1. Blooming Your Learning Objectives Patrice Ludwig, James Madison University Carol Hurney, James Madison University Janet Branchaw, University of Wisconsin – Madison Kristina Obom, Johns Hopkins University

2. Need to know

3. Yesterday, many of us found that our BIG ideas did NOT align with our syllabus objectives. We tended to think at different cognitive levels than our syllabus stated. Need to know what cognitive level we’ve written our objectives so we can figure out whether or not we’ve aligned objectives and assessments.

4. Bloom: Old New

5. Learning Taxonomies

6. Try it Demonstrate what Goldilocks would use if she came to your house Judge whether Goldilocks was good or bad. Defend your opinion. Compare this story to reality. What events could not really happen. List the items used by Goldilocks while she was in the Bear’s house. Propose how the story would be different if it were Goldilocks and the Three Fish Explain why Goldilocks liked Baby Bear’s chair the best

7. Learning Taxonomies

8. Anderson and Krathwohl, 2001

9. Example A&K

10. Taxonomy of Significant Learning – Dee Fink

11. SOLO (Biggs and Collis 1982)

12. Application Which learning taxonomy appeals to you? Which learning taxonomy aligns with the big learning goals of your course? Discuss with your BAT team Use your preferred taxonomy and “taxonomize” your learning objectives that you generated yesterday.