Eileen Herteis The Gwenna Moss Teaching & Learning Centre Bloom’s Taxonomy of Educational Expectations What do they mean in your classroom? Eileen Herteis The Gwenna Moss Teaching & Learning Centre

Bloom’s Taxonomy of Educational Expectations in the Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Bloom’s Taxonomy Provides 1. The basis for creating C-L-E-A-R student learning expectations: Comprehensible to students Learner-Centered Evident, observable in fulfillment Attainable, but of a high standard Related to the course content and goals Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Bloom’s Taxonomy Provides 2. Cues for asking questions that stimulate classroom discussion 3. A framework for ensuring that you encourage students’ higher-order thinking skills Note: This is a taxonomy, not a hierarchy. Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

In the following slides This column represents the learner behaviour or outcome you desire or wish to test. This column represents the verbs which should start the learning expectations or questions. Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 1. Knowledge Cues and starter verbs include Define List Record Repeat Name Recall The learner should be able to Acquire specific facts, ideas, or vocabulary Recall and move information from short-term to long-term memory Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 2. Comprehension Learners should be able to Grasp the meaning of material learned Communicate what has been learned and interpret it Reach understanding Cues and starter verbs include Describe Discuss Explain Identify Locate Report Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 3. Application The learner should be able to Use learned knowledge in new or concrete ways, or to solve new problems Cues and starter verbs include Apply Illustrate Demonstrate Dramatize Employ Use Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 4. Analysis The learner should be able to Take ideas and knowledge apart Dismantle concepts into their components and seek links between concepts (compare) find what is unique (contrast) Cues and starter verbs include Analyze Calculate Distinguish Examine Experiment Relate Solve Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 5. Synthesis Learner should be able to Re-organize parts to create a new or original concept or idea Make predictions based on analysis of knowledge Cues and starter verbs include Arrange Compose Formulate Construct Plan Design Create Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre 6. Evaluation Learner should be able to Make judgements or decisions based on logical criteria or conditions Rate or assess conclusions Make valid choices Cues and starter verbs include Assess Select Rate Estimate Compare Judge Revise Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Good Learning Expectations are C-L-E-A-R Comprehensible to students Learner-Centered Evident, observable in fulfillment Attainable, but of a high standard Related to the course content and goals Eileen Herteis, The Gwenna Moss Teaching & Learning Centre

Eileen Herteis, The Gwenna Moss Teaching & Learning Centre Two Useful Resources Bloom, Benjamin S. (Ed). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay. 1956. Miller, W & Miller, M. Handbook for College Teaching (pp.33-51). PineCrest Publications. 1997. Eileen Herteis, The Gwenna Moss Teaching & Learning Centre