{"id":70355,"date":"2020-04-11T13:40:04","date_gmt":"2020-04-11T17:40:04","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=70355"},"modified":"2020-04-11T13:40:04","modified_gmt":"2020-04-11T17:40:04","slug":"steps-toward-excellence-the-power-of-learning-objectives-talbert","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2020\/04\/11\/steps-toward-excellence-the-power-of-learning-objectives-talbert\/","title":{"rendered":"Steps toward excellence: The power of learning objectives [Talbert]"},"content":{"rendered":"

Steps toward excellence: The power of learning objectives<\/strong><\/a> — from rtalbert.org by Robert Talbert
\nMaking\u00a0clear and measurable learning objectives\u00a0for both the course and individual course modules.\u00a0<\/em><\/p>\n

Excerpt:<\/em><\/p>\n

How to write a clear, measurable learning objective<\/strong><\/p>\n

Allow me to (re-)introduce you to Bloom’s Taxonomy:<\/p>\n

<\/figure>\n

Each of the six levels of the taxonomy corresponds to a category of cognitive tasks, and in most of these diagrams of the taxonomy you will find\u00a0action verbs<\/strong>\u00a0attached to each level.\u00a0The key to writing a clear, measurable learning objective is to focus on two questions<\/strong>\u00a0at both the macro and micro levels:<\/p>\n

What is it that I want students to learn? And,<\/p><\/blockquote>\n

What\u00a0action<\/strong><\/em>\u00a0with a\u00a0measurable outcome<\/strong><\/em>\u00a0can a student perform that will allow me to decide whether they have learned it?<\/p><\/blockquote>\n

Then it’s a matter of\u00a0expressing that action as a declarative statement anchored to a concrete action verb at the appropriate Bloom level<\/strong>.<\/p>\n

Also see Robert’s second posting here, entitled:<\/span><\/em><\/p>\n