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Writing Objectives Using Bloom's Taxonomy-Printout

The document discusses using Bloom's Taxonomy to write learning objectives and assessments for a physics course on Newton's laws of motion and energy. It provides examples of objectives, example activities, and example assessments for each of Bloom's six levels - from lower levels like knowledge and comprehension to higher levels like analysis, synthesis and evaluation. The goal is to write objectives and design assessments that help students learn and apply the course concepts at increasing levels of complexity.

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71 views

Writing Objectives Using Bloom's Taxonomy-Printout

The document discusses using Bloom's Taxonomy to write learning objectives and assessments for a physics course on Newton's laws of motion and energy. It provides examples of objectives, example activities, and example assessments for each of Bloom's six levels - from lower levels like knowledge and comprehension to higher levels like analysis, synthesis and evaluation. The goal is to write objectives and design assessments that help students learn and apply the course concepts at increasing levels of complexity.

Uploaded by

annie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Maple Leaf Educational Systems ESL Programs

Writing Objectives Using Bloom's Taxonomy

LEVEL EXAMPLE OBJECTIVE EXAMPLE ACTIVITY EXAMPLE ASSESSMENT

“By the end of this course, the student will be Have students group up and perform simple experiments to Use the following question on an exam or
1:
able to recite Newton’s three laws of motion.” the class showing how one of the laws of motion works. homework. “Recite Newton’s three laws of
KNOWLEDGE
motion.”

“By the end of this course, the student will be Group students into pairs and have each pair think of words Assign the students to write a simple essay that
2: able to explain Newton’s three laws of motion that describe motion. After a few minutes, ask pairs to explains what Newton’s laws of motion mean in
COMPREHENSION in his/her own words.” volunteer some of their descriptions and write these his/her own words.
descriptions on the board.

“By the end of this course, the student will be After presenting the kinetic energy equation in class, have On a test, define a projectile and ask the students
3:
able to calculate the kinetic energy of a the Ss pair off for just a few minutes and practice using it so to “Calculate the kinetic energy of the projectile.”
APPLICATION
projectile.” that they feel comfortable with it before being assessed.

“By the end of this course, the student will be Present Ss with different situations involving energy. Ask Give Ss an assignment that asks them outline the
able to differentiate between potential and them to categorize the energy as either kinetic or potential. basic principles of kinetic and potential energy.
4:
kinetic energy.” Have them explain in detail why they categorized it the way, Ask them to point out the differences between
ANALYSIS
thus breaking down what exactly makes up kinetic & the two as well as how they are related.
potential energy.

Ss will be able to design an original Tie each lecture or discussion to the previous lectures or Give Ss a project in which they must design an
5:
homework problem dealing with the principle discussions before it, thus helping the students assemble all original problem dealing with the principle of
SYNTHESIS
of conservation of energy. the discreet classroom sessions into a unified topic or theory. conservation of energy.

Ss will be able to determine whether using Have different groups of students solve the same problem On a test, describe a dynamic system and ask the
6: conservation of energy or conservation of using different methods, then have each group present the students which method they would use to solve
EVALUATION momentum would be more appropriate for pros and cons of the method they chose. the problem and why.
solving a dynamics problem.

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