Writing Objectives

[Lorene]

I find the audios very interesting, however, I would like to be clear on how to actually write a learning objective and an activity using Blooms Taxonomy as we were asked to do in the audio. 

This is my example, using the create level.

At the end of the video students should be able to:

design a diagram showing the relationship between the sales and procurement department with at least 98% accuracy.

Activity

1.  design a diagram showing the relationship between the sales and procurement department within an organization.

I need your feedback.

[S.R Thomas]

Lorene the learning objective you have written gives specific task; incorporating knowledge and skills based on how it should be structured when using Critical Thinking in your lesson. Also your activity would allow students to remember, applying, analyse and create which are good areas to choose from in utilizing blooms taxonomy way of writing critical level questions and learning objectives. I might have given another activity to generate more thinking and open discussions. Maybe you could place your students in groups and engage all learners in active participation to get real feedback to see if they are able to think critically.

Based on Audios 2 & 3, six levels were mentioned in Blooms Taxonomy. When writing learning objectives and also activities for students to use their critical thinking skills the following areas must be used:

1. Remembering

2. Understanding

3. Applying. ( Designing activities)

4. Analysing

5. Evaluation

6. Creation

 Remember always use scaffolding in questions you will ask your learners, meaning do follow-up activities. Again I am not a master of critical thinking as yet so this is just an opinion.

[Lorene]

I appreciate your response. Mr Johnathan responded to a question I asked earlier about whether or not we need one or about three objectives to facilitate SMART. He said about three (if I am recalling correctly). I make reference to this with the understanding that one objective will not cover all six levels in Blooms Taxonomy, so the one I did today was highlighting "create"- the highest level.

[ITEN]

Hi Lorene

Regarding your question-comment. Technically, when you ask someone to create or evaluate, that person is also identifying, remembering, analyzing, otherwise he- she would not be able to evaluate. However, we usually go one by one since this helps to keep track of the progress of the student. 

Let me know if this is not clear

Have a good day

[ITEN]

Dear Lorene

Writing objectives can get tricky and is a matter of practice. 

Let´s start with a question, what are you expecting your students will do after watching the content of the video? Will they identify the main sections? Do you want to make sure they recall and make a connection between those sections? will you make sure about it by asking them to create a diagram? if so, then you are focusing on remembering and understanding.

If you want your students to watch the video and then use the content to create a strategic plan about sales and procurement dept for a new organization and present it through a diagram, then you would be focussing on creating.

I know we usually get confused, and it is normal, but your main focus should be what will be happening "in your students´ head" while designing the diagram, are they remembering, or are they creating?

I hope the explanation was clear, let me know if you need a better explanation

Have a good day

Ried

[Lorene]

Thank you. I believe I understand the point you are making. To create something need a level of recall, understanding, application etc.

[Nicole Samms]

These audio files are very interesting and enlightening. I have learnt so much already and so much as been refreshed . Great programme. I realized that the focus so far has been on Bloom's Taxonomy of learning domains and how to incorporate them in our lesson planning more specifically in our objectives more purposefully.  I  have realized  how important the scaffolding techniques are.  

[S.R Thomas]

Thanks Nicole for your synopsis on what the audios are about. I have listened audios 1-3, presently listening to audio 4. My question is how do we accurately write learning objectives using Blooms Taxonomy? I have written several and I figure they are correct. However how do I know exactly if I am on the right track.