[Solved] Learning Outcomes

Assignment Prompt & Instructions

APA 7th edition
follow reading and instructions

– ## Video.docx

– ## Reading-SvinickiMcKeachieChapter16213-224.pdf

– ## Reading-SvinickiMcKeachieChapter21.pdf

– ## 2-LearningOutcomesforTeachingDemonstrationAssignmentInstructions.docx

– ## Blooms-Taxonomy.pdf

– AndersonandKrathwohlActionVerbs.docx
– ActiveLearningStrategiestoPromote.pdf
– QuestionstoUsewithBloomsTaxonomy.docx

**## Video.docx**

https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438

**## Reading-SvinickiMcKeachieChapter16213-224.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## Reading-SvinickiMcKeachieChapter21.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## 2-LearningOutcomesforTeachingDemonstrationAssignmentInstructions.docx**

EDCO 725

**Learning Outcomes for Teaching Demonstration Assignment Instructions**

Your Learning Objectives (LOs) will provide the core of your teaching demonstration so make sure you develop them correctly. How well you state your LOs, and how strong they are, will largely determine the strength of your demonstration.

To start, carefully review
**Read: Creating Learning Outcomes**. Review it several times so that you include all the necessary elements. The other documents on appropriate action verbs associated with each level of thought and sample questions for each thought level are important as well.

Follow these guidelines when writing good LOs:

1. Focus only on the highest levels of thought from Bloom’s taxonomy and the Anderson and Krathwohl revision of Bloom—
_application, analysis, evaluation, creation._ Do not write LOs on the lower levels of thought.

2. Using strong action verbs, mention only one activity/outcome for each LO.

3. Use action verbs from the lists provided in class associated with each level of thought. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Do you want your students to compare and contrast, solve a problem, come up with a better idea, discover weaknesses in a therapeutic approach? Choose verbs that specifically indicate what you want your students to demonstrate. Then you take your students through active learning activities that address those elements.

4. As illustrated in the class PPT on LOs, you must include measurable behavioral outcomes for each LO.

Keep in mind that writing excellent LOs is an arduous task.

For this assignment, write 3-5 LOs following the guidelines above. Any sources, if needed, should be cited in APA format. Submit your LOs to the class link.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Blooms-Taxonomy.pdf**

BLOOM'S TAXONOMY

In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.

Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.

BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These

questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six

question categories as defined by Bloom.

• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information

 Who, what, when, where, how …?
 Describe

• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas

 Retell…
• APPLICATION

o problem solving;
o applying information to produce some result;
o use of facts, rules and principles

 How is…an example of…?
 How is…related to…?
 Why is…significant?

• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts

 What are the parts or features of…?
 Classify…according to…
 Outline/diagram…
 How does…compare/contrast with…?
 What evidence can you list for…?

• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole

 What would you predict/infer from…?
 What ideas can you add to…?
 How would you create/design a new…?
 What might happen if you combined…?
 What solutions would you suggest for…?

• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions

 Do you agree…?
 What do you think about…?
 What is the most important…?
 Place the following in order of priority…
 How would you decide about…?
 What criteria would you use to assess…?

For further Web-based information on Bloom's taxonomy:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Revised Bloom’s Taxonomy

Table1. Bloom's Taxonomy
The Cognitive Process Dimension

The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create

Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

**AndersonandKrathwohlActionVerbs.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/andersonandkrathwohlactionverbs-docx-10343251)

**ActiveLearningStrategiestoPromote.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/activelearningstrategiestopromote-pdf-10343245)

**QuestionstoUsewithBloomsTaxonomy.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/questionstousewithbloomstaxonomy-docx-10343249)

**QuestionstoUsewithBloomsTaxonomy.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/questionstousewithbloomstaxonomy-docx-10343249)

**## Video.docx**

https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438

**## Reading-SvinickiMcKeachieChapter16213-224.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## Reading-SvinickiMcKeachieChapter21.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## 2-LearningOutcomesforTeachingDemonstrationAssignmentInstructions.docx**

EDCO 725

**Learning Outcomes for Teaching Demonstration Assignment Instructions**

Your Learning Objectives (LOs) will provide the core of your teaching demonstration so make sure you develop them correctly. How well you state your LOs, and how strong they are, will largely determine the strength of your demonstration.

To start, carefully review
**Read: Creating Learning Outcomes**. Review it several times so that you include all the necessary elements. The other documents on appropriate action verbs associated with each level of thought and sample questions for each thought level are important as well.

Follow these guidelines when writing good LOs:

1. Focus only on the highest levels of thought from Bloom’s taxonomy and the Anderson and Krathwohl revision of Bloom—
_application, analysis, evaluation, creation._ Do not write LOs on the lower levels of thought.

2. Using strong action verbs, mention only one activity/outcome for each LO.

3. Use action verbs from the lists provided in class associated with each level of thought. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Do you want your students to compare and contrast, solve a problem, come up with a better idea, discover weaknesses in a therapeutic approach? Choose verbs that specifically indicate what you want your students to demonstrate. Then you take your students through active learning activities that address those elements.

