1. Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context

2. Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context Perhaps instead, “Students will be able to use ideas of conservation of energy to solve problems.”

3. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do?

4. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement?

5. Is this objective well-defined? “Students will be able to use ideas of conservation of energy to solve problems.” A.Yes B.No C.Depends on context

6. Is this objective well-defined? “Students will be able to use ideas of conservation of energy to solve problems.” A.Yes B.No C.Depends on context Perhaps instead, “Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.”

7. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning?

8. Recall facts and basic concepts? define, duplicate, list, memorize, repeat, state Explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Use information in new situations? execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Draw connections among ideas? differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test Justify a stand or decision? appraise, argue, defend, judge, select, support, value, critique, weigh Produce new or original work? Design, assemble, construct, conjecture, develop, formulate, author, investigate Can the student… create evaluate analyze apply understand remember Shopping for verbs… with Bloom’s Taxonomy

9. Bloom’s Taxonomy Verbs for Writing Learning Objectives Lower Order Skills I.Remember (Knowledge) (shallow processing: drawing out factual answers, testing recall and recognition) II.Understand (Comprehension) (translating, interpreting and extrapolating) III. Apply (Knowing when to apply; why to apply; and recognizing patterns of transfer to new situations) arrange choose describe define find identify label list locate match memorize name order omit recite recognize relate recall reproduce select state classify describe defend demonstrate distinguish explain express extend give example identify illustrate indicate interrelate interpret infer locate match paraphrase represent restate rewrite select show summarize tell translate apply calculate classify construct complete choose dramatize employ explain generalize illustrate interpret manipulate organize operate paint practice prepare produce select show sketch solve translate use

10. Bloom’s Taxonomy Verbs for Writing Learning Objectives Lower Order Skills I.Remember (Knowledge) (shallow processing: drawing out factual answers, testing recall and recognition) II.Understand (Comprehension) (translating, interpreting and extrapolating) III. Apply (Knowing when to apply; why to apply; and recognizing patterns of transfer to new situations) arrange choose describe define find identify label list locate match memorize name order omit recite recognize relate recall reproduce select state classify describe defend demonstrate distinguish explain express extend give example identify illustrate indicate interrelate interpret infer locate match paraphrase represent restate rewrite select show summarize tell translate apply calculate classify construct complete choose dramatize employ explain generalize illustrate interpret manipulate organize operate paint practice prepare produce select show sketch solve translate use

11. Bloom’s Taxonomy Verbs for Writing Learning Objectives Lower Order Skills I.Remember (Knowledge) (shallow processing: drawing out factual answers, testing recall and recognition) II.Understand (Comprehension) (translating, interpreting and extrapolating) III. Apply (Knowing when to apply; why to apply; and recognizing patterns of transfer to new situations) arrange choose describe define find identify label list locate match memorize name order omit recite recognize relate recall reproduce select state classify describe defend demonstrate distinguish explain express extend give example identify illustrate indicate interrelate interpret infer locate match paraphrase represent restate rewrite select show summarize tell translate apply calculate classify construct complete choose dramatize employ explain generalize illustrate interpret manipulate organize operate paint practice prepare produce select show sketch solve translate use “Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.”

12. Bloom’s Taxonomy Verbs for Writing Learning Objectives Lower Order Skills I.Remember (Knowledge) (shallow processing: drawing out factual answers, testing recall and recognition) II.Understand (Comprehension) (translating, interpreting and extrapolating) III. Apply (Knowing when to apply; why to apply; and recognizing patterns of transfer to new situations) arrange choose describe define find identify label list locate match memorize name order omit recite recognize relate recall reproduce select state classify describe defend demonstrate distinguish explain express extend give example identify illustrate indicate interrelate interpret infer locate match paraphrase represent restate rewrite select show summarize tell translate apply calculate classify construct complete choose dramatize employ explain generalize illustrate interpret manipulate organize operate paint practice prepare produce select show sketch solve translate use

13. Bloom’s Taxonomy Verbs for Writing Learning Objectives Lower Order Skills I.Remember (Knowledge) (shallow processing: drawing out factual answers, testing recall and recognition) II.Understand (Comprehension) (translating, interpreting and extrapolating) III. Apply (Knowing when to apply; why to apply; and recognizing patterns of transfer to new situations) arrange choose describe define find identify label list locate match memorize name order omit recite recognize relate recall reproduce select state classify describe defend demonstrate distinguish explain express extend give example identify illustrate indicate interrelate interpret infer locate match paraphrase represent restate rewrite select show summarize tell translate apply calculate classify construct complete choose dramatize employ explain generalize illustrate interpret manipulate organize operate paint practice prepare produce select show sketch solve translate use “Students will be able to summarize the law of conservation of energy.”

14. Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills IV.Analyze (breaking down into parts, forms) V.Evaluate (according to some set of criteria, and state why) VI.Create (Synthesis) (combining elements into a pattern not clearly there before) analyze appraise calculate categorize classify compare contrast discriminate differentiate distinguish examine experiment identify infer investigate point out question select separate subdivide survey test appraise argue assess choose compare criticize critique decide debate defend determine discuss estimate evaluate judge justify predict prioritize rate recommend select support value weigh arrange assemble collect choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize prepare plan produce propose role play tell write

15. Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills IV.Analyze (breaking down into parts, forms) V.Evaluate (according to some set of criteria, and state why) VI.Create (Synthesis) (combining elements into a pattern not clearly there before) analyze appraise calculate categorize classify compare contrast discriminate differentiate distinguish examine experiment identify infer investigate point out question select separate subdivide survey test appraise argue assess choose compare criticize critique decide debate defend determine discuss estimate evaluate judge justify predict prioritize rate recommend select support value weigh arrange assemble collect choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize prepare plan produce propose role play tell write

16. Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills IV.Analyze (breaking down into parts, forms) V.Evaluate (according to some set of criteria, and state why) VI.Create (Synthesis) (combining elements into a pattern not clearly there before) analyze appraise calculate categorize classify compare contrast discriminate differentiate distinguish examine experiment identify infer investigate point out question select separate subdivide survey test appraise argue assess choose compare criticize critique decide debate defend determine discuss estimate evaluate judge justify predict prioritize rate recommend select support value weigh arrange assemble collect choose combine compose construct create design develop do formulate hypothesize invent make make up originate organize prepare plan produce propose role play tell write “Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”

17. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal?

18. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal? “Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”

19. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal? Does the goal align with your course-scale goals?

20. Course-level goalsTopic-level objectives “Students will be able to defend the choice of conservation of energy as a solution method for a given problem.” “Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.” Students will be able to build scientific communication skills. Students will develop problem-solving skills. Students will recognize that understanding in physics arises from careful experiment, critical reasoning, and logic.

21. These are different level objectives “Students will be able to defend the choice of conservation of energy as a solution method for a given problem.” “Students will be able to summarize the law of conservation of energy.”

22. Recall facts and basic concepts? define, duplicate, list, memorize, repeat, state Explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Use information in new situations? execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Draw connections among ideas? differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test Justify a stand or decision? appraise, argue, defend, judge, select, support, value, critique, weigh Produce new or original work? Design, assemble, construct, conjecture, develop, formulate, author, investigate Can the student… create evaluate analyze apply understand remember How does Bloom’s inform your objectives?

23. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal? Does the goal align with your course-scale goals? Is the Bloom’s level of the goal appropriate? (Is it aligned with your actual expectations, and with student ability?) Do your goals cover a range of levels? (Jenny; mix of levels. Not all high level)

24. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal? Does the goal align with your course-scale goals? Is the Bloom’s level of the goal appropriate? (Is it aligned with your actual expectations, and with student ability?) Do your goals cover a range of levels? Do your goals cover a range of types of knowledge?

25. COGNITIVE ABILITIES Facts: Terminology, information, details Concepts: Classifications, reasoning, principles. PROCEDURES & SKILLS: Techniques, methods, problem-solving (routine and non-routine). “Thinking like a….”. Different types of learning METACOGNITIVE Self-awareness about what helps you learn; studying & learning strategies. ATTITUDES & BELIEFS Appreciate, enjoy, value.

26. Check-list for refining topic-scale learning objectives: Is goal expressed in terms of what the student will achieve or be able to do? Is the goal well-defined? Is it clear how you would measure achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology itself a goal? Does the goal align with your course-scale goals? Is the Bloom’s level of the goal appropriate? (Is it aligned with your actual expectations, and with student ability?) Do your goals cover a range of levels? Do your goals cover a range of types of knowledge? Is it relevant and useful to students? (Kirschner)

27. So, how do you make an objective useful? Use this checklist; with yourself and others Be choosy! Restrict and prioritize your objectives to keep your syllabus tight and focused. Test it out, and refine over time