Tips for Writing Learning Objectives Based upon Bloom’s Taxonomy

Presented by IFEX and IDS

Course Outlines include Learning Objectives

►Guide course sections►Descriptions & course learning objectives appear in syllabi►Should be reviewed every 3 years

After review of course outlines for catalog

►Provide tips for writing learning objectives►Develop annotated course outline template and other

resources

Learning Objectives in General

►Statements that describe the knowledge, skills and/or behaviors the student is expected to gain after instruction in a course, module, unit, workshop, or other learning activity

►Focus: student’s actions and achievements– on what students can do– not on the instructor’s presentation– not on what the course provides

►Observable and measurable►Begin with an action verb

Benefits of Learning Objectives

►Guides for students

►Guides for instructors

►Serve as a start for course/curriculum design or redesign

Terms for Objectives

►Also known as– Educational, Performance, or Instructional Objectives– Outcomes– Aims– Goals– Competencies

►Our college uses the terms – “Student learning outcomes” in program reviews– “Course objectives” in course outlines– “Unit objectives” in topical/unit outline section of course outlines

Sample Objectives Sections of Course Outline

TITLE: Professional Ethics and Issues PREFIX/NO. HMSV 2050 COURSE OBJECTIVES: Upon the successful completion of this course, the student will be able to: 1. Define ethics and aspirational or virtue ethics. 2. Compare and contrast the relationship between ethics and the law. 3. Identify and describe the steps involved in ethical decision making. 4. Identify, explain and be able to apply basic ethical principles involved with both general human service work

and chemical dependency counseling. 5. Identify and describe positive work behavior necessary for the practicum experience. 6. Describe how professional appearance and behavior are necessary for practicum. 7. Identify and describe personnel issues that may present potential conflict in practicum and work. 8. Describe selected policies and procedures related to the practicum. ______________________________________________________________________________________

TOPICAL UNIT OUTLINE/UNIT OBJECTIVES: I. DEFINING ETHICS

A. Explain the meaning of ethics B. Describe the difference between mandatory and aspirational (virtue) ethics. C. Compare and describe the differences and similarities between the terms ethics, morals and values.

Course Objectives

►State the main or essential skills, knowledge, and/or behaviors students will gain

►Achieved “upon successful completion of the course”►Specific, observable, and measurable►Begin with an action verb►Written in language students can understand

– Some subject matter terminology necessary to accurately convey– Avoid jargon, overly sophisticated, complex, or scholarly terms

►How many per course? Perhaps 5-10

Course Objectives and Alignment

Alignment: elements work together to ensure students achieve the desired learning outcomes.►Might align with General Education Outcomes►Contribute to achievement of Program Outcomes►Might align with other courses’ objectives and help students

see connections and differences from one course to another►Align with unit objectives, instructional materials, activities,

and assessments►Might overlap with but are more significant than small tasks

or activities, such as reading a chapter or examining a map

Topical/Unit Outline Contains Unit Objectives

►Topical/Unit Outline – Divides course into topics or other units of study– Includes sections/headings and unit objectives

►Sections/headings of the outline can be– Course objectives or key words from them– Topics or groups of topics– Units– Modules– Weeks– Chapters– Other segments of the course

Unit Objectives in the Topical/Unit Outline

►Two or more objectives under each heading►State skills, knowledge, and/or behaviors students should

gain►Achieved by the end of the unit (or topic, module, week,

chapter, or other course segment)►Specific, observable, measurable►Align with course objectives and activities►Often progress from less to more complex learning

Practice: Draft Course and Unit Objectives

►Upon completion of the course, the student will be aware of the disease concept of alcohol/drug dependency in a case situation.Understand the factors that influence people to abuse alcohol or

drugsRead about the developmental stages of alcohol/drug dependencyKnow the effects of alcohol/drug abuse and dependency on the

family, worksite, friends, society and culture

What can be improved?

Course Objective with Aligned Unit Objectives

►Upon completion of the course, the student will be able to apply the disease concept of alcohol/drug dependency to a case situation.List the factors that influence people to abuse alcohol or drugsExplain the developmental stages of alcohol/drug dependencyDescribe the effects of alcohol/drug abuse and dependency on the

family, worksite, friends, society and culture

Verbs and Phrases to be Avoided

• Know• Appreciate

• Learn• Enjoy

• Understand• Realize• Cover

• Be aware of• Be familiar with• Be exposed to

• Gain knowledge of• Demonstrate an understanding of

Effective Learning Objectives Focus on Behavior

►What will the student be doing or should be able to do?

►Use Bloom’s Taxonomy

”Bloom’s taxonomy applied” from My Learning Network at http://mylearningnetwork.com/wp-content/uploads/2014/04/bloom-taxonomy-

definitions.png

Additional Resources

►See also the IFEX/IDS handout “Bloom’s Taxonomy for Developing Objectives and Assessment Measures”

►ASU Online Objectives Builder (formerly Radio James) http://teachonline.asu.edu/objectives-builder/

►Bloom’s Digital Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

►Larry Ferlazzo’s “The Best Resources for Helping Teachers Use Bloom’s Taxonomy in the Classroom”http://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/