4. As illustrated in the class PPT on LOs, you must include measurable behavioral outcomes for each LO.

Keep in mind that writing excellent LOs is an arduous task.

For this assignment, write 3-5 LOs following the guidelines above. Any sources, if needed, should be cited in APA format. Submit your LOs to the class link.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Blooms-Taxonomy.pdf**

BLOOM'S TAXONOMY

In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.

Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.

BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These

questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six

question categories as defined by Bloom.

• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information

 Who, what, when, where, how …?
 Describe

• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas

 Retell…
• APPLICATION

o problem solving;
o applying information to produce some result;
o use of facts, rules and principles

 How is…an example of…?
 How is…related to…?
 Why is…significant?

• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts

 What are the parts or features of…?
 Classify…according to…
 Outline/diagram…
 How does…compare/contrast with…?
 What evidence can you list for…?

• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole

 What would you predict/infer from…?
 What ideas can you add to…?
 How would you create/design a new…?
 What might happen if you combined…?
 What solutions would you suggest for…?

• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions

 Do you agree…?
 What do you think about…?
 What is the most important…?
 Place the following in order of priority…
 How would you decide about…?
 What criteria would you use to assess…?

For further Web-based information on Bloom's taxonomy:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Revised Bloom’s Taxonomy

Table1. Bloom's Taxonomy
The Cognitive Process Dimension

The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create

Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

**AndersonandKrathwohlActionVerbs.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/andersonandkrathwohlactionverbs-docx-10343251)

**ActiveLearningStrategiestoPromote.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/activelearningstrategiestopromote-pdf-10343245)

**QuestionstoUsewithBloomsTaxonomy.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/questionstousewithbloomstaxonomy-docx-10343249)

**## Video.docx**

https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438

**## Reading-SvinickiMcKeachieChapter16213-224.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## Reading-SvinickiMcKeachieChapter21.pdf**

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.

**## 2-LearningOutcomesforTeachingDemonstrationAssignmentInstructions.docx**

EDCO 725

**Learning Outcomes for Teaching Demonstration Assignment Instructions**

Your Learning Objectives (LOs) will provide the core of your teaching demonstration so make sure you develop them correctly. How well you state your LOs, and how strong they are, will largely determine the strength of your demonstration.

To start, carefully review
**Read: Creating Learning Outcomes**. Review it several times so that you include all the necessary elements. The other documents on appropriate action verbs associated with each level of thought and sample questions for each thought level are important as well.

Follow these guidelines when writing good LOs:

1. Focus only on the highest levels of thought from Bloom’s taxonomy and the Anderson and Krathwohl revision of Bloom—
_application, analysis, evaluation, creation._ Do not write LOs on the lower levels of thought.

2. Using strong action verbs, mention only one activity/outcome for each LO.

3. Use action verbs from the lists provided in class associated with each level of thought. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Do you want your students to compare and contrast, solve a problem, come up with a better idea, discover weaknesses in a therapeutic approach? Choose verbs that specifically indicate what you want your students to demonstrate. Then you take your students through active learning activities that address those elements.

4. As illustrated in the class PPT on LOs, you must include measurable behavioral outcomes for each LO.

Keep in mind that writing excellent LOs is an arduous task.

For this assignment, write 3-5 LOs following the guidelines above. Any sources, if needed, should be cited in APA format. Submit your LOs to the class link.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Blooms-Taxonomy.pdf**

BLOOM'S TAXONOMY

In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.

Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.

BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These

questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six

question categories as defined by Bloom.

• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information

 Who, what, when, where, how …?
 Describe

• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas

 Retell…
• APPLICATION

o problem solving;
o applying information to produce some result;
o use of facts, rules and principles

 How is…an example of…?
 How is…related to…?
 Why is…significant?

• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts

 What are the parts or features of…?
 Classify…according to…
 Outline/diagram…
 How does…compare/contrast with…?
 What evidence can you list for…?

• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole

 What would you predict/infer from…?
 What ideas can you add to…?
 How would you create/design a new…?
 What might happen if you combined…?
 What solutions would you suggest for…?

• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions

 Do you agree…?
 What do you think about…?
 What is the most important…?
 Place the following in order of priority…
 How would you decide about…?
 What criteria would you use to assess…?

For further Web-based information on Bloom's taxonomy:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Revised Bloom’s Taxonomy

Table1. Bloom's Taxonomy
The Cognitive Process Dimension

The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create

Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

**AndersonandKrathwohlActionVerbs.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/andersonandkrathwohlactionverbs-docx-10343251)

**ActiveLearningStrategiestoPromote.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/activelearningstrategiestopromote-pdf-10343245)

**QuestionstoUsewithBloomsTaxonomy.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/questionstousewithbloomstaxonomy-docx-10343249)

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