#bloom's taxonomy for learning

[maxlearnmicrolearning]

Mastering Microlearning: Harnessing Bloom's Taxonomy for Effective Learning

Introduction

In the realm of training, Bloom's Taxonomy stands as a cornerstone framework for designing learning objectives and assessing learning outcomes. With the rise of microlearning – a strategy that delivers small, focused learning units – integrating Bloom's Taxonomy becomes paramount for ensuring that learning experiences are comprehensive and impactful. In this article, we delve into the principles of Bloom's Taxonomy and explore how it can be effectively utilized in the context of microlearning to enhance learning outcomes.

Understanding Bloom's Taxonomy

Developed by educational psychologist Benjamin Bloom in the 1950s, Bloom's Taxonomy classifies learning objectives into six hierarchical levels, organized from simple to complex cognitive processes. These levels are:

Remembering: Recalling information or facts.

Understanding: Grasping the meaning of information.

Applying: Applying knowledge or skills in new situations.

Analyzing: Breaking down information into parts and understanding relationships.

Evaluating: Making judgments based on criteria and standards.

Creating: Generating new ideas, products, or solutions.

Bloom's Taxonomy provides a framework for educators to design learning experiences that foster higher-order thinking skills and promote deep understanding.

Integrating Bloom's Taxonomy into Microlearning

When applied to microlearning, Bloom's Taxonomy serves as a guide for structuring learning content and activities that promote meaningful engagement and learning. Here's how each level of Bloom's Taxonomy can be integrated into microlearning:

Remembering (Recall):

Microlearning modules can include brief quizzes or flashcards to reinforce memorization of key facts or concepts.

Utilize short audio or video clips to recap essential information covered in previous modules.

Understanding (Comprehension):

Present microlearning content in a clear and concise manner, using multimedia elements to enhance comprehension.

Incorporate examples, case studies, or scenarios to help learners grasp the meaning of complex concepts.

Applying (Application):

Include interactive simulations or scenarios that require learners to apply their knowledge to solve practical problems.

Provide real-world examples or case studies that illustrate how concepts can be applied in different contexts.

Analyzing (Analysis):

Break down complex topics into smaller components, with each microlearning module focusing on a specific aspect of analysis.

Encourage learners to compare and contrast different perspectives or approaches to a problem through short activities or discussions.

Evaluating (Evaluation):

Prompt learners to critically evaluate information or arguments presented in microlearning modules.

Include opportunities for peer feedback or self-assessment to encourage reflective thinking and evaluation of one's own learning.

Creating (Creation):

Engage learners in creative activities that allow them to generate new ideas, designs, or solutions.

Encourage learners to collaborate on short projects or assignments that involve creating something tangible or innovative.

Benefits of Using Bloom's Taxonomy in Microlearning

Promotes Higher-Order Thinking: Integrating Bloom's Taxonomy into microlearning encourages learners to engage in higher-order cognitive processes, such as analysis, evaluation, and creation, leading to deeper understanding and critical thinking skills.

Enhances Learning Outcomes: By aligning microlearning activities with Bloom's Taxonomy, educators can design learning experiences that target specific cognitive skills and learning objectives, resulting in more effective learning outcomes.

Facilitates Personalized Learning: Bloom's Taxonomy provides a framework for designing personalized learning paths tailored to individual learner needs and preferences, ensuring that each learner receives content at an appropriate level of complexity.

Encourages Active Engagement: Incorporating diverse activities at different levels of Bloom's Taxonomy promotes active engagement and participation among learners, fostering a dynamic and interactive learning environment.

Provides Clear Progression: Bloom's Taxonomy offers a clear progression of cognitive complexity, allowing learners to scaffold their learning from basic recall to higher-order thinking skills, providing a sense of achievement and progress.

Case Study: Implementing Bloom's Taxonomy in Microlearning

Imagine a corporate training program aimed at improving employees' customer service skills. By integrating Bloom's Taxonomy into microlearning modules, the training program can be structured as follows:

Remembering: Employees recall the key principles of excellent customer service through short quizzes or flashcards.

