skills.
- 🔍 Each level of Bloom's Taxonomy has associated action verbs that can be used to create learning objectives.
- 🧠 The six levels are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
- 🔑 Remembering involves retrieving and recalling relevant knowledge, while Understanding is about constructing information from various sources.
- 🛠️ Applying is the execution of procedures or concepts, and Analyzing involves breaking down material into parts and understanding their relationships.
- ⚖️ Evaluating requires making judgments based on criteria and standards.
- 🎨 Creating involves putting elements together to form a new pattern or structure, demonstrating a synthesis of knowledge.
- 📈 The hierarchical nature of Bloom's Taxonomy suggests that learning at higher levels depends on mastering prerequisite knowledge and skills at lower levels.
- 🏛️ Course design should consider the complexity of content and the learning level of students, with introductory courses focusing more on lower order skills and advanced courses on higher order skills.
- 📘 The 'Bloom's Wheel' is a helpful tool for instructors to select appropriate verbs and activities for learning objectives, available for download online.
- 📝 Constructing measurable learning objectives involves starting with a stem sentence, identifying learning outcomes, consulting the Bloom's Wheel, and writing out the objective with specific, measurable verbs.
Q & A
What is Bloom's taxonomy and why was it created?
-Bloom's taxonomy is a multi-tiered model created in 1956 by educational psychologist Dr. Benjamin Bloom to classify thinking according to six cognitive domains. It was designed to promote higher forms of thinking in education, such as analyzing and evaluating, beyond just remembering facts.
How is Bloom's taxonomy structured?
-Bloom's taxonomy is hierarchically structured with six levels of learning, each associated with specific action verbs that can be used to create learning objectives.
What are the six levels of learning in Bloom's taxonomy?
-The six levels are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating, with each level representing a different cognitive process.
How can Bloom's taxonomy be used in course design?
-Bloom's taxonomy can guide the design of learning objectives by ensuring that they cover a range of cognitive processes, from lower-order thinking skills like remembering and understanding to higher-order skills like analyzing, evaluating, and creating.
What is the significance of the hierarchical nature of Bloom's taxonomy in learning?
-The hierarchical nature implies that learning at higher levels depends on having attained prerequisite knowledge and skills at lower levels, emphasizing a progressive development of cognitive abilities.
How does Bloom's taxonomy relate to the complexity of course content and the learning level of students?
-Introductory courses often focus on lower-order thinking skills to introduce new concepts, while advanced courses assume foundational knowledge and focus on higher-order thinking skills, although both types of courses should include objectives from each domain.
What is a 'Bloom's wheel' and how can it assist instructors?
-The 'Bloom's wheel' is a visual tool that contains the six levels of learning with associated action verbs and examples of activities and assessments for each domain. It helps instructors select appropriate verbs and design activities and assessments aligned with the learning objectives.
How can Bloom's taxonomy be used to construct a measurable learning objective?
-It involves starting with a stem sentence, determining the learning outcome, consulting the Bloom's wheel to select an appropriate verb, and then writing out a student-centered, measurable learning objective.
Why is it important to avoid vague terms in learning objectives?
-Vague terms like 'understand' or 'know' are not measurable and make it difficult to assess student performance. Using specific action verbs from Bloom's taxonomy ensures objectives are clear, measurable, and observable.
Can you provide an example of how to apply Bloom's taxonomy in writing a learning objective?
-An example given in the script is to classify learning objectives within the six cognitive domains of Bloom's taxonomy, which demonstrates that learners can remember, understand, and apply the knowledge of Bloom's taxonomy.
What is the purpose of the 'Bloom's will' mentioned in the script?
-The 'Bloom's will' is a tool containing the levels of Bloom's taxonomy with associated verbs and activity suggestions. It helps instructors to select verbs and design activities that align with each level of learning, making learning objectives more effective.
Outlines
📚 Introduction to Bloom's Taxonomy
This paragraph introduces Bloom's taxonomy, a cognitive classification model developed in 1956 by Dr. Benjamin Bloom to promote higher-order thinking skills in education. It explains that the taxonomy consists of six levels of learning, each associated with specific action verbs that can guide the creation of learning objectives. The paragraph emphasizes the importance of moving beyond basic memorization to more complex cognitive processes such as analysis, evaluation, and creation. It also mentions the hierarchical nature of the taxonomy, suggesting that higher levels of learning build upon the foundational knowledge and skills acquired at lower levels. The concept is visually represented by a pyramid graphic, illustrating the progression from lower to higher order thinking skills.
📝 Applying Bloom's Taxonomy in Course Design
The second paragraph delves into the practical application of Bloom's taxonomy in course design. It discusses the importance of aligning learning objectives with the taxonomy's levels to ensure a comprehensive learning experience. The paragraph provides guidance on how to construct measurable learning objectives, starting with a stem sentence and identifying the desired learning outcome. It introduces the 'Blooms Wheel,' a tool that lists verbs associated with each level of the taxonomy and suggests activities and assessments. The speaker uses an example to demonstrate how to determine the appropriate level of learning and select a suitable verb for a learning objective. The paragraph concludes by emphasizing the need for strong, measurable objectives that are observable and specific, advising against the use of vague terms.
