Rochelle,
These are great methods for implementing the learning taxonomy. In addition it is important to explain the hierarchial format of the learning taxonomy to students, so that they will understand the validity of their assignments.
Tremayne Simpson
By using various methods to introduce, teach, and assess the material, the Learning Taxonomy can be used to create lesson plans. To introduce and teach the topics, I try to use different approaches that allow for a combination of power-point, guided lecture/note-taking, and class discussion when I can draw on their personal experiences to help make a point clear. I like to use pre-test/post-test, quiz, discussion groups, and simple classroom Q & A to create class dialogue as methods to assess the student's readiness for the "higher-level" assignments.
Thomas,
I agree with framing the objectives in a hierarchial format. It is also important to list the learning objectives in an incremental order, that reflects the categories of the learning taxonomy. It is a way to help the students stay on track and is also a good way to review towards the end of the course.
Tremayne Simpson
I will plan on using more assessments. I will need to have more tactile classes with a hands on the equipment approach. The measurable goals will be broken down into shorter time frames. Once the students complete the objective , then we will move on to the larger concept.
Donna,
I agree. The course syllabus can be explained in the context of the Learning Taxonomy, during the first day of the course. In that, as the instructor is discussing the weekly topical outline, they can explain the accompanying level (of the learning taxonomy) for each individual activity and assignment.
Tremayne Simpson
Donna,
I agree. The course syllabus can be explained in the context of the Learning Taxonomy, during the first day of the course. In that, as the instructor is discussing the weekly topical outline, they can explain the accompanying level (of the learning taxonomy) for each individual activity and assignment.
Tremayne Simpson
I will want my students to learn all levels of Bloom's learning taxonomy. I will assess using not only quizzes but projects.
Krista,
This is an effective method for implementing learning taxonomy. I have found "Socratic questioning" to be an effective assessment tool, because you can gage a student's level of subject knowledge, based on the elaboration of their answers. From there, you can figure out if they are ready for higher-level activities.
Tremayne Simpson
I think I will use taxonomy to break my lesson plans up into sections based on topics that fit together. Then, using in-class projects, I can assess the level that each student has reached in their studies.
Desirae,
I agree. Usually, I provide partial credit for students that are able summarize a particular term, but are not able to provide the exact word. For me, it is more important that they are able to conceptualize the meaning and apply it in the context of "everyday" situtations. Simply knowing the word and definition, does not represent a full understanding of the word/phrase.
Tremayne Simpson
Tremayne, I believe varying the types of questions on quizzes/tests keeps the mind of working. Question variations also helps students to explain and demonstrate their knowledge of the said topics. Students aren't always able o pin-point every specific word(verbtim) within a concept of a discussion; and the essay questions are used to gauge whether the student has basic or a good idea of those concepts.
Desirae,
I also use exams to fully understand student comprehension and readiness for advancing in the learning taxonomy. I find that varying the type of questions (multiple choice, essay, short answer, etc.) is detrimental in understanding if the student is able to appropriately apply course concepts.
Tremayne Simpson
I can use the learning taxonomy to classify student learning in the context of learning/educational goals. The Learning Taxonomy has several benefits which include determining a common language, determining the specific meaning of a broad ranged educational course. Also, it has great means for determining educational objectives, course curriculum, and activities. The best way to predict if my students are ready for a higher level assignment would be to issue a quiz or test that is based on the information previously discussed in class.
Diane,
I agree. As I mentioned in my previous post question, it is import to understand when it is appropriate to present students with "application-based" activities. Generally, I use informal assessments (discussion, collaborative activities, etc.) to determine when it is appropriate to introduce assignments that enable students to show what they have learned. If we assign higher-level activities too early, the student responses may fall below our expectations.
Tremayne Simpson
Diane,
What forms of assessment(s) do you use to determine if your students are ready to demonstrate application of the course concepts?
Tremayne Simpson
Diane,
Are these faculty meetings? We have faculty development sessions where these topics are generally discussed, however they occur once per term.
Tremayne Simpson
Always make sure students are ready for new material; also if there is a tutoring center the students should go to tutoring center if they are struggling, students should go to instructors' Office Hours and Tutoring Hours.
We have three Fridays a month where we have all kinds of meetings ranging in topics from rubrics to class semester projects to learning styles to course objectuves to course outlines.
Students need to know not just the basics but above and beyond in Business Classes I use Cases and methodology to get the students to show me what they have learned throughout the semester and to apply concepts they have learned throughout the semester.
We currently use the Bloom's Learning Taxonomy in our syllabus for the students. I believe it's an excellent tool and it gives a another concept to assist in formatting the learning objectives for your course.
