1. Module 2: Developing Learning Activities © 2013 Christie Cruise-Harper, PhD All Rights Reserved

2.  The purpose of this module is to assist you with developing or refining learning activities based on the learning outcomes you created in module 1 for the program/service you plan to assess for the 2013 – 2014 academic year.

3. DepartmentProgram Office of Multicultural Programs Multicultural Scholars Program/Dean’s Award Program Personal Counseling Mandated Substance Abuse Assessment Program Health and WellnessHEROs Program Campus Ministry and Community Service KLILV Sophomore Colloquium Student InvolvementCAB/MSG/CSI AthleticsSAAC or Champs Residence LifeResident Assistant Program Student Life/Associate Dean of StudentsHabitat for Humanity

4.  Learning activities serve two primary functions: ◦ To Inform: Learning activities that inform introduce the supporting knowledge that students need in order to perform the competency. ◦ To practice: Learning activities that cause practice require learners to interact with the content, processing it, and applying it so that they store what they have learned in long term memory. Oregon State Department of Education

5.  The first step in developing meaningful learning activities is reviewing the learning outcomes of the program/service you plan to assess.

6. Intended Learners Action Verb 1 Program/ Service Action Verb 2 Intended Outcome 1whowill be able to 2whowill be able to 3whowill be able to 4whowill be able to The assessment template you received with the first module should not only contain your mission/goals, but should now have your program/service learning outcomes.

7. In module 1 you learned that Bloom’s Taxonomy provides a classification of levels of intellectual behavior. Higher Cognitive Levels Lower Cognitive Levels

8.  Each of the levels of Bloom’s Taxonomy requires a different degree of engagement, processing and synthesis. Cognitive LevelCognitive Process Knowledge Recalling or recognizing knowledge, facts or concepts Comprehension Understanding the meaning of information and materials Application Using information and materials to solve new problems or respond to concrete situations that have a single or best answer Analysis Decomposing material into their component parts so they can be examined and understood Synthesis Using new and creative applications of prior knowledge and skills Evaluation Judging value of materials based on personal values/opinions or definite criteria. Concerned with evaluating material to determine if it fulfills given purpose

9.  Each of your learning outcomes should contain an action verb 1 and 2.  Find action verb 2 in each of your learning outcomes.  Find the cognitive level where your action verb 2 is located in the Bloom’s Taxonomy Action Verb list you received in module 1.  Note: Learning outcomes should represent cognitive levels that increase from lower to higher.

10. KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation ArrangeClassifyApplyAnalyzeArrangeAppraise DefineDescribeChooseAppraiseAssembleArgue DuplicateDiscussDemonstrateCalculateCollectAssess LabelExplainDramatizeCategorizeComposeAttach ListExpressEmployCompareConstructChoose MemorizeIdentifyIllustrateContrastCreateCompare NameIndicateInterpretCriticizeDesignEstimate OrderLocateOperateDifferentiateFormulateEvaluate

11.  Once you have located your action verb 2 for each of your learning outcomes and have determined their designation in Bloom’s Taxonomy, you are ready to begin developing learning activities to assist students in achieving the established learning outcomes.

12. What activity will help my students achieve the established learning outcome?

13. Bloom’s Taxonomy Cognitive ProcessAction VerbsPotential Learning Activity KnowledgeRecalling or recognizing knowledge, facts or concepts Arrange, Define, ListLecture, readings, web information ComprehensionUnderstanding the meaning of information and materials Explain, Discuss, DescribeReadings, discussions, Pair- Share ApplicationUsing information and materials to solve new problems or respond to concrete situations that have a single or best answer Apply, Demonstrate, Illustrate Demonstration problem- solving/scenarios, small group demonstrations/peer review, demonstrate a procedure AnalysisDecomposing material into their component parts so they can be examined and understood Distinguish, Analyze, Compare Simulations/role play, compare/contrast projects, discussion, labs SynthesisUsing new and creative applications of prior knowledge and skills Arrange, Design, DevelopInformational interviews, develop a unique plan for a specific purpose, research EvaluationJudging value of materials based on personal values/opinions or definite criteria. Concerned with evaluating material to determine if it fulfills given purpose Assess, Defend, InterpretDebates, small group discussions, demonstrate process for evaluating research reports based on criteria

14.  In module 1 you developed learning outcomes. This module has assisted you with aligning the learning outcomes with the learning activities for the program/service you plan to assess. Module 3 will assist you with choosing the appropriate assessment tools.

15. Learning Outcome What should your students be able to do? Learning Activity What activity will help your students achieve the learning outcome? Assessment How will you assess whether students have achieved the learning outcome? Module 1Module 2Module 3 Module 1Module 2Module 3 Module 1Module 2Module 3

16.  Morton, M. (2013). Aligning learning outcomes, learning activities, & assessments in the blended learning environment. Centre for Teaching Excellence. University of Waterloo.  Oregon Department of Education. (2013). Chapter 8:Designing learning activities. Retrieved on June 14, 2013 from http://www.ode.state.or.us/home/.  University of Central Florida. (2013). Faculty Center for Teaching and Learning: Bloom’s Taxonomy. Retrieved on June 14, 2013 from http://www.fctl.ucf.edu/teachingandlearningresources/ coursedesign/bloomstaxonomy/