tag:blogger.com,1999:blog-3421717067893938118.post8123683593131550063..comments2024-01-28T10:25:23.656+08:00Comments on ZaidLearn: Use Bloom's Taxonomy Wheel for Writing Learning OutcomesZaidLearnhttp://www.blogger.com/profile/17621097605357272748noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-3421717067893938118.post-85357043211387215672014-03-24T02:35:07.911+08:002014-03-24T02:35:07.911+08:00I enjoyed reading this article. I think we do need...I enjoyed reading this article. I think we do need learning outcomes. I'm a junior in college at the moment, and I think using the objectives can help: one, to remind yourself of the purpose for the class. Two, in order to sell yourself,it seems beneficial to mention those accomplished objectives during a job interview. <br /><br />I recently blogged about a similar topic: http://ballalive.wordpress.com/Anonymoushttps://www.blogger.com/profile/18322571639480683687noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-72753016986829176812011-08-17T01:07:22.704+08:002011-08-17T01:07:22.704+08:00we are currently doing a lot of work with regard t...we are currently doing a lot of work with regard to assessment for learning and learning objectives are a big part of our drive; however I really struggle putting them together, I teach art and feel that they are sometimes a little prescriptive and i worry that they might stifle creativity, however our training has demonstrated that they can infact promote personalised learning. I thnk the differentiator website is a real help, thank you for the link.carolyn whittakerhttps://www.blogger.com/profile/14729038703124790837noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-28720874256248402722009-09-21T01:06:02.723+08:002009-09-21T01:06:02.723+08:00Here is an interesting interactive tool...
The Di...Here is an interesting interactive tool...<br /><br />The Differentiator<br />Interactive Bloom Taxonomy Wheel for writing student outcomes<br /><br />http://www.byrdseed.com/differentiator/Mrs. Alline Sadahttps://www.blogger.com/profile/04883658947365218971noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-53805406251376979302009-07-30T09:15:00.135+08:002009-07-30T09:15:00.135+08:00Dear Dr. Dennis Phillips,
Thanks for your feedbac...Dear Dr. Dennis Phillips,<br /><br />Thanks for your feedback. Just wondering, you used the words, "I don't think they destroy creativity if if they are simply a framework ...", which can be interpreted that learning outcomes can destroy creativity. <br /><br />So, if lecturers follow learning outcomes too strictly and ignore other learning experiences taking place, we might indirectly encourage the student to shy away from being creative and original. However, if we embed creativity into the learning outcomes, we might have better outcome.<br /><br />The great challenge comes when a student conceptualizes a brilliant idea to a question given, but does not answer the exam/assignment question according to what the lecturer wants. <br /><br />How do we mark or reward the student? She did not answer what I wanted, and therefore she gets zero, or do we perhaps reward her for the idea.<br /><br />Perhaps, it was not her answer that was the problem, but instead how we framed the question, which she interpreted different and then came up with a brilliant idea.<br /><br />The biggest challenge today is not the student, but the educator (especially those older than the Y-generation). How do we change or transform our mindset to nurture students for 21st century, which will be truly amazing from a creativity or innovation point-of-view.<br /><br />Can it be done? Yes, we can!<br /><br />Cheers!ZaidLearnhttps://www.blogger.com/profile/17621097605357272748noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-23088609918058865742009-07-30T08:51:57.082+08:002009-07-30T08:51:57.082+08:00Hi Jeffrey Keefer,
Thanks for your feedback and q...Hi Jeffrey Keefer,<br /><br />Thanks for your feedback and question. <br /><br />To be honest, I don't have any idea! I suppose we need to ask the big brains initiating all these learning outcomes/objectives requirements :)<br /><br />Though, perhaps it could be that at the University level we in general focus most on nurturing the mind or cognitive domain, and that the attitude (affective), and skills (psychomotor) have been overlooked, or kind of ignored.<br /><br />Also, it could be that the domains kind of overlap in many ways, especially the action verbs and by so they have not seen the necessity to include the other domains.<br /><br />In addition, it could be that Bloom's other domains were not that well received or accepted as a standard to follow. Also, Bloom did not really finish the psychomotor domain (according to one comment here).<br /><br /><br />Finally, it could be that the other two domains, especially the affective (attitude) domain is difficult to measure in an academic manner, and therefore has been kind of ignored.<br /><br />These are a few reasons I can think of for now. Just speculation!<br /><br />However, I believe all these domains are important, and I see no reason why we can't creatively create a wheel or 3 dimensional wheel that includes all three domains :)<br /><br />I believe Clayton R. Wright's list shared in this post would be an excellent reference point, which we could transform into a electrifying wheel :)<br /><br />I am not sure if I gave a satisfactory reply, but I do hope it makes some some sense :)<br /><br />Cheers!ZaidLearnhttps://www.blogger.com/profile/17621097605357272748noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-55056831320537627752009-07-27T22:39:19.833+08:002009-07-27T22:39:19.833+08:00I don't think they destroy creativity if they ...I don't think they destroy creativity if they are simply a framework for getting someone to think or a help to those that design courses. Thanks for putting them all together.OGOhttps://www.blogger.com/profile/03131916654894082091noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-47202632531218203962009-07-27T21:39:17.537+08:002009-07-27T21:39:17.537+08:00Bloom actually has three separate paradigms. We a...Bloom actually has three separate paradigms. We are most aware of the cognitive one. A second dealt with the affective domain - values - and stepped from receiving to responding to valuing to organizing and conceptualizing and finally characterizing by value. The last paradigm - psychomotor or physical skill acquisition - was never completed by Bloom.ivyhomemehttps://www.blogger.com/profile/02060690796892082369noreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-38382528620440290272009-07-26T20:14:43.030+08:002009-07-26T20:14:43.030+08:00I just use the verbs aswell, and have not really f...I just use the verbs aswell, and have not really found a use for the pyramid.<br />I think teachers usually shy away from educational complexity, but a simple guide for verbs is great, esp when they understand how these can help define what type of outcomes they are expecting, and how these verbs can direct to the type of activities they need to prepare. So, thanks Zaid, this is great.andreanoreply@blogger.comtag:blogger.com,1999:blog-3421717067893938118.post-88549998343474727162009-07-26T11:02:45.371+08:002009-07-26T11:02:45.371+08:00Great to see all the Bloom wheels in one place. I ...Great to see all the Bloom wheels in one place. I really liked the color-coded one, as I always had trouble understanding and interpreting the black and white text-based ones. <br /><br />Do you have any ideas why these wheels always seem focused exclusively toward the knowledge / cognitive domain, without corresponding skill or attitude ones?<br /><br />JeffreyJeffrey Keeferhttp://silenceandvoice.com/noreply@blogger.com