1. Respiratory Paper 2. Project Proposal Topic, Methodology(s), and Presentation of Research 3. submit your Learning Objectives assignment. What is a learning objective? • A learning objective answers this question: What should you be able to do by the end of the course that you could not do before? • A learning objective is the intended learning outcome rather than the form of instruction. • Action verbs that are specific, such as list, describe, report, compare, demonstrate, and analyze, should state the actions and behaviors you should be able to perform as a result of the course. • Well-written learning objectives can provide precise statements of what is expected of you and guidelines for assessing your progress. Bloom’s Taxonomy It may be difficult to know where to start in writing a learning objective. Learning taxonomies are a valuable tool for classifying learning objectives. A helpful and frequently used resource when writing learning objectives is Bloom’s Taxonomy of Cognitive Skills. Writing learning objectives using Bloom’s Taxonomy of the cognitive domain, or thinking skills, can be helpful in constructing course learning objectives. Bloom and colleagues found that over 95% of exam questions required students to activate low-level thinking skills such as recall (Bloom, 1956). In addition, research has shown that students remember more content when they have learned a topic through higher thinking skills such as application or evaluation. Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex. The original levels were ordered as follows: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (Bloom, 1956). The taxonomy is presented below with sample verbs and sample learning objectives for each level. You may notice that some of these verbs on the table are associated with multiple Bloom’s Taxonomy levels. These “multilevel-verbs” are actions that could apply to different activities. Bloom, B. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York: David McKay. Level Description Verbs Sample Objectives Knowledge Recognizes students’ ability to use rote memorization and recall certain facts cite name define recall identify recognize label reproduce list select The students will recall the four major food groups without error. The students will list at least three characteristics peculiar to the Cubist movement. Comprehension Involves students’ ability to read course content, understand and interpret important information and put into their own words classify illustrate convert interpret describe paraphrase explain summarize extend translate The students will summarize the main events of a story in grammatically correct English. The students will describe in prose what is shown in graph form. Application Students take new concepts and apply them to another situation apply predict arrange produce compute operate construct relate demonstrate show discover solve modify use The students will apply previously learned information about socialism to reach an answer. The students will demonstrate the principle of reinforcement to classroom interactions. Analysis Students have the ability to take new information and break it down into parts to differentiate between them analyze estimate associate infer determine order diagram outline differentiate point out discriminate separate distinguish subdivide The students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs. Synthesis Students are able to take various pieces of information and form a whole, creating a pattern where one did not exist compile organize compose plan construct propose create rearrange develop revise The students will develop a different but plausible ending to a short story. Evaluation Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions appraise discriminate assess evaluate compare judge conclude justify contrast support criticize weigh Given any research study, evaluate the appropriateness of the conclusions reached based on the data presented. The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other. Star Wars Objective Example By the end of this assignment, I will be able to: • Knowledge: Define what makes Darth Vader evil. • Comprehension: Identify each character as good or evil and describe the qualities as they relate to popular characters on a TV series. • Application: Construct a travel log for the places Luke visited in his galaxy. • Analysis: Compare bee drones to the storm troopers and prepare an oral presentation to explain findings. • Synthesis: Develop a game themed “good vs. evil”. • Evaluation: Explain what the following expression means : “May the force be with you”. Instructions: 1. Think about your project. What would you like to know and be able to do by the end of your project? 2. You will write a minimum of six learning objectives for your project. You may have more. 3. The six learning objectives must use an appropriate action verb from each of the corresponding categories of Bloom’s Taxonomy: “Knowledge”, “Comprehension”, “Application”, “Analysis”, “Synthesis”, and “Evaluation”. 4. All objectives must be approved by the instructor. 5. Type your objectives following the grading rubric below and submit to Blackboard by due date. To submit to Blackboard: o Save this document to your computer o Click on this assignment in Blackboard o Select “Browse My Computer” to attach your document. o Locate this document (previously saved to your computer) and double-click on it. o Then, select “Submit”.
