1. D ESCRIBING Y OUR L EARNING Unit 5 Seminar

2. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions

3. Unit Objectives Use Bloom’s Taxonomy to describe your experiential learning Draft learning statements that demonstrate your experiential learning for each course for which you are petitioning for credit

4. Bloom’s Taxonomy Bloom’s Taxonomy separates levels of learning. Bloom Taxonomy has six levels: EvaluationSynthesisAnalysisApplicationComprehensionKnowledge Each level in the taxonomy builds upon and requires a higher level of critical thinking than the level before it.

5. Level One: Knowledge Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Remembering– also called Knowledge – is the lowest level of the hierarchy. Remembering can e defined in terms of recall and knowledge retention. This lowest level is important in that it acts as the foundation for all higher-order thinking. At the remembering level, the learner shows an ability to “know” facts and specifics. Examples include the student’s ability to repeat, describe, and retell. Demonstration of “knowledge acquisition” requires such abilities as memorization, reading, and hearing (or listening). Other examples include observation and recall of information, knowledge of dates, events, and places.

6. Level Two: Comprehension Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Understanding– also called Comprehension – can be defined in terms of the student understanding the meaning of the knowledge that they attained. Examples include the ability of the student to compare, order, explain, categorize and restate in one’s own words. Other examples include understanding information, grasping meaning, translating knowledge in a new context, interpreting facts, comparing, contrasting, ordering, grouping, inferring causes, and predicting consequences.

7. Level Three: Application Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Applying– also called Application– can be defined in terms of using knowledge in new settings, or using learned information in new ways to solve problems that have single or “best” answers. Examples of “applying knowledge” include collecting, computing, predicting, and solving. Other examples include math word problems, using information, using methods, concepts, and theories in new situations, and solving problems using required skills or knowledge.

8. Level Four: Analysis Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Analyzing– also called Analysis– can be defined in terms of breaking things down and thinking critically. In fact, this fourth mid-level category in Bloom’s Taxonomy begins the higher in the hierarchy is considered a “higher order thinking skill.” In the analysis category, students break down or deconstruct information and knowledge, and then reconstruct it in new ways. Examples of analytic thinking include correlating, differentiating, focusing, illustrating, and prioritizing.

9. Level Five: Synthesis Bloom’s Taxonomy separates levels of learning: EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Creating– also called Synthesis – can be defined in terms of putting things together and thinking creatively. In this fifth high level category, students are able to apply prior knowledge and skills creatively or divergently in order to produce something new. Examples of synthetic thinking include adapting; combining; integrating, and formulating.

10. Level Six: Evaluation Bloom’s Taxonomy separates levels of learning. EvaluatingCreatingAnalyzingApplyingUnderstandingRemembering Evaluating– traditionally called Evaluation – can be defined in terms of judgment. This highest category in Bloom’s Taxonomy is one in which students judge the value of information and ideas based on their personal values/opinions, resulting in an end product with a given purpose but without real “right or wrong” answers. Examples of evaluative thinking include appraising, concluding, critiquing defending, and interpreting.

11. Additional Resources  http://www.nwlink.com/~donclark/hrd/bloom.html  http://www.officeport.com/edu/blooms.htm  http://www.teachers.ash.org.au/researchskills/dalton.htm

12. Strong Learning Statements  Are clearly written.  Describe the knowledge, skills, and abilities that the student has acquired in a given context.  Identify observable and measurable learning behaviors.  Are clearly aligned to the course outcomes of the course for which the student is petitioning for credit  Are clearly aligned to the source of the experience.  Are endorsed by supporting documentation provided in the portfolio.

13. Verbs  Are Associated Each Level of Bloom’s Taxonomy  Begin Each Learning Statement  10-20 per Credit Request  Essential to Explaining Your Learning Learning Statements Begin With VERBS!

14. Knowledge : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. Application : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis : arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation : appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate. From http://www.officeport.com/edu/blooms.htm Strong Learning Statements - Verbs

15. Learning Statements are essential to a solid credit request.

16. Questions?