Understanding: Employees watch brief videos explaining different customer service scenarios and how to respond effectively.

Applying: Employees participate in interactive simulations where they practice handling various customer service situations.

Analyzing: Employees analyze case studies of real customer interactions to identify areas for improvement and best practices.

Evaluating: Employees assess their own performance in customer service scenarios and receive feedback from peers or supervisors.

Creating: Employees collaborate on developing innovative solutions to common customer service challenges and share their ideas through short presentations or discussions.

Conclusion

Integrating Bloom's Taxonomy into microlearning offers a powerful approach to designing effective and engaging learning experiences. By aligning microlearning activities with the cognitive processes outlined in Bloom's Taxonomy, educators can create targeted learning modules that promote deep understanding, critical thinking, and practical application of knowledge. As organizations continue to embrace microlearning as a flexible and efficient training solution, leveraging the principles of Bloom's Taxonomy will be instrumental in maximizing the impact of microlearning initiatives and driving positive learning outcomes.

#bloom's taxonomy #bloomberg's taxonomy #bloom s taxonomy #styles of learners #learning and learning styles #learning skills #different learning styles #learning methods #4 learning styles #skills learning #bloom's taxonomy of learning #levels of bloom's taxonomy #bloom's levels #levels in bloom's taxonomy #bloom's taxonomy in learning #bloom's taxonomy for learning #bloom level taxonomy #bloom's learning #blooms levels #bloom revised taxonomy #blooms taxonomy questioning #learning and learning #learning more #learning about learning #learning modality #learning stages #different methods of learning #skills of a learner #different type of learning styles #different learning modes

[intellectgrow]

Bloom's Taxonomy vs Solo Taxonomy: A Comparative Analysis

Understanding the key frameworks in education, such as Bloom's Taxonomy and Solo Taxonomy, is crucial for educators and learners alike. Bloom's Taxonomy, developed by Benjamin Bloom, offers a hierarchical model that categorizes learning objectives into six levels. These levels are:Read more.

#Affective domain #Analyzing #Bloom Taxonomy #Cognitive domain #Learning progression #Metacognition #Psychology #Self-assessment #Solo Taxonomy learning outcomes #SoloTaxonomy #Teaching strategies #Applying #Curriculum design #Evaluating #Instructional strategies #Philosophy #Professional development #Psychomotor domain #Remembering #Understanding #Bloom taxonomy levels #Bloom Taxonomy Domains #Domains of Bloom Taxonomy #Key Features and Applications of Bloom Taxonomy #Applications of Bloom Taxonomy #Why should we use Bloom Taxonomy? #Why should we not use Bloom Taxonomy? #Bloom taxonomy in education #cognitive training #cognitive behavioral therapy

[educationmundo]

What an International School might look like in the future

In recent years, many international schools have been shifting towards a more personalized, competency-based approach to teaching. This approach focuses on providing students with a learning experience tailored to their individual needs and passions.

In recent years, many international schools have been shifting towards a more personalized, competency-based approach to teaching. This approach focuses on providing students with a learning experience that is tailored to their individual needs, passions and abilities. International schools adopt this approach and are increasingly incorporating technology and data to track student progress and…

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#a level #bloom&039;s taxonomy #collaborative learning #curriculum #Education #ib #IBDP #igcse #international education #international schools #online learning #project based learning #project centred learning #real-world projects #remote learning #scheduling #schools #service learning #technology

[irregularcollapse]

Fun fact! There is a difference between criticism and criticism.

criticism (n). saying something is bad

criticism (n). critique; the practise of evaluating and analysing works of art or literature

evaluate (v). making supported, informed judgements about the value and efficacy of elements of a work, or a work as a whole

analyse (v). to discuss the structure and relationships present in a work

n.b. My definitions of ‘evaluate’ and ‘analyse’ are drawn from their use in pedagogy and educational settings, particularly Bloom’s Taxonomy.

