Bloom's Taxonomy in Action

Abstract

OPEN ACCESSMarch 12, 2015Bloom's Taxonomy in Action Jeanne Schlesinger, MEd, Adam Persky, PhD, Faculty Learning Community Jeanne Schlesinger, MEd Virginia Commonwealth University School of Medicine Google Scholar More articles by this author , Adam Persky, PhD University of North Carolina Eshelman School of Pharmacy Google Scholar More articles by this author , Faculty Learning Community Virginia Commonwealth University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.10031 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractIntroduction: Bloom's Taxonomy has become a gold standard for writing learning objectives. Originally developed in the 1950's by Benjamin Bloom and revised in the 1990's by Lorin Anderson, Bloom's Taxonomy is a hierarchical model for organizing thinking skills to write clear learning objectives. Within the taxonomy's six categories build from the most basic to the most complex kinds of thinking. In order to help faculty who already use Bloom's Taxonomy use it more effectively, this online adaptation of “Bloom's Cognitive Taxonomy Slide Chart” was created at the Virginia Commonwealth University School of Medicine (VCUSOM). Methods: This interactive tool was used during a workshop on instructional strategy alignment. During this 2-hour session, small groups of faculty rotated between multiple tables, each of which focused on a specific strategy. The table that featured the Bloom's Taxonomy in Action tool required a laptop. At this table, a faculty developer spent 15 minutes demonstrating the tool features including: verb lists of measurable objectives for all six categories, outcome verbs, instructional strategies, and sample assessment questions. Results: Feedback from the session indicated that faculty found the tool to be useful and that they planned to reference it during their course planning. Additionally, while this tool was originally implemented behind a password protected VCUSOM site, the popularity soon demanded it be shared more widely and has now been used by faculty and graduate students at multiple institutions. Discussion: This interactive tool assists faculty who are formulating outcomes-based learning objectives and provides guidance for integrating instructional strategies with expected outcomes, and ways to assess student achievement. Educational Objectives By the end of this session, learners will be able to: Write learning objectives and align them with instructional strategies and assessment questions.Compare and contrast between levels of complexity and different ways of expressing ideas in order to gain clarity on desired learning objectives, instructional strategies, and assessment questions.Illustrate to other faculty the process of writing learning objectives tied to relevant instructional strategies and assessment questions. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Blooms Taxonomy in Action Folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationSchlesinger J, Persky A, Learning Community F. Bloom's Taxonomy in Action. MedEdPORTAL. 2015;11:10031. https://doi.org/10.15766/mep_2374-8265.10031 Copyright & Permissions© 2015 Schlesinger et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsGoalsBloomEducational MeasurementTeaching Disclosures None to report. Funding/Support None to report. tabs.loading