1. D ESCRIBING Y OUR L EARNING Unit 5 Seminar

2. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions 2

3. Unit Objectives Use Bloom’s Taxonomy to describe your experiential learning Draft learning statements that demonstrate your experiential learning for each course for which you are petitioning for credit 3

4. Bloom’s Taxonomy Bloom’s Taxonomy separates levels of learning. Bloom Taxonomy has six levels: EvaluationSynthesisAnalysisApplicationComprehensionKnowledge Each level in the taxonomy builds upon and requires a higher level of critical thinking than the level before it. 4

5. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Remembering– also called Knowledge – is the lowest level of the hierarchy. Remembering can e defined in terms of recall and knowledge retention. This lowest level is important in that it acts as the foundation for all higher-order thinking. At the remembering level, the learner shows an ability to “know” facts and specifics. Examples include the student’s ability to repeat, describe, and retell. Demonstration of “knowledge acquisition” requires such abilities as memorization, reading, and hearing (or listening). Other examples include observation and recall of information, knowledge of dates, events, and places. 5

6. Level Two: Comprehension Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Understanding– also called Comprehension – can be defined in terms of the student understanding the meaning of the knowledge that they attained. Examples include the ability of the student to compare, order, explain, categorize and restate in one’s own words. Other examples include understanding information, grasping meaning, translating knowledge in a new context, interpreting facts, comparing, contrasting, ordering, grouping, inferring causes, and predicting consequences. 6

7. Level Three: Application Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Applying– also called Application– can be defined in terms of using knowledge in new settings, or using learned information in new ways to solve problems that have single or “best” answers. Examples of “applying knowledge” include collecting, computing, predicting, and solving. Other examples include math word problems, using information, using methods, concepts, and theories in new situations, and solving problems using required skills or knowledge. 7

8. Level Four: Analysis Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Analyzing– also called Analysis– can be defined in terms of breaking things down and thinking critically. In fact, this fourth mid-level category in Bloom’s Taxonomy begins the higher in the hierarchy is considered a “higher order thinking skill.” In the analysis category, students break down or deconstruct information and knowledge, and then reconstruct it in new ways. Examples of analytic thinking include correlating, differentiating, focusing, illustrating, and prioritizing. 8

9. Level Five: Synthesis Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Creating– also called Synthesis – can be defined in terms of putting things together and thinking creatively. In this fifth high level category, students are able to apply prior knowledge and skills creatively or divergently in order to produce something new. Examples of synthetic thinking include adapting; combining; integrating, and formulating. 9

10. Level Six: Evaluation Bloom’s Taxonomy separates levels of learning. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Evaluating– traditionally called Evaluation – can be defined in terms of judgment. This highest category in Bloom’s Taxonomy is one in which students judge the value of information and ideas based on their personal values/opinions, resulting in an end product with a given purpose but without real “right or wrong” answers. Examples of evaluative thinking include appraising, concluding, critiquing defending, and interpreting. 10

11. Additional Resources  http://www.nwlink.com/~donclark/hrd/bloom.html  http://www.krummefamily.org/guides/bloom.html  http://www.teachers.ash.org.au/researchskills/dalton.htm 11

12. Strong Learning Statements  Are clearly written  Describe the knowledge, skills, and abilities you have acquired in a given context  Identify observable and measurable learning behaviors  Are clearly aligned to the course outcomes of the course your are petitioning for credit  Are clearly aligned to the source of the experience  Are endorsed by supporting documentation provided in the portfolio 12

13. Verbs  Are Associated Each Level of Bloom’s Taxonomy  Begin Each Learning Statement  Requirement: 10 statements per Course Petition  Average: 10-20 statements per Course Petition  Essential to Explaining Your Learning Learning Statements Begin With VERBS! 13

14. Knowledge : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. Application : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. Strong Learning Statements - Verbs 14

15. Examples Below are examples of learning statements that describe a student’s learning as it relates to a college course. ** Note: These learning statements do not include the full list of learning statements to meet the course outcomes of these courses. The samples below are just examples. Course: IT 163 – Data Base Management Maintained and administered databases for CRM, Order Entry and Workflow and Imaging Systems Developed backup and management plans for numerous databases Developed Databases utilizing principles of relational database design Course: TH 270 – Advanced Meeting Planning Organized the company’s central office to be most effective for daily tasks Identified and obtained resources for an organization’s annual national convention Used critical thinking to solve problems that arose during the planning phase of events 15

16. Learning Statements are essential to a solid credit request. 16

17. Review of FAQ’s Do I need to address each course outcome in the learning statements that will be part of my Course Petition? Yes. Each course outcome needs to be addressed in your learning statements to show the alignment between the outcomes and your learning. Should my learning statements be presented in paragraph form or in short sentences/phrases? Learning statements should be written in short sentences or phrases that are presented in a bulleted list. Can I just copy and paste information from my resume to create my learning statements? No. The information you included in your Expanded Resume and Learning Autobiography will help you as your write your learning statements. It is important for you to focus on the knowledge and skills that you have acquired throughout your experience. You will write learning statements based on those knowledge and skills. 17

18. Review of FAQ’s My learning matches with almost every course outcome listed for a Kaplan University course needed to meet a major requirement. What can I do to address the small gap between the course description and my learning? Can I earn partial credit? KU does not award partial credit. You must be able to prove that you meet the course outcomes for each course you are petitioning for. How many learning statements am I required to have for each of my Course Petitions? A minimum of ten (10) learning statements per Course Petition is required. A solid Course Petition typically contains between 10 and 20 strong learning statements. If a course that I petition credit for has prerequisites, do I have to address the prerequisite course in the learning statements for that Course Petition? No. You would only speak to your learning as it meets the course outcomes for the course that you are petitioning for credit. 18

19. Review of FAQ’s Should I include, in addition to my learning statements, a statement that corresponds identically with each of the courses outcomes? If I do this it will make it clear to the evaluator that I have addressed each outcome. You do not want to reiterate the course outcomes for the courses you are petitioning for credit, but you should write learning statements that identify your learning as it meets all of the outcomes. Why is it important to align my learning statements to the course outcomes for the courses I am petitioning for credit? Evaluators use the course outcomes for the courses you are petitioning for credit to determine whether college-level learning has taken place. It is in your best interest to write your learning statements in such a way that they clearly demonstrate that you have met the course outcomes for each course. 19

20. Unit 5 Assignments Complete Required Reading Review the Unit Lesson Write Learning Statements for Each Course that Match the Course Outcomes of the Course Respond to Discussion Question *By now, you should have your Educational Goal Statement, Expanded Resume, and Learning Autobiography finalized in the PDAS. You should have sent your Unit 4 project to an Assessment Specialist. 20

21. Questions? 21