Taxonomies of Learning
Learning how to
learn:
•
Aware of
one’s
learning
•
Inquiring
•
Selfdirected
Caring:
Developing new:
•
Feelings
•
Interests
•
Values.
Human
Dimension:
•
Learning
about
oneself
and
others.
Foundational
Knowledge:
•
Understanding
and remembering
information and
ideas.
Application:
•
Skills
•
Critical,
creative, and
practical
thinking
•
Managing
projects.
Integration:
Connecting:
•
Ideas
•
People
•
Realms of
life
Bloom’s Taxonomy of Cognitive Skills
• Knowledge: Remembering or retrieving previously learned material.
• Comprehension: The ability to grasp or construct meaning from
material.
• Application: The ability to use learned material, or to implement
material in new and concrete situations.
• Analysis: The ability to break down or distinguish the parts of material
into its components so that its organizational structure may be better
understood.
• Synthesis: The ability to put parts together to form a coherent or unique
new whole.
• Evaluation: The ability to judge, check, and even critique the value of
material for a given purpose.
Anderson & Krathwohl
Anderson & Krathwohl’s
Dimensions of Kowledge:
• Factual Knowledge - The basic elements students must
know to be acquainted with a discipline or solve
problems.
• Conceptual Knowledge – The interrelationships among
the basic elements within a larger structure that enable
them to function together.
• Procedural Knowledge - How to do something,
methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.
• Metacognitive Knowledge – Knowledge of cognition in
general, as well as awareness and knowledge of one’s
own cognition.
The Two-Dimensional Model
• A dynamic version
A Taxonomy in the Affective Domain:
(Krathwohl, et al.)
Level
Receiving
Responding
Valuing
Organizing
Internalizing
Definition
Awareness, willingness to hear, selected
attention
Active participation on the part of the
learners.
The worth or value a person attaches to
a particular object, phenomenon, or
behavior.
Organizes values into priorities
comparing, relating, and synthesizing.
Has a value system that controls their
behavior.
A Psychomotor Domain Taxonomy:
(Dave)
Level
Imitation
Manipulation
Precision
Articulation
Naturalization
Definition
Copy the action of another. Observe and
replicate.
Reproduce activity from instructions or
memory.
Execute skill reliably, independent of
help.
Adapt and integrate expertise to satisfy a
non-standard objective.
Automated, unconscious mastery of
activity and related skills at strategic
level.
Learning how to Foundational
Knowledge:
learn:
• Aware of one’s • Understanding and
remembering
learning
information and
• Inquiring
ideas.
• Self-directed
Caring:
Developing new:
• Feelings
• Interests
• Values.
Human
Dimension:
• Learning
about
oneself and
others.
Application:
• Skills
• Critical, creative,
and practical
thinking
• Managing
projects.
Integration:
Connecting:
• Ideas
• People
• Realms of life
Course Goals that Reflect Significant
Learning
• Understand and remember key concepts, terms
and relationships
• Know how to use the content
• Be able to relate this subject to other subjects
• Understand the personal and social implications
of knowing about this subject
• Care about the subject and desire to learn more
about it
• Know how to keep learning about the subject
My goals for today:
• Explain what is meant by a “taxonomy of learning” and give
a couple of examples.
• Draft learning outcomes for a class you teach that address
several different types or levels of learning.
• Describe what a student might do in your class that would
demonstrate learning that falls within particular categories
of a taxonomy.
• Evaluate specific learning outcomes for their usefulness in
designing learning experiences and assessing student
performance.
• Feel that well-crafted learning outcomes are a valuable
guide for designing and evaluating your courses.
• Want to learn more about describing significant learning in
your field or program.
Take a break
Writing Effective Learning Goals
Effective learning outcomes should:
• Clearly express the type or level of learning
you want students to get from your course
• Help you design learning experiences that
foster the kinds of learning you want
• Help you design assignments and evaluation
tools that will let both you and your students
know how well they are achieving those goals.
It’s all about the verbs
The CBC Method
• Condition: Under what conditions?
• Behavior: What should they be able to do?
• Criterion: How (well) must it be done?
• Example: When encountering a new painting,
students should be able to identify the era or
style of the work based on the main elements
of design.
A word on “measurability”
Exceptional
Good
Adequate
Poor
Explanation Issues are stated
of issues
clearly and
described
comprehensively.
Issues are
described and
clarified so
that
understanding
is not seriously
impeded by
omissions.
Some terms
left undefined,
ambiguities
unexplored,
boundaries
undetermined.
Issues are
stated without
clarification or
description.
Use of
Evidence
Knowledge
claims are
supported by
good evidence
that is
relevant, and
reliable.
Evidence not
always directly
relevant, or
quality and
reliability may
be
questionable.
Evidence
lacking, or of
questionable
relevance,
quality, or
reliability.
Knowledge claims
are supported by
relevant, high
quality evidence
from reliable
sources.
This is hard work!
So let’s get started.