Taxonomies of Learning Foundational Knowledge: Understanding and remembering information and ideas. Application: Skills Critical, creative, and practical thinking Managing projects. Integration: Connecting: Ideas People Realms of life Human Dimension: Learning about oneself and others. Caring: Developing new: Feelings Interests Values. Learning how to learn: Aware of one’s learning Inquiring Self- directed

Bloom’s Taxonomy of Cognitive Skills Knowledge: Remembering or retrieving previously learned material. Comprehension: The ability to grasp or construct meaning from material. Application: The ability to use learned material, or to implement material in new and concrete situations. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Synthesis: The ability to put parts together to form a coherent or unique new whole. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose.

Anderson & Krathwohl

Anderson & Krathwohl’s Dimensions of Kowledge: Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems. Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together. Procedural Knowledge - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.

The Two-Dimensional Model A dynamic version

A Taxonomy in the Affective Domain: (Krathwohl, et al.) LevelDefinition Receiving Awareness, willingness to hear, selected attention Responding Active participation on the part of the learners. Valuing The worth or value a person attaches to a particular object, phenomenon, or behavior. Organizing Organizes values into priorities comparing, relating, and synthesizing. Internalizing Has a value system that controls their behavior.

A Psychomotor Domain Taxonomy: (Dave) LevelDefinition Imitation Copy the action of another. Observe and replicate. Manipulation Reproduce activity from instructions or memory. Precision Execute skill reliably, independent of help. Articulation Adapt and integrate expertise to satisfy a non-standard objective. Naturalization Automated, unconscious mastery of activity and related skills at strategic level.

Foundational Knowledge: Understanding and remembering information and ideas. Application: Skills Critical, creative, and practical thinking Managing projects. Integration: Connecting: Ideas People Realms of life Human Dimension: Learning about oneself and others. Caring: Developing new: Feelings Interests Values. Learning how to learn: Aware of one’s learning Inquiring Self-directed

Course Goals that Reflect Significant Learning Understand and remember key concepts, terms and relationships Know how to use the content Be able to relate this subject to other subjects Understand the personal and social implications of knowing about this subject Care about the subject and desire to learn more about it Know how to keep learning about the subject

My goals for today: Explain what is meant by a “taxonomy of learning” and give a couple of examples. Draft learning outcomes for a class you teach that address several different types or levels of learning. Describe what a student might do in your class that would demonstrate learning that falls within particular categories of a taxonomy. Evaluate specific learning outcomes for their usefulness in designing learning experiences and assessing student performance. Feel that well-crafted learning outcomes are a valuable guide for designing and evaluating your courses. Want to learn more about describing significant learning in your field or program.

Take a break

Writing Effective Learning Goals

Effective learning outcomes should: Clearly express the type or level of learning you want students to get from your course Help you design learning experiences that foster the kinds of learning you want Help you design assignments and evaluation tools that will let both you and your students know how well they are achieving those goals.

It’s all about the verbs

The CBC Method Condition: Under what conditions? Behavior: What should they be able to do? Criterion: How (well) must it be done? Example: When encountering a new painting, students should be able to identify the era or style of the work based on the main elements of design.

A word on “measurability”

ExceptionalGoodAdequatePoor Explanation of issues Issues are stated clearly and described comprehensively. Issues are described and clarified so that understanding is not seriously impeded by omissions. Some terms left undefined, ambiguities unexplored, boundaries undetermined. Issues are stated without clarification or description. Use of Evidence Knowledge claims are supported by relevant, high quality evidence from reliable sources. Knowledge claims are supported by good evidence that is relevant, and reliable. Evidence not always directly relevant, or quality and reliability may be questionable. Evidence lacking, or of questionable relevance, quality, or reliability.

This is hard work! So let’s get started.