WRITING A

LEARNING PLAN
Using IBL, PBL, and PrBL Approaches

MC Allied 2 - Technology for Teaching and Learning

OUTLINE
• Review of Revised Bloom’s
Taxonomy of Objectives
• Basic Parts of a Learning
Plan
• Group work on drafting a
learning plan
Bloom’s Taxonomy
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of
thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied
models
• Provides a way to organize thinking skills into six levels,
from the most basic to the more complex levels of
thinking
Bloom’s Taxonomy
• Bloom’s taxonomy is a hierarchical model used for
classifying learning objectives by levels of complexity and
specificity.
• It was created to outline and clarify how learners acquire
new knowledge and skills.
• Though the original intention of the taxonomy was to serve
as an assessment tool, it is effective in helping instructors
identify clear learning objectives as well as create
purposeful learning activities and instructional materials.
Bloom’s Taxonomy
Revised Bloom’s Taxonomy
• In 2001, Lorin Anderson and David Krathwohl revisited the
taxonomy. As a result, a number of changes were made.
• The names of six major categories were changed from
noun to verb forms.
• As the taxonomy reflects different forms of thinking and
thinking is an active process verbs were used rather than
nouns.
• The subcategories of the six major categories were also
replaced by verbs and some subcategories were
reorganized.
Revised Bloom’s Taxonomy
• The knowledge category was renamed. Knowledge is an
outcome or product of thinking not a form of thinking
per se.
• Consequently, the word knowledge was inappropriate
to describe a category of thinking and was replaced
with the word remembering instead.
• Comprehension and synthesis were retitled to
understanding and creating respectively, in order to
better reflect the nature of the thinking defined in each
category.
Revised Bloom’s Taxonomy
• The authors of the revised taxonomy underscore this
dynamism, using verbs and gerunds to label their
categories and subcategories (rather than the nouns of
the original taxonomy).
• These “action words” describe the cognitive processes
by which thinkers encounter and work with knowledge.
Revised Bloom’s Taxonomy
• A statement of a learning objective contains a verb (an action) and
an object (usually a noun).
• The verb generally refers to [actions associated with] the intended
cognitive process.
• The object generally describes the knowledge students are
expected to acquire or construct. (Anderson and Krathwohl, 2001,
pp. 4–5)
Cognitive Process Dimension
• The cognitive process dimension represents a continuum
of increasing cognitive complexity—from remember to
create. Anderson and Krathwohl identify 19 specific
cognitive processes that further clarify the bounds of the
six categories.
The Knowledge Dimension
• The knowledge dimension represents a range from concrete
(factual) to abstract (metacognitive).
• Representation of the knowledge dimension as a number of
discrete steps can be a bit misleading.
• For example, all procedural knowledge may not be more abstract
than all conceptual knowledge.
• And metacognitive knowledge is a special case. In this model,
“metacognitive knowledge is knowledge of [one’s own] cognition
and about oneself in relation to various subject matters . . . ”
(Anderson and Krathwohl, 2001, p. 44).