Bloom’s Taxonomy
Bloom’s taxonomy is a simple, clear and effective model for both explanation and application of learning objectives, teaching and training methods, and measurement of outcomes. Using the 3 domains of learning the instructor can create well-rounded learning experiences for the learner as well as, meets their different learning styles.
The affective domain aims to evoke learner’s emotions to change attitudes and beliefs. The cognitive domain aims to allow learners to think critically, evaluate information and gain a better understanding of the subject and, the psychomotor domain aims to allow the learner to apply concepts learnt and demonstrate learning. Instructors can design activities and material to stimulate growth in each domain of learning appropriate to the overall objective.
Source: Bloom's Taxonomy of Learning
Creating a Positive Learning Environment
At the beginning of the class or session, spend a few minutes developing ground rules. Allow the learners to contribute as, adult learners are more likely to follow rules they help develop. This helps to build trust, ensure that the learners respect each other and keep information and discussions confidential.
Instructors can foster a learner centered environment by listening empathetically, acknowledging weaknesses, showing patience and being non-judgmental. When learners feel good about themselves, they are more likely to be engaged in the learning process. It is important to design activities that compels learners to discuss options and make decisions. Avoid sarcastic comments or humor that degrades or alienates some learners.
Lastly, Instructors should incorporate a variety of instructional techniques to appeal to different types of learners and their needs and, allow learners to drawn from their own life experiences during discussions and activities. Avoid stigmatizing mistakes and, allow the learner to reflect on ways he/she could have done a task or activity differently.
Source: Creating the ideal learning environment
Instructional Process/ Strategies
The BOPPPS model is an effective tool for lesson planning as it provides a rubric for pre – class organization through final wrap – up. Participatory learning activities are critical in BOPPPS since; they provide opportunities for learners to teach each other.
A bridge – in is a way of getting the learners hooked to the topic you are going to introduce or, to peak their interest in the subject. This could be through a story or posing questions to the learners or even a debate. Bridge - in builds motivation and helps the learners understand why the subject or topic is important.
Individuals can hold attention for about 10 – 20 minutes in a passive manner. Therefore, it is important to maintain the learner’s interest by embedding active learning into the lesson to increase motivation, concentration, accomplishment and opportunities to lead their own small groups.
Summarise the learning experience and create a sense of closure by reinforcing critical components, reminding the learner of the objective and reestablishing the relevance of learning.
Source: BOPPPS Model
Assessment
Taking a few minutes to find out what the learners know about a specific subject or topic can help the instructor tailor the class to suit their specific learning needs. Pre assessments allow learners to improve participation and engagement as much as possible.
Pre assessments can be combined with the bridge in at the beginning. Clickers, opinion polls or a reflective learning activity, etc. can be used to assess their level of readiness and, can also bring questions or concerns learners have to the surface.
Post assessments provides ways for the instructor to evaluate learning. It usually involves bringing the class together at the end of an activity to reflect on what was learnt and, allow the learners to share ideas with others.
There are many methods to asses if learning has occurred this should be in line with the overall objective. Some strategies include asking simple questions like multiple choice, true or false and matching, complete post assessment surveys, etc.
Source: Strategies for Assessment
Media (possible considerations)
The blended learning approach focuses on the use of appropriate instructional technology along with traditional classes to ease the transitions of learners into the modern day approach of self-directed learning. For example, using tutorials in to reinforce basic concept covered in a lecture and, allowing students to complete an online quiz at the end. Students can redo quizzes or repeat tutorials until they understand certain concepts.
Using discussion forums, blogs, podcasts, etc. in education is increasing as learners become more nontraditional. These help instructors organize and share valuable learning material with the learners like online resources, handouts, videos, etc. as well as, allow learners with a platform to interact, share and discuss with other learners and the instructor.
Source: Media
Bloom’s taxonomy is a simple, clear and effective model for both explanation and application of learning objectives, teaching and training methods, and measurement of outcomes. Using the 3 domains of learning the instructor can create well-rounded learning experiences for the learner as well as, meets their different learning styles.
The affective domain aims to evoke learner’s emotions to change attitudes and beliefs. The cognitive domain aims to allow learners to think critically, evaluate information and gain a better understanding of the subject and, the psychomotor domain aims to allow the learner to apply concepts learnt and demonstrate learning. Instructors can design activities and material to stimulate growth in each domain of learning appropriate to the overall objective.
Source: Bloom's Taxonomy of Learning
Creating a Positive Learning Environment
At the beginning of the class or session, spend a few minutes developing ground rules. Allow the learners to contribute as, adult learners are more likely to follow rules they help develop. This helps to build trust, ensure that the learners respect each other and keep information and discussions confidential.
Instructors can foster a learner centered environment by listening empathetically, acknowledging weaknesses, showing patience and being non-judgmental. When learners feel good about themselves, they are more likely to be engaged in the learning process. It is important to design activities that compels learners to discuss options and make decisions. Avoid sarcastic comments or humor that degrades or alienates some learners.
Lastly, Instructors should incorporate a variety of instructional techniques to appeal to different types of learners and their needs and, allow learners to drawn from their own life experiences during discussions and activities. Avoid stigmatizing mistakes and, allow the learner to reflect on ways he/she could have done a task or activity differently.
Source: Creating the ideal learning environment
Instructional Process/ Strategies
The BOPPPS model is an effective tool for lesson planning as it provides a rubric for pre – class organization through final wrap – up. Participatory learning activities are critical in BOPPPS since; they provide opportunities for learners to teach each other.
A bridge – in is a way of getting the learners hooked to the topic you are going to introduce or, to peak their interest in the subject. This could be through a story or posing questions to the learners or even a debate. Bridge - in builds motivation and helps the learners understand why the subject or topic is important.
Individuals can hold attention for about 10 – 20 minutes in a passive manner. Therefore, it is important to maintain the learner’s interest by embedding active learning into the lesson to increase motivation, concentration, accomplishment and opportunities to lead their own small groups.
Summarise the learning experience and create a sense of closure by reinforcing critical components, reminding the learner of the objective and reestablishing the relevance of learning.
Source: BOPPPS Model
Assessment
Taking a few minutes to find out what the learners know about a specific subject or topic can help the instructor tailor the class to suit their specific learning needs. Pre assessments allow learners to improve participation and engagement as much as possible.
Pre assessments can be combined with the bridge in at the beginning. Clickers, opinion polls or a reflective learning activity, etc. can be used to assess their level of readiness and, can also bring questions or concerns learners have to the surface.
Post assessments provides ways for the instructor to evaluate learning. It usually involves bringing the class together at the end of an activity to reflect on what was learnt and, allow the learners to share ideas with others.
There are many methods to asses if learning has occurred this should be in line with the overall objective. Some strategies include asking simple questions like multiple choice, true or false and matching, complete post assessment surveys, etc.
Source: Strategies for Assessment
Media (possible considerations)
The blended learning approach focuses on the use of appropriate instructional technology along with traditional classes to ease the transitions of learners into the modern day approach of self-directed learning. For example, using tutorials in to reinforce basic concept covered in a lecture and, allowing students to complete an online quiz at the end. Students can redo quizzes or repeat tutorials until they understand certain concepts.
Using discussion forums, blogs, podcasts, etc. in education is increasing as learners become more nontraditional. These help instructors organize and share valuable learning material with the learners like online resources, handouts, videos, etc. as well as, allow learners with a platform to interact, share and discuss with other learners and the instructor.
Source: Media