I think a lot of people I see on this webbed site think they’re being critical (2) when they’re actually being critical (1), and a lot of people see others talking about critical (1) and think they’re talking about critical (2).

Yes, it’s confusing, but if you use your context clues* to analyse and evaluate what someone is saying, you too should be able to identify whether a use of the word critical refers to (1) or (2).

For example, the phrases literary criticism and critical race theory are referring to critical (2).

On the other hand, someone on tumblr dot com talking about what they didn’t like in a TV show is probably being critical (1).

Crucially, criticism (2) should not be about whether a work is ‘good’ or ‘bad,’ or whether you liked it or not. It should be about evaluating how effective the work was at executing its intention.

Three building block questions toward criticism (2) are:

What was the artist/writer trying to communicate with this work?

Did they achieve it?

Why/how do you come to this judgement?

Yes, opinion is still present in criticism (2)—the objective criticism does not truly exist. However, I will refer you to two of the words in the definition given for ‘evaluate’: supported and informed.

This is quick and not at all comprehensive, but wouldn’t it be nice if in 2024, tumblr learned how to read? Wouldn’t it be nice?? Wouldn’t it???

*Context clues are generally the other words in a sentence or paragraph which also contribute to the writer’s intention being conveyed. If you don’t understand one word being used, have a look at the rest of the words written, as well as the form and use of punctuation! They can help to provide context**

**context (n.) 1. the connected conditions which surround something, such as its environment. 2. the parts of a discourse*** which can be analysed**** to show its meaning

***discourse (n.) literally just means an exchange of ideas, especially a formal and organised expression thereof like fucking hell how did it come to mean controversy or hysteria in online spaces Foucault is spinning in his goddamn grave

****analyse (v.) see above

#mini lit lessons #putting my grad dip ed to good use lmfao #that and the lit degree 🤪

[agentsofmarvel]

Miss. Peregrine’s Museum of Wonder’s has a Taxonomy of Peculiar Abilities

⚠️ SPOILERS! ⚠️

these are what type of peculiar’s the group are classified as stated in the taxonomy:

Hugh Apiston - Animal Communicator

Fiona Frauenfeld - Earthworker

Jacob Portman - Deadriser*

Emma Bloom - Fire-Starters aka Sparks

Noor Pradesh - Light-shaper

Millard Nullings - Invisible

Victor & Bronwyn Bruntley - Fortae

Horace Sumnusson - Mentalist

Enoch O’Connor - Deadriser

Olive Abroholos-Elephanta - Zephyr

Claire Densmore - Anatomically Unique

*Miss. P says Jacob’s title is out-dated as they have learned more about Librarians, but it’s his official type as of now.

#mphfpc #miss peregrine #miss peregrines museum of wonders #miss peregrines home for peculiar children #hugh apiston #Fiona faruefeld #jacob portman #emma bloom #noor pradesh #millard nullings #bronwyn bruntley #victor bruntley #horace somnusson #enoch o'connor #olive elephanta #olive abroholos elephanta #claire densmore

[rubiatinctorum]

What that post about media literacy and literacy rates doesn't factor for is that media literacy is a related but separate skill from traditional literacy. While literacy is focused on the ability of reading and writing, media literacy is focused on analysis, evaluation, and synthesis. The ability to do the former precludes the ability to do the latter, but not vice versa — someone can be literate yet in want of media literacy skills, and acquiring one is highly important but cannot substitute the other completely, nor is mentioning or even lamenting one doing anything to take away from the importance of and statistics on the other.

There's this thing in education called Bloom's Taxonomy, which is sort of like a Hierarchy of Needs (people on this site are familiar with that, right, from the memes I've seen) but for learning and demonstrating processes.

Wherein lower tier concepts are subsumed within doing higher tier concepts; to apply, you have knowledge/remember and understanding, for example.

