Denolan, Jimboy M.

BEED II-A
MCSCIO1-A TSPG

Research about LEARNING OUTCOMES use the Blooms

Taxonomy.
When you teach what are your expectations in your lesson. Example
group discussion etc.
Bloom's taxonomy is a powerful tool to help develop learning
objectives because it explains the process of learning: Before you can
understand a concept, you must remember it. To apply a concept you
must first understand it. In order to evaluate a process, you must have
analyzed it.

REMEMBER
Remembering is the lowest level of learning in the cognitive domain
in Bloom's Taxonomy and typically does not bring about a change in
behavior. It involves memorization and recall of information with no
evidence of understanding. Learners absorb, remember, recognize
and recall information.
UNDERSTAND
Why is it important to understand Bloom's taxonomy?
Bloom's Taxonomy is essential because it helps educators identify
achievable learning goals and develop plans to meet them. The
Bloom's Taxonomy framework allows educators to assess learning on
an ongoing basis, encouraging students to reflect on their progress.
APPLY
Bloom's taxonomy is a hierarchical system that categorizes the
thinking skills of students, ranging from recalling information which
is the most basic skill to evaluation, which involves judging and
stating an opinion about information.
How to apply bloom's taxonomy in your classroom
1. Use the action verbs to inform your learning intentions. There
are lots of different graphics that combine all the domains and
action verbs into one visual prompt.
2. Use Bloom-style questions to prompt deeper thinking.
3. Use Bloom's Taxonomy to differentiate your lessons.

ANALYZE
In Bloom's Taxonomy, the analysis level is where students use their
own judgment to begin analyzing the knowledge they have learned.
At this point, they begin understanding the underlying structure to
knowledge and also are able to distinguish between fact and opinion.
EVALUATE
In the original Bloom's taxonomy, 'evaluation' was the highest level of
thinking and was thought to require the most complex mental
processes. At this level, learners are expected to make judgments
about the value of the methods or materials presented to them.
CREATING
Creating: Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or structure through
generating, planning, or producing.

Learning Outcomes & Bloom's Taxonomy

Learning Outcomes
Learning outcomes are goals for student learning that you, as the
instructor, set for your course. They essentially answer the question
"What will students learn?" Course-level or semester-long learning
outcomes are usually shared with students in the syllabus. You can
also write learning outcomes for each unit or chapter, or even each
class meeting; use them as a guide as you design the course, and
share them with students to guide their studying.
Over all, learning outcomes:

 Allow us to demonstrate that learning has occurred in our

students in an objective, measurable way
 Focus on learning and student success, supporting the
university mission and provost charge
 Are an integral part of accreditation standards
 Empower students to become more involved with their learning
experiences
 Allow us to assess students' learning and use the results as a
tool for improvement
 Create a common language that crosses all departments within
a university
Learning outcomes demonstrate what you want students to know, do,
or value by the end of your course. A typical learning outcome may
start with "By the end of this course, students will be able to…" Then,
continue the sentence with an action verb and a goal for the course.
When writing learning outcomes, Bloom's Taxonomy (described
below) can be a helpful tool to choose action verbs that reflect the
appropriate level of rigor intended for the course.

Tips for constructing learning outcomes:

 Focus on outcomes, not processes
 Start each outcome with an action verb
 Avoid vague verbs such as know and understand
 Incorporate a mixture of lower-order and higher-order thinking
 Write the outcomes from the student perspective
 Check that the outcomes reflect knowledge, skills, or attitudes
 Try for no more than three outcomes per major topic
Bloom's Taxonomies
Bloom's Taxonomy is a tool to help you to assess the level of rigor
and challenge your students are experiencing in your course. To
consciously and intentionally address the level of cognitive
complexity and challenge in a course, Bloom's Taxonomy is an
excellent framework, providing multiple points of entry.

Cognitive Domain
The cognitive domain concerns knowledge (remembering/retaining
information) and the development of intellectual skills (synthesis,
problem solving, etc.). The different levels of the cognitive domain
categorize students' thinking from less to more complex levels of
thinking; for example, having students write a paper analyzing the
impact of interest rates on the growth of the U.S. economy requires
substantially more complex thinking than asking students to state the
current interest rate. There are six major categories of cognitive
processes, starting from simple to more complex processes:

CREATE Reorganize elements into a new pattern, structure, or

purpose; EVALUATE Come to a conclusion about something based
on standards/criteria; ANALYZE Subdivide content into meaningful
parts and relate the parts; APPLY Use procedures to solve problems
or complete tasks; UNDERSTAND Construct new meaning by mixing
new material with existing ideas; REMEMBER Retrieve pertinent
facts from long-term memory

Instructors can use the six major categories to organize their lesson
plans and assignments into varying levels of difficulty, resulting in a
course that guides students through increasingly more complex
material. Additionally, instructors can use the verbs associated with
Bloom's taxonomy to develop clear learning objectives associated
with a specific level of difficulty. Building learning objectives using
Bloom's cognitive taxonomy can help instructors link learning
activities with specific levels of complexity.
This Bloom's Taxonomy resource show the cognitive levels of the
pyramid with sample verbs associated with each level for easily
creating learning outcomes or exam questions.

Affective Domain
The affective domain demonstrates how new knowledge and learning
promotes the growth in a student's feelings or emotions such as
values, motivations, and attitudes. Students encounter the world
through their affective domain via their values and belief systems:
the outward portrayal of the affective domain would be the student's
attitude. A student's attitude can have a profound effect on his or her
learning. For example, a student may have competency in
performing a task, but may not have the desire (attitude). People in
general change their attitude in response to various events in life;
however, instructors can change a student's affective domain over the
course of a class by performance interventions.

1. Exposure effect uses simple experiences to form a student's

attitude by exposing the student to a positive experience a
number of times.
2. Reinforcement requires a constant action to promote an effect
or instill a good habit. For example, making classrooms safe
and non-threatening promotes feelings of security while
students are learning.
3. Persuasive communication promotes a student internalization
of a message by making sure that the source (the instructor) is
believable and likeable, the message has appropriate content
and style, and is properly tailored to the students' attitudes.
 4. Changing viewpoints takes your students through the steps of
understanding how they initially approach a situation, and how
that approach can be broken down to produce a positive
emotion.
For more information about the affective domain taxonomy, including
examples and key words/verbs for each level, visit Bloom's
Taxonomy: Affective Domain.
Psychomotor Domain
The psychomotor domain relates to the physical movement,
coordination, and use of motor skills involved in completing a task or
learning new material. Students learn how to physically accomplish
tasks through the psychomotor domain by applying strategy and
practicing performing the actions required. Students improve their
skill by choosing and implementing the most efficient strategies to
accomplish the task, reviewing the results, and then refining their
strategies.