Workshop on Writing Pilot Modules

for Transformative Learning

MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy)

DIRECTIONS: In this worksheet, you are asked to think of the students’ prior knowledge, experience or values related to the topic of
your lesson and the new knowledge that they will build. Look at the example below and notice the entries above and below the table.
The top shows the Prior Knowledge and begins with the statement: Before the module, the students may be thinking that… Below the
table, the New Knowledge is described and the entry begins with By the end of the module, the students will understand and be able
to explain the following…
:.
In between these two points are the six levels of the revised form of Bloom’s taxonomy (cognitive domain) which outline a process for
helping the student grow in their understanding of the new knowledge. The revised form explicitly tracks the students’ growth from
factual knowledge to metacognition. Notice how the concept of water scarcity develops and progresses from one level to the other.
Each entry in the six levels also begins with a performance-based objective. Each level has below it in parentheses a description of its
characteristic.

Review the example found on the next page and then design a similar chart for your topic.

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 EXAMPLE MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy)

TOPIC: Importance of Water Conservation

STUDENTS’ PRIOR KNOWLEDGE: Before the module, the students may be thinking that water is an infinite resource
which is available to everyone at all times.

Knowledge Dimension REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

(Recalling information (Explaining ideas or (Using information (Breaking information (Justifying a decision (Generating new ideas,
Recognising, listing, concepts in another familiar into parts to explore or course of action products, or ways of
describing, retrieving, Interpreting, situation understandings and Checking, viewing things
naming, finding)1 summarising, Implementing, relationships hypothesising, Designing,
paraphrasing, classifying, carrying out, using, Comparing, organising, critiquing, constructing, planning,
explaining) executing) deconstructing, experimenting, producing, inventing)
interrogating, finding) judging)

1. FACTUAL Identify in one’s Differentiate types of

KNOWLEDGE community sources of water sources and ways
water people obtain water

2. CONCEPTUAL Look up examples of Point out causes of lack Examine effective

KNOWLEDGE places or geographic of water supply modern methods of
regions in the conserving and
country and the Locate causes of wasting harnessing water
world in need of water resources and resources and decide
water to illustrate determine the effects or which one is best for
idea that not consequences one’s community
everyone has access
to water

3. PROCEDURAL Explain the key Make a Powerpoint

KNOWLEDGE mechanisms or presentation showing
operations energy-saving ways of
conserving and
harnessing water
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Descriptions of each level were taken from Tarlinton, 2003.

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 resources for one’s
community

4. METACOGNITION Critique
Powerpoint’s
proposed ways of
conserving and
harnessing water
resources in given
situations and
suggest changes in
one’s presentation

STUDENTS’ NEW KNOWLEDGE: By the end of the module, the students will understand and be able to explain that water
is a precious resource which must be conserved or harnessed for productive use.

INSTRUCTIONS:
1. For your topic, complete the form found on the next page.
2. Answer first the parts about the students’ prior and new knowledge.
3. Next complete the six levels of the revised form of Bloom’s taxonomy of the cognitive domain.
4. Check to see how each part of the chart logically connects with each other starting with the students’ prior knowledge
to the six levels and on to the new knowledge.

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 MODULE LEARNING OBJECTIVES CHART (Revised Bloom’s Taxonomy)

DEPARTMENT/COURSE:
SYLLABUS TOPIC:
STUDENTS’ PRIOR KNOWLEDGE:

Knowledge Dimension REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

(Recalling information (Explaining ideas or (Using information (Breaking information (Justifying a decision (Generating new ideas,
Recognising, listing, concepts in another familiar into parts to explore or course of action products, or ways of
describing, retrieving, Interpreting, situation understandings and Checking, viewing things
naming, finding)2 summarising, Implementing, relationships hypothesising, Designing,
paraphrasing, classifying, carrying out, using, Comparing, organising, critiquing, constructing, planning,
explaining) executing) deconstructing, experimenting, producing, inventing)
interrogating, finding) judging)

1. FACTUAL
KNOWLEDGE

2. CONCEPTUAL
KNOWLEDGE
3. PROCEDURAL
KNOWLEDGE

4.
METACOGNITION

STUDENTS’ NEW KNOWLEDGE:

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Descriptions of each level were taken from Tarlinton, 2003.