So for literacy, you're at least getting the remember/knowledge and the understanding, and probably some of the application. But media literacy often focuses on application and analysis at least. You can get how this makes it a different skill set, yeah?

Literacy is highly important. Media literacy is often important, too. Discussing how people could gain better skills of analysis, evaluation, and synthesis (even if it is done upon seeing "a bad take") isn't a proclamation that those people don't have general literacy (and therefore a trivialization of the challenges posed towards those who do not have it), it's a statement about a different set of skills that happen to be related but not identical to literacy, and happen to have the same word in the name because of that.

And let's not even get into information literacy and digital literacy right now, because I'm tired. But those are also specific skill sets that don't trivialize literacy to talk about the importance of.

Anyway, it's 3AM, I'm posting about a post I could have scrolled past instead, good night good hunting and go straight home

#rubia speaks #literacy #media literacy #Bloom's Taxonomy #a post about a post #please do not clown on the post in bad faith i do not want to edit it to make you answer multiple choice in it at the end

[education30and40blog]

How to Use Bloom’s Taxonomy AI Prompts for Lesson Design

See on Scoop.it - Education 2.0 & 3.0

Learn how to use the Bloom's Taxonomy AI Prompt to help you easily enhance lessons!

[aditijainportfolio]

My Teaching Pedagogy Assignment

As a teacher, if I could make my own teaching method, I would like to emphasize an anti-anxiety environment. In an English language classroom I can imagine that it can be rather high anxiety since there is a lot of public speaking involved, and making mistakes in another language can sometimes feel like the end of the world for students. As such, I would like to make the parts of the classroom that I can control as anxiety-reducing as possible. This would include using some of the Desuggestopedia pedagogy to reduce the stimulation of the environment, creating a routine, using informal assessments, and incorporating the students’ interests in class (Herrel & Jordan, 2020a). 

I would also like to emphasize teacher-student and student-student interaction. Throughout this certification I have learned that children learn differently based on their culture (which heavily affects their worldview). As such, I would like to get to know the students in any capacity that I can as to adjust my lesson plans in a way that would most benefit them and reduce their anxiety. 

Furthermore, I would want to maximize student-student interaction since I feel like the easiest way to make friends is through classes/school. Creating a support system in class is really important and I hope that students will be able to branch out and meet people that can become their lifelong companions. Although I do understand that students tend to create cliques, hence I believe it’s extraordinarily important to emphasize teacher made groups so that no one is left out. 

I would also like to incorporate leveled questions in my curriculum (Herrel & Jordan, 2020c). All students learn differently, and I think it’s so important to incorporate a multitude of different leveled questions and informal assessments/check-ins to assess the student’s levels before moving onto the next subject, or provide extra help for those who are behind.

I hope that through this teaching method I can create a class in which students are happy coming to class, feel comfortable being in class, and are therefore  able to unlock their full potential. 

Techniques Included in my Method:

Repetition and “Drilling” 

Assignments/”homework” that can be finished in class - eliminate the need to do work outside of class as much as possible.

Comfortable Environment (provide pillows, blankets, stuffed toys, ambient light) 

Colorful Posters that include the student’s interests (students can also donate posters/drawings/etc. that they’d like to put up).

Use of group roleplay (creating scripts together and acting out situations)

one on one meetings (during class for younger children, extra credit during lunch for older children) - learning about each student’s situation as an individual. In a bigger class or shorter length class, a story or short answer essay about their circumstances would suffice. 

Use of music for memorization 

Use of popular culture media (i.e “Bluey” for children)

Incorporating native languages by using translation apps for learning vocabulary 

Incorporating bilingualism (reading bilingual books, encouraging use of multiple languages, labeling classroom objects using different languages) (Herrel & Jordan, 2020d)

use of read aloud plus of transcripts before showing a video (priming the students with vocabulary they may not know before having them read aloud) (Herrel & Jordan, 2020b)

use of Bloom’s Taxonomy when interacting with media and readings to facilitate higher order thinking.

