Bloom's Taxonomy

de ZaidLearn de Zaid Ali Alsagoff

Do you have problems writing learning outcomes/objectives for your content or courses?



Or more specifically, do you have trouble finding the right ACTION VERBS to describe what you want your students to achieve from the course, module, topic or unit?



Have you tried using Bloom's Taxonomy wheel(s) before to assist finding those magic action verbs?



Here are a few examples:





Bloom's Revised Taxonomy Wheel

Bloom's Taxonomy Wheel

Why not print out the one you like most (not too many, due to the shortage of trees today!), or download the Bloom's Taxonomy wheel images above, and then use them to find those magic action verbs that you might have struggled to find before. These wheels work much better than idiotic tables of action verbs according to Bloom's taxonomy. Trust me!



Also, here are a few sites worth exploring to learn more about the Bloom's taxonomy (if needed):



* Bloom's Taxonomy of Learning Domains

* Writing Objectives Using Bloom's Taxonomy

* Critical and Creative Thinking

* Instructional Design - Knowledge, Attitude & Skills



Clayton R. Wright has simplified the process in finding those magic action verbs. He found that many participants in his workshops found it easier to deal with a smaller number of categories than the six stated by Bloom. Some verbs can be found in several categories, but it depends on how they are used. Rather than use verbs at the lower-end of the skills spectrum, he suggests that emphasis should be placed on application and problem-solving skills. The list is not "a magic bullet", but it helps educators who have difficulty finding the word that describes what they want their students to achieve.

(Reference: Instructing in an International Setting: A Handbook for Those Who Will Provide Training in Developing Countries (p. 3-24), by C. R. Wright, 1997)



"If we could transform these tables into a wheel, it would simply be awesome!"





When creating objectives for secondary and post-secondary courses, Clayton reminds his workshop participants to also consider the 21st Century Learning Outcomes developed by the League for Innovation and sponsored by the Pew Charitable Trusts. These learning outcomes were validated by 260 colleges in Canada and the United States. They cover a variety of skills such as technology skills, communication skills, computational skills, critical thinking and problem-solving skills, information management skills, interpersonal skills, personal skills, and community skills. All of these skills are important for those living in a digital world.





Although, learning outcomes usually helps in the content development process, but do they help or guide students in the learning process?



Let's recall our own experience as a student. To be honest, as a student I never gave two hoops about reading learning outcomes/objectives, whether they were in the course plan/guide/outline, courseware, or in a book. Neither can I recall discussing, nor listening to other students discussing about their learning outcomes. Well, that is my experience! However, it would be interesting if there was some actual research done on how students use learning outcomes to facilitate their own learning. Or perhaps they don't use them at all! So...



* Are learning outcomes really important to facilitate the learning process?

* Do we need them?

* Are they destructive to facilitate creativity and innovation?

* Are there other ways to tell our students what learning output we should expect from them?

* Do we need to be more creative in the way we express learning outcomes?





Source: http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html