You want your students to critically think. Are you sure you are really asking them to? Let Bloom's Taxonomy show you the way.
- Learn the history of Bloom's Taxonomy
- Identify various Bloom's levels from example content
- Ensure that course learning outcomes Bloom's levels match assessment levels
- Leave with set of tools for both instructor and students
Employers and four-year academic institutions expect our graduates and transfers to apply their knowledge and to use analytical skills to solve problems. An effective method to ensure those expectations are met is to understand and apply Bloom's Taxonomy in our course learning outcomes and assessments. This workshop will help faculty to master the Bloom's Taxonomy "pyramid" to improve their assessments as well as mastering the key action verbs that help students to move from Level 1 (Remembering) and 2 (Understanding) to Level 3 (Applying) and 4 (Analyzing). Most of the time in this workshop will be active discussions. You will NOT be lectured to!
(Participants must bring course outline/syllabus as well as assessments used in their classes)
Bloom's Taxonomy Overview
History of Bloom's Taxonomy
Two brief videos from both the instructor and student viewpoints
Blooms Resource materials provided
Determine Bloom's levels for various examples provided (breakout room)
Group discussion (public room)
Determine Bloom's levels for each course learning outcome on syllabus
Breakout room to discuss with each other
Public room for quick summary
Determine Bloom's levels for various assessments
How well do they match levels of CLOs?
Revise assessment to match Bloom's levels of CLOs (breakout rooms)
Group discussion about how to communicate Bloom's expectations to students
- Scott Mandia, Asst. Chair-Physical Sciences/Earth & Space Science
- Scott Gianelli, Instructor - Physical Sciences/Physics
If you would like further information about the workshop, please contact email@example.com or firstname.lastname@example.org