1. Unit 5 Seminar D ESCRIBING Y OUR L EARNING

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

3. Portfolio Components Five Components of a Student Portfolio 1.Educational Goal Statement 2.Expanded Resume 3.Learning Autobiography 4.Course Petitions Develop one course petition for each course for which they will petition for experiential credit. These petitions include four components: course outcomes, source of learning, learning statements, and supporting documentation.

4. Learning Statements The learning statements will be part of your credit request. The process of synthesizing information and describing your learning is challenging, but if you work with your instructor and your classmates, you will be successful.

5. 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

6. Learning Statements College level curriculum based on a foundation of knowledge and understanding. When looking at course outcomes, should understand the level of learning. Will allow you to create learning statements that demonstrate learning at the appropriate level.

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

9. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

10. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

11. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

12. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

13. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

14. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: 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. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering

15. 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 15

16. Bloom’s Taxonomy Page 92 Box 7.9 Adaption of Bloom’s Taxonomy for PLA Students Breaks down level, description of level, key words for each level

17. 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! 17

18. Learning Statements are essential to a solid credit request. 18

19. Learning Statements Page 177 also includes learning statement samples

20. Verbs – Are Associated Each Level of Bloom’s Taxonomy – Begin Each Learning Statement Requirement: 10 per Credit Request Average: 1-20 per Credit Request – Essential to Explaining Your Learning Learning Statements Begin With VERBS!

21. Strong Learning Statements - Verbs 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. From http://www.officeport.com/edu/blooms.htm

22. Requirement – Minimum of ten (10) learning statements for each credit request in your portfolio. – The average number of learning statements per Credit Request is between ten (10) and twenty (20). – Remember to describe your learning. Then you can match it with the course descriptions and course outcomes that you have obtained. Learning Statements Begin With VERBS!

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

24. Strong Learning Statements Learning statements should be written in short sentences or phrases. You may find it helpful to write your learning statements in a bulleted list.

26. Writing Learning Statements Learning statements should be written in short sentences or phrases, not paragraphs. You may find it helpful to write your learning statements in a bulleted list.

28. Meeting Course Outcomes Kaplan University does not award partial credit. Must be able to prove you meet all course outcomes for each course you are petitioning for credit.

29. Sample Learning Statements

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

31. FAQ’s Each course outcome needs to be addressed in your learning statements to show the alignment between the outcomes and your learning. The information you included in your Expanded Resume and Learning Autobiography will help you as your write your learning statements. Focus on the knowledge and skills that you have acquired throughout your experience. You will write learning statements based on those knowledge and skills. If a course has a prerequisite...You would only focus on learning as it meets the course outcomes for the course that you are petitioning for credit.

32. FAQ’s Do not copy course outcomes word for word. Synthesize your knowledge. Evaluators use the course outcomes for the courses you are petitioning for credit to determine whether college-level learning has taken place. This is why strong course petitions are critical!

33. Unit 5 Assignments Complete Required Reading Review the Unit Lesson Respond to Discussion Question 33

34. Unit 5 Assignments Write Learning Statements for Each Course that Match the Course Outcomes of the Course. You will need at least 10 Learning Statements per course. Due in Two Weeks Continue to work on obtaining Course Outcomes. You cannot complete a course petition without them. *By now, you should have your Educational Goal Statement, Expanded Resume, and Learning Autobiography finalized in the PDAS. 34

35. Next Week… Supporting Documentation Credit Requests will be due