1. Classroom Activities to
Bloom’s Taxonomy,
Lesson Objectives, and
Classroom Activities to
Enhance Learning

2. Bloom’s Taxonomy Evaluation Synthesis Analysis Application
For the
Cognitive
Domain
Bloom’s Taxonomy
Evaluation
judge, critique, justify,
verify, assess, recommend
Synthesis
create, construct, design,
improve, produce, propose
Analysis
compare, contrast, classify, categorize, derive, model
Application
calculate, solve,
determine, apply
Comprehension
Knowledge
explain, paraphrase
list, recite

4. Components of Measureable Learning Outcomes Student learning behaviors
Appropriate assessment methods
Specific student performance criteria
Writing a Learning Outcome
Focus on student behavior
Use simple, specific action verbs
* See Sandi Osters, “Writing Measurable Learning Outcomes.”

5. Writing a Learning Outcome Focus on student behavior
Use simple, specific action verbs
Select appropriate assessment methods
State desired performance criteria
* See Sandi Osters, “Writing Measurable Learning Outcomes.”

7. Activity: Writing Learning Outcomes
Which are not measurable learning outcomes?
The lesson will offer opportunities for students to master integrated use of information technology.
Students will understand the consequences of various forms of pollution.
Students will be able to collect and organize appropriate clinical data.
Students will appreciate the benefits of exercise for the cardiovascular system.
* See Sandi Osters, “Writing Measurable Learning Outcomes.”

8. Align Outcomes/Activities/Assessment
* Devised by Lesley Blair, Oregon State University

9. Choosing Assessment Methods

10. Classroom Activities

12. Problem Solving Applications
In-Class Activities
Problem Solving Applications
Large interactive group, collaborative groups at boards or at desks
Interactive Lecturing (instructor talks with periodic pauses for structured activities)
Effective Questioning – Promote Deeper thinking
Case studies of effective projects or failures
Think, Pair, Share to promote discussion

13. In-Class Activities
Learn by Teaching, small groups or at boards
Student generated exam questions
Question of the Day Exercise
Demonstrations/ in class labs
Games – Jeopardy
Muddiest Point, Minute Paper, Reflection Paper
Student-to-student talk encouraged
Film/ video of the day

14. Obstacles: Cannot cover as much material Takes too much preparation
Student resistance to being exposed
I’m less in control of the class

15. The Pause – and Wait Time
Consider frequent pauses – One procedure recommends the instructor pausing for approximately two minutes on three occasions during a fifty-minute lecture (i.e., every minutes). During the pauses, students work in pairs to discuss and rework their notes without instructor-student interaction.
Wait time‖-- is a term used to describe the interval of silence after a teacher‘s question and the start of a student‘s reply.