Use of communication games (i.e information sharing to create origami) to engage students (Herrel & Jordan, 2020e).

High amount of praise and encouragement 

Reinforcing that mistakes are good, encouraging mistakes

Creating a space for specific tasks, creating a routine

References

Herrell, A. L., & Jordan, M. (2020a). Chapter 1: Predictable Routines and Signals: Reducing Anxiety. In 50 strategies for teaching English language learners. essay, Pearson.

Herrell, A. L., & Jordan, M. (2020b). Chapter 9: Read-Aloud Plus: Using Strategies to Support Comprehension. In 50 strategies for teaching English language learners. essay, Pearson.

Herrell, A. L., & Jordan, M. (2020c). Chapter 15: Leveled Questions: Adjusting Questioning Strategies to the Language Levels of Students 106. In 50 strategies for teaching English language learners. essay, Pearson.

Herrell, A. L., & Jordan, M. (2020d). Chapter 16: Bilingual Books and Labels: Supporting Biliteracy Awareness 111. In 50 strategies for teaching English language learners. essay, Pearson.Herrell, A. L., & Jordan, M. (2020e). Chapter 23 Communication Games: Creating Opportunities for Verbal Interaction. In 50 strategies for teaching English language learners. essay, Pearson.

#cw

[pooma-education]

EDUCATIONAL ASSESSMENT

❄️Mohamed Abdi Osman, Curriculum development expert, Department of education, Somaliland

Bloom’s Taxonomy is one of the most important frameworks that has certainly changed education. Bloom’s Taxonomy refers to a hierarchical ordering of cognitive skills that, inter alia, is used by teachers to support students’ learning. This framework can be used to plan lessons, develop peer and self-assessment, design and evaluate teaching materials, learning and instructional design, plan learning objectives, plan students’ projects…..etc.

The evolution of this Taxonomy dates back to 1956 when Benjamin Bloom, Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for classifying educational goals entitled Educational Objectives Taxonomy or Taxonomy of Educational Objectives. Later on, known as Bloom’s taxonomy. This framework has been used by many teachers and educators at that time.

Bloom’s taxonomy included six major levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. All the categories in Bloom’s taxonomy except knowledge were considered skills and abilities because knowledge is a necessary prerequisite for putting these skills into practice.

Finally we need to answer the four fundamental questions with regards the issue of education and included in;

1. What we need to it?

2. Who to do it?.

3. How to do it? And

4. When to do it?.

[intolerancecare]

Pre-schoolers based on blooms taxonomy can analyze? Evaluate? Create? Not possible right? or maybe rare but not catalyse by the teachers. If imagination that will procures a discovery happens, probably rare. They just copy family sticks, house and fruits.

ORDER OF THINKING. Thought process not skills.

I also realize that Drawing or illustrating is not create. Not unless it is conceptual like poster making or slogan making. We are so into measuring the skill but for selling painters, abstract is included. You know, not really of highest ability but accepted. If a teacher would ask everyone to draw a house. All will do. Some will draw excellently, more impressive than others. But is it thinking? They just follow what the teacher said. Its understanding. Then remembering techniques. This is skill. NOT THOUGHT PROCESS. It will go as far as applied. It can be similar to copying right? Not all writers create. Some just copy.

Facilitator of learning is the main source of knowledge, right? If students don't know what to do, they will ask the facilitator.

#2 mistakes #no board #pinch of frustration #for backseat #bloom's taxonomy #education #learning #study #teaching #teachers #exam

[essl-studies]

29-2-2024

Today, I stayed up until well after 2am to finish the book pictured above for a presentation in EC foundations.

Once at the education building, I nabbed me a free animal wall calender for 2024.

In EC methods class today, we had to dress up in business casual clothing and present our group project to the class. There ended up being 4 teams and our group was the most put-togehter both appearance and demeanor wise.

