Deciphering Bloom!

1. It really is easier that you think! Deciphering Bloom!

2. Why use learning objectives • If you don't know where you are going, any road will take you there. • Lewis Carroll, Alice in Wonderland • Begin with the end in mind. • Steven Covey, 7 Habits of Highly Effective People

3. Components of a good OBJ • Audience – who? • Condition – under what conditions? • Behavior – what do I want the student to be able to know and do? • Degree – to what level of accuracy (mastery)?

4. Example: using ABCD • Given an amendment from the bill of rights 11th grade American History students will be able identify the amendment, describe the rights being protected and give three examples of how the amendment applies to every day life to 100% accuracy.

5. Example: W/out ABCD • Given an amendment from the bill of rights students will be able identify the amendment, describe the rights being protected and give examples of how the amendment applies to every day life with 100% accuracy.

6. Example: With Activity (small group discussion) Your parents are worried that you might be going to some inappropriate websites on your laptop which you keep in your room. Over the weekend while you are at a friends house, your parents go into your room and search your computer’s web history. When you return they confront you with evidence of what they found. You complain that you have Constitutional Rights and, therefore, they had no right to go in your room and search your computer without your permission. In your discussion groups, discuss if your rights were protected under the U.S. Constitution

7. Example: With assessment The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. • The passage above is from which Amendment to U.S. Constitution? • 14th • 4th • 5th • 1st • Describe in your own words which right(s) are being protected • List a school-related examples illustrating each protected right

8. What are the cognitive levels being assessed? • Given an amendment from the bill of rights students will be able identify the amendment, describe the rights being protected and give examples of how the amendment applies to every day life with 100% accuracy. • identify the amendmentKnowledge • describe the rights being protected Comprehension • give an examples of how the amendment applies to every day life • Application

9. Internet Resources • http://chiron.valdosta.edu/whuitt/col/plan/plan.html • http://chiron.valdosta.edu/whuitt/col/plan/behobj.html • http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html • http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/bloom.htm • http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html(Be sure to take a look at Writing Exams tab on the right side of the page) • http://www.adprima.com/examples.htm • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm

10. It’s Your Turn! Write an objective including knowledge, comprehension, and application levels in your subject and grade level Exchange with classmate Share feedback with each other Create a congruent and correlated activity Exchange with classmate Share feedback with each other Create assessment items to evaluate each behavior in the OBJ Exchange with classmate Share feedback with each other

11. Do it again at the higher levels Write an objective(s) at application, synthesis, and evaluation levels Exchange with classmate Share feedback with each other Create a congruent and correlated activity for each objective Exchange with classmate Share feedback with each other Create assessment items to evaluate each behavior in the OBJ Exchange with classmate Share feedback with each other

12. Remember … If you don't know where you are going, any road will take you there.