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Blooming Your Learning Objectives

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. Need to know. How students learn. Situational factors. Thought BIG.

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Blooming Your Learning Objectives

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  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 How students learn Situationalfactors Thought BIG OBJECTIVES

  3. Need to know • 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. Learning Taxonomies 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.

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