In Educ 202, we learned all about the SWBAT system (Atudent Will be Able to) used when writing learning objectives. I have an assignment in that class due tonight where I use the system to create a lesson plan for all of the focuses of Bloom's taxonomy.

EC Foundations assigned a 'sell me' project that is due by next class where we have to research a childcare/preschool model and then come to class with a 8 to 10 minute prese Station prepared to try and convince the clas that the model we chose is the best option. I chose the Head Start Program and will be using PowerPoint to guide my presentation.

After classes, I went and bugged my Daddy for about an hour before catching the bus towards home.

I'm currently making some chicken tacos for supper while listening to music on one screen, typing this post on another, and writing a fanfiction on yet another.

#early childhood major #education major #elementary education #uni #study #university #4 year university #study motivation #student #studyblr #mom #mom of 2 #sahm #default parent

[aritrijsmc]

A Guide to Designing Effective Quizzes with MSURVS

Quizzes are invaluable tools in the realm of education, offering instructors the ability to gauge student comprehension, reinforce learning objectives, and foster engagement. However, crafting effective quizzes requires careful consideration of various factors, from question design to assessment strategies. In this guide, we'll delve into the art and science of designing quizzes exploring best practices, tips, and strategies to enhance learning outcomes.

Understanding MSURVS:

MSURVS is a pioneering survey solution that utilises generative AI to empower users in crafting surveys, quizzes, and forms in a matter of seconds. This groundbreaking capability eliminates the need for spending months on survey creation, providing users with the ability to build even complex quizzes effortlessly. The platform is not limited to static surveys; it also allows users to create timed quizzes, adding a dynamic element to the survey-taking experience.

Time and Cost Savings:

One of the standout features of MSURVS is its ability to significantly reduce the time and cost traditionally associated with survey creation. By automating the process through generative AI, MSURVS ensures that users can create surveys and quizzes in mere seconds, allowing for quicker analysis and research. This not only boosts efficiency but also enables organisations to allocate resources more effectively.

Building Complex Quizzes Instantly:

Gone are the days of wrestling with intricate survey designs. With MSURVS, users can effortlessly build complex quizzes that cater to specific research requirements. The platform's intuitive interface ensures that even users with limited survey design experience can create quizzes with ease. This democratisation of survey creation empowers a broader range of individuals within an organisation to contribute to the research process.

Timed Quizzes for Enhanced Engagement:

MSURVS goes beyond traditional survey creation by offering the option to build timed quizzes. This feature adds an extra layer of engagement to the survey-taking experience, ensuring that respondents answer questions within specified time limits. Timed quizzes not only keep participants on their toes but also enable researchers to gather data on response times, providing valuable insights into participant engagement and understanding.

Quicker Analysis and Research:

The time-to-market reduction achieved with MSURVS is astonishing. Rapid survey creation translates to quicker data collection, analysis, and research outcomes. This acceleration is particularly beneficial for organisations aiming to stay ahead in dynamic markets, enabling them to make informed decisions promptly.

MSURVS as the Go-To Solution:

MSURVS stands out as the go-to solution for any organisation seeking a swift, efficient, and cost-effective approach to survey and quiz creation. Its innovative use of generative AI, coupled with the ability to build both static and timed quizzes, positions MSURVS as a game-changer in the realm of survey technologies. 

Designing Effective Questions

Clarity and Conciseness:

Ensure questions are clear, concise, and free of unnecessary jargon.

Use language appropriate for the target audience.

Bloom's Taxonomy:

Incorporate questions that span various levels of Bloom's taxonomy, including remembering, understanding, applying, analysing, evaluating, and creating.

Engagement and Relevance:

Integrate real-world examples, case studies, or scenarios to enhance relevance and engagement.

Align questions with students' interests and experiences when possible.

Assessing and Providing Feedback

Timely Feedback:

Provide prompt feedback to reinforce learning and address misconceptions.

Leverage automation tools within MSURVS platforms for efficient grading and feedback delivery.