🎓 Crafting Measurable Learning Objectives
The final paragraph focuses on the process of writing strong, measurable learning objectives using Bloom's taxonomy. It stresses the importance of avoiding vague terms and instead selecting action verbs that precisely describe what learners will do. The paragraph outlines a step-by-step approach to developing learning objectives, from identifying the learning outcome to consulting the Blooms Wheel for appropriate verbs. It also highlights the need for objectives that are student-centered, measurable, and observable, which form a solid foundation for course design. The video concludes by reiterating the significance of clear learning objectives in the overall educational process.
Mindmap
Keywords
💡Bloom's Taxonomy
💡Cognitive Domains
💡Action Verbs
💡Learning Objectives
💡Higher-Order Thinking Skills
💡Lower-Order Thinking Skills
💡Course Design
💡Measurable Learning Objective
💡Bloom's Wheel
💡Educational Psychologist
💡Vague Terms
Highlights
Bloom's taxonomy was created in 1956 by Dr. Benjamin Bloom to promote higher forms of thinking in education.
The taxonomy is a multi-tiered model classifying thinking according to six cognitive domains.
Each of the six levels of learning can be associated with specific action verbs.
The taxonomy starts with lower order thinking skills and progresses to higher order thinking skills.
Learning at higher levels is dependent on prerequisite knowledge and skills at lower levels.
Bloom's taxonomy is often displayed as a pyramid graphic to demonstrate the hierarchy.
Course design should consider the complexity of content and the learning level of students.
Introductory courses often focus on lower order thinking skills, while advanced courses emphasize higher order skills.
Every course should have a variety of objectives from each domain of Bloom's taxonomy.
Bloom's wheel is a tool containing levels, associated verbs, and activities for each level of the taxonomy.
Instructors can use Bloom's wheel to select verbs, activities, and assessments for course objectives.
Learning objectives should be measurable and observable statements of what students will be able to do.
Strong learning objectives avoid vague terms and use action verbs to describe learner actions.
The process of constructing a measurable learning objective includes starting with a stem sentence.
Determine the learning outcome and how it will be demonstrated by the learners.
Consult the Bloom's wheel to select an appropriate level of learning and verb.
Write out the actual learning objective, ensuring it is student-centered and measurable.
Use Bloom's taxonomy to design activities, assessments, and teaching strategies associated with learning objectives.
The video concludes by emphasizing the importance of writing strong, measurable learning objectives for effective course design.
Transcripts
hello and welcome to this video in this
video we will learn about Bloom's
taxonomy and how to use Bloom's taxonomy
to rate learning
objectives Bloom's taxonomy was created
in
1956 under the leadership of educational
psychologist Dr Benjamin bloom in order
to promote higher forms of thinking in
education such as analyzing and
evaluating rather than just remembering
facts or wrote learning
Bloom's taxonomy is a multi-tiered model
of classifying thinking according to six
cognitive
domains the taxonomy is divided into six
levels of learning and we can associate
action verbs with each of these
levels these six levels of learning and
the associated action verbs can be used
to create learning objectives for your
course let's take a look at the six
levels in more
detail remember
involves retrieving recognizing and
recalling relevant Knowledge from
long-term
memory here are some verbs associated
with this
level understanding means to construct
information from oral written and
graphic
messages verbs associated with this
level might
be applying involves carrying out or
using a procedure through executing or
implementing here are some verbs
associated with the application
Level analyzing deals with breaking
material into constituent parts or
determining how those parts relate to
one another and to an overall structure
here are some verbs associated with this
level evaluating has the learner making
judgments based on criteria and
standards here are some verbs that might
be associated with this
level and finally creating or putting
elements together to form a coherent or
functional ho reorganizing elements into
a new pattern or
structure here are some verbs associated
with
creating like other taxonomies blooms is
hierarchical and begins with lower order
thinking skills to higher order thinking
skills blooms infers that learning at
the higher levels is dependent upon
having attained prerequisite Knowledge
and Skills at lower levels you will
often see Bloom's taxonomy displayed as
a pyramid graphic like the one you see
here to help demonstrate the
hierarchy so let's examine how the
hierarchical nature of Bloom's
taxonomy relates to course design and
how a student will learn the concepts in
your course as as we've just learned
blooms classifies learning from lower
order to higher order and each category
of learning builds upon the other to
further clarify this concept it can be
said that before you can understand a
concept you must remember
it to apply a concept you must
understand
it in order to evaluate a concept you
must have analyzed it and to create an
accurate conclusion you must have
completed a thorough
evaluation as you introduce new Concepts
to students they will need to understand
remember and apply the concepts to move
forward to the higher order skills such
as analyzing evaluating and
creating so as you begin to think about
the design of your course you should
first consider the complexity of your
content as well as the learning level of
your students to determine where the
majority of learning should
fall lower level or introductory courses
introduce a variety of skills and New
Concepts and therefore have a majority
of the learning objectives fall within
the lower order thinking
