1. Video 5: Mapping the Terrain: What Should They Know About It and How Deeply?

2. What kinds of ideas do you want students to learn?

3. Think of a topic you’ve taught What kinds of things does a student need to do to show they have expertise in that topic?

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

5. What type of knowledge is being described in this learning objective? Chemistry: Identify whether elements in the same row in the periodic table share similar physical and chemical properties. A.Cognitive B.Procedural/skills C.Metacognitive D.Attitudes and beliefs Courtesy University of Colorado Boulder

6. What type of knowledge is being described in this learning objective? Physics: Recognize that the world is not mysterious and unpredictable, but is governed by natural laws. A.Cognitive B.Procedural/skills C.Metacognitive D.Attitudes and beliefs Courtesy University of Colorado Boulder

7. What type of knowledge is being described in this learning objective? Probability: Identify common misconceptions about probability A.Cognitive B.Procedural/skills C.Metacognitive D.Attitudes and beliefs Courtesy Derek Bruff, Vanderbilt University

8. What type of knowledge is being described in this learning objective? Geology: Use primary data to determine the potential cause of an environmental problem. A.Cognitive B.Procedural/skills C.Metacognitive D.Attitudes and beliefs Courtesy Science Education Initiative, University of Colorado Boulder

9. There is another way we can analyze learning objectives

10. What do you notice about these goals from the Three Pigs? Describe the main characters in the story, and their roles Defend the use of the “rule of threes” as a literary technique in a story Apply the literary techniques learned in class to your own writing.

11. What do you notice about these goals? Describe the main characters in the story, and their roles Explain the usefulness of the “rule of threes” as a literary technique Apply the literary techniques learned in class to your own writing. A.It’s clear how they would be assessed B.They use a variety of different verbs C.Students are expected to develop a variety of skills D.Some are simple, others are more complex E.All of the above

12. What do you notice about these goals? Describe the main characters in the story, and their roles Explain the usefulness of the “rule of threes” as a literary technique Apply the literary techniques learned in class to your own writing. A.It’s clear how they would be assessed B.They use a variety of different verbs C.Students are expected to develop a variety of skills D.Some are simple, others are more complex E.All of the above

13. create evaluate analyze apply understand remember Bloom’s Taxonomy

14. Level 1: Remembering Can the student recall basic facts and concepts? Relevant verbs: Define, duplicate, list, memorize, repeat Example: List the steps of photosynthesis create evaluate analyze apply understand remember

15. Level 2: Understanding Can the student explain ideas and concepts? Relevant verbs: Classify, describe, discuss, explain, identify, locate, recognize, translate Example: Describe the relationship between velocity and speed. create evaluate analyze apply understand remember

16. Level 3: Applying Can the student use information in new situations? Relevant verbs: Implement, solve, use, demonstrate, interpret, sketch Example: Draw a diagram of the process of photosynthesis create evaluate analyze apply understand remember

17. Level 4: Analyzing Can the student draw connections between ideas, or interpret ideas? Relevant verbs: Differentiate, organize, compare, contrast, relate, experiment Example: Compare and contrast mitosis and meiosis. create evaluate analyze apply understand remember

18. Level 5: Evaluating Can the student justify a stand or decision? Relevant verbs: Appraise, argue, defend, judge, select, support, value, critique Example: Evaluate whether this experiment demonstrates a specified set of principles. create evaluate analyze apply understand remember

19. Level 6: Create Can the student produce new or original work? Relevant verbs: Design, assemble, constrct, develop, formulate, author, investigate Example: Design a map to follow the path of a carbon atom from the atmosphere through the cycle of photosynthesis and respiration. create evaluate analyze apply understand remember

20. 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 Bloom’s Taxonomy

21. create evaluate analyze apply understand remember Bloom’s Taxonomy