Constructive Feedback:

Offer constructive feedback that guides students toward improvement.

Highlight strengths and areas for growth in responses.

Crafting effective quizzes with MSURVS involves a thoughtful blend of pedagogy, technology, and instructional design principles. As the educational landscape continues to evolve, the art of quiz design remains a powerful tool for promoting student success and mastery of course material.

By adhering to these guidelines and leveraging the capabilities of MSURVS platforms, educators can design quizzes that not only assess students' understanding but also enhance their learning experiences.

For more info:

Generate Surveys

#survey #generative ai #quiz

[mohsinfakir]

Unveiling Blooms Taxonomy: A Comprehensive Guide to Educational Mastery

Introduction: Blooms Taxonomy is a well-established framework in the field of education, serving as a valuable tool for educators to enhance learning outcomes. Developed by Benjamin Bloom and his colleagues in the 1950s, this taxonomy has become a cornerstone in educational psychology. In this blog article, we will delve into the intricacies of Blooms Taxonomy, exploring its levels, objectives,…

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#Soft Skills

[hopscotchlearning]

Now that I am aware, I am excited to become one.

Last year brought new opportunities but also proved to be one of the most challenging years in my life. I hadn't anticipated that, after graduating in February 2023, I would find myself teaching junior high school students. My undergraduate degree in BA Philippine Studies (Major in Literature and History) equipped me well during my time at UP to be a teacher. While the university prepared me to present and lead discussions in my undergraduate courses, expressing my thoughts has never been a problem. On the other hand, as a dedication to this profession, I told myself that I have to improve, not just for my own benefit, but ultimately for my students. Recognizing the necessity, I decided to enroll in a Professional Teaching Certificate (PTC) program to acquire additional knowledge that I can apply inside the classroom.

My first month of teaching also coincides with my first semester at UP Online University, where I am enrolled in the Professional Teaching Certificate (PTC) program. Without exaggeration, the experience of being both a teacher in the classroom and a student in EDS 113 has been genuinely interesting and significant. I find it particularly rewarding that the knowledge I acquire from studying the modules can be applied immediately in the classroom setting.

It's not only the Table of Specifications, Bloom’s Taxonomy, and similar concepts that I was not familiar with before, but also the nuances of the significance of assessment. I must say that my ultimate takeaway from EDS 113 is how I now view assessments and understand their key concepts and principles more thoroughly.

As a non-Education graduate, I have come to realize the importance of having well-crafted learning objectives that align with assessments. I appreciate the methods for making traditional assessments critical and designing non-traditional assessments to ensure they are valid, reliable, and meaningful. I also now understand better the significance of using rubrics and, of course, of fostering a feedback culture, which informs both the educator and learners about progress in the learning process.

As a History teacher with the goal of developing my students' critical thinking skills to make them aware of social norms and encourage them to analyze these norms critically, I am eager to apply the knowledge gained from this course to enhance my effectiveness as a teacher. Additionally, as we have discussed in the TIDs, effective teachers know how to assess their students efficiently.  Now that I am aware, I am excited to become one.

[education30and40blog]

Harnessing the Power of Bloom's Taxonomy: A Deep Dive into Bloom's Verbs - Educators Technology

In today's post, I share with you a comprehensive list of Bloom's verbs together with examples on how to use them to craft learning objectives.

[mdmainar]

Assessment

Alignment of learning, teaching, and assessment is a process where each of the critical elements (learning objectives, assessment of learning, and anticipated knowledge, skills, and/or dispositions) of instruction interact and support learning outcomes. It is also a process of taking instructional ideas from a personal mental model and transforming those ideas through an instructional design process into a functional unit for teaching and learning.

As I navigate this subject, this particular module encourage me to pursue my endeavor. Assessment with an aligned learning objectives has been always my consideration as a part time college teacher. This help me a lot to pinpoint my classroom discussion goals and objectives. As I study this module, Somehow I learned an additional knowledge and idea.

Anderson, L., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.