skills Advanced courses often assume
that the student comes prepared with the
foundational knowledge and they are now
ready to use this knowledge to move on
to higher order of thinking and learning
and therefore should contain learning
objectives that focus on higher order
skills
this is not to say that an introductory
course will only accomplish the lower
domain and an advanced course will only
accomplish the higher order domain in
fact every course should have a variety
of objectives from each domain however
how many of the objectives that fall
within the lower or higher domains is
often dependent upon the content and the
level of Mastery that the student is
expected to
achieve to help instructors select verbs
for their learning objectives we've
created what we'd like to call a blooms
will that contains the levels of Bloom's
taxonomy Associated verbs that pertain
to each level and some suggestions of
activities that are associated with each
level you can download your own blooms
whe at the link shown on the screen I'll
be showing you how to use it in just a
bit and now that we understand Bloom's
taxonomy let's use what we've learned to
construct a measurable learning
objective
first you should start with a stem
sentence all learning objectives contain
a stem sentence they are most often
written as the stem sentence with a
bulleted list of objectives that follow
the stem for your course modules you may
want to use the stem after completing
this module you will be able
to next determine the learning outcome
think about what it is that you want the
students to be able to do and then think
about how you will know that they
understand what you've taught them what
is the outcome or product that they will
do or produce that demonstrates that
they've mastered the concept I'll use
this particular presentation as an
example when designing this video I
identified that I wanted the
participants to know the six levels of
Bloom's
taxonomy I then asked myself how will I
be able to determine that the Learners
understand Bloom's taxonomy what can
they do to demonstrate that they've
mastered this
concept from this point we'll move on to
step three
consult the blooms will to determine the
appropriate level of learning and select
an appropriate verb that reflects
exactly what you want the Learners to
do so let's take a look at the blooms
wheel I'll note that this helpful tool
is available to you online simply Point
your browser to ep. jhu.edu
blooms and you'll be able to download a
PDF of this
tool okay back to the wheel we'll see
the the wheel contains six levels of
learning or cognitive domains in the
center suggested measurable action verbs
for each domain and a few examples of
learning activities and assessments that
fall within each domain you should use
your blooms willll to help you select
verbs activities and assessments for
your course however it is important to
note that the suggested verbs are not
all inclusive and you should feel free
to use other verbs that you may think of
if they better describe the action your
student will be
performing now let's refer back to my
example of trying to determine how I
will know that my Learners understand
the six levels of Bloom's
taxonomy note that I use the word
understand but I will not include this
in my objective as it is far too vague
and therefore not easy to measure or
assess we want our learning objectives
to be targeted and more descriptive so
that we are able to assess the outcome
of the learner's per
performance when thinking of my scenario
I first consider the fact that the
introduction of Bloom's taxonomy is for
the most part foundational knowledge and
most likely A New Concept for my
Learners therefore I can determine that
I want the objective to fall within the
lower order domains but I know that I
want my Learners to be able to remember
the six categories of blooms understand
how they apply to learning and
demonstrate that they can apply this
knowledge to eventually be used in their
own course
Design This brings me up to the
application Level I then think about an
activity that will provide me with a way
to measure whether or not my Learners
can do these
things after looking at the suggested
activities and verbs I decide that I
will have them classify learning
objectives within the six levels of
Bloom's
taxonomy this will demonstrate that they
not only know the levels but that they
can both understand and apply this
knowledge okay so we are now ready to
move on to step four which is to write
out our actual learning objective
classify learning objectives within the
six cognitive domains of Bloom's
taxonomy we now have a student centered
measurable learning objective that we
can later use to design an activity
assessment and related teaching
strategies to be associated with this
objective for example I could develop a
learning objective classification
activity that participants would
complete after they view this
presentation after this I'm ready to
move on to designing my next objective
for this module using the same
process now that we've learned how to
use Bloom's taxonomy to help us write
learning objectives and as you work
through developing a course design
Matrix for your course you should strive
to write strong learning objectives as
we learned in the other video on course
and learning objectives learning
objectives are measurable observable
statements of what students will be able
to do at the end of a unit of learning
so with this in
mind it is important to emphasize that
strong learning objectives do not
include vague or immeasurable
terms terms like understand know
appreciate become familiar with learn
and be aware of are much too vague and
almost impossible to assess use the
blooms will provided to you to help you
select strong action verbs that will
describe exactly what the learner will
do this will help to ensure that you are
writing specific measurable and
observable objectives that will provide
a solid foundation for your course
design this concludes this video thanks
for watching
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