1. Authors: Vernon Alt Gloria Neely NCSLI 2014 Workshop & Symposium Orlando Florida

2. Introduction “Just put some training together to bring folks up to speed” “You can probably teach it in an hour or less” OK boss

3. Cognitive Level of Learning Meeting Presentation College Education Contact time: a few minutes? Contact time: a few years?

4. The Four Elements of Bloom’s Taxonomy #1 Levels #2 Definitions #3 Sample Verbs Knowledge (Meeting Presentation) Application Analysis Synthesis Evaluation (College Education) Comprehension #4 Sample Behaviors

5. Bloom’s Taxonomy Definitions Meeting Presentation College Education KnowledgeApplication Analysis Synthesis EvaluationComprehension Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Student translates, comprehends, or interprets information based on prior learning. Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Student appraises, assesses, or critiques on a basis of specific standards and criteria.

6. Bloom’s Taxonomy Levels 1, 2 and 6 LEVEL KNOWLEDGECOMPREHENSIONEVALUATION DEFINITION Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Student translates, comprehends, or interprets information based on prior learning. Student appraises, assesses, or critiques on a basis of specific standards and criteria. SAMPLE VERBS Write List Label Name State Define Explain Summarize Paraphrase Describe Illustrate Judge Recommend Critique Justify SAMPLE BEHAVIORS Recite a policy. Quote prices from memory to a customer. Describe the safety rules. Explain in one's own words the steps for performing a complex task. Design a classification scheme for writing educational objectives.

7. Four Characteristics of Learning Objectives 1.They are written from the student’s point of view 2.Specific behavioral verbs describe performance 3.State the condition or circumstance under which the behavior is to be performed 4.State the minimum acceptable level of achievement Example (Knowledge Level): At the end of this technical session, attendees 1 will be able to name 2, from memory 3, the first two levels of Bloom’s Taxonomy in their progressive order 4.

8. Bloom’s Taxonomy Levels 1, 2 and 6 LEVEL KNOWLEDGECOMPREHENSIONEVALUATION DEFINITION Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Student translates, comprehends, or interprets information based on prior learning. Student appraises, assesses, or critiques on a basis of specific standards and criteria. SAMPLE VERBS Write List Label Name State Define Explain Summarize Paraphrase Describe Illustrate Judge Recommend Critique Justify SAMPLE BEHAVIORS Recite a policy. Quote prices from memory to a customer. Describe the safety rules. Explain in one's own words the steps for performing a complex task. Design a classification scheme for writing educational objectives.

9. Grab Their Attention!  Don’t lose your students’ attention  Use a variety of delivery techniques Lecture Reading Audiovisual Demonstration Discussion

10. Class Size  Does one class size fit all training? New hires - One or two students Annual Training – 20 to 30 students  Have a target class size prior to designing your training Important for activities (see LM-16 Handbook on Converting Technical Content to Training Material for more on activities, From Bloom’s to Assessment”) Once created, copy and tailor to different size classes

11. Summary  Time and resources become more restrictive the further up the taxonomy scale you go Delivery methods Class size  Use Bloom’s Taxonomy to educate your boss what it will take to train to a required cognitive level create learning objectives  Understand the training requirements Educate your boss so she/he can better define training goals

12. Thank You! Questions?