Part one of the paper version of the Bloom's taxonomy slide show.

1. Designing and Developing Content 1
RUNNING HEAD: DESIGNING AND DEVELOPING CONTENT
Designing and Developing Curriculum or Instructional Content for Adult Learners
Tiffany A. Simmons
Strayer University
May 22, 2011

2. Designing and Developing Content 2
The professors at the local community college rely solely on lectures and memorization
of facts to teach their classes. This teaching method is probably one with which they have been
taught-thus the high level of familiarity. While this method is more popular and prevalent
among this group, this is not considered current best practice. The current best practice is more
learner-centered rather than teacher-centered. The Vice President of Academic Affairs is aware
of this and has tasked each candidate for Dean of Faculty Development and Training with
developing a lesson plan that specifically targets the application of Bloom’s Taxonomy in the
classroom environment.
The lesson plan will engage and sustain the interest of the faculty and instructional staff
by shifting the focus away from a lecture-style teaching format. Instead, they will be introduced
to the idea of “higher-level thinking.” The assessment for the lesson will not be paper-and-
pencil; instead, they will be required to deliver a revised syllabus with elements of the lesson
within it. Along the way, they will design and develop these activities to demonstrate their
understanding of the material being covered. It is expected that they develop high-quality
activities that support student learning and engagement, while promoting the values of the
college.
Attached are the content analysis and the learning objectives that will be used to
implement the lesson plan. The content analysis offers a view of what will be taught, and the
learning objectives will include the context, conditions, and criteria under which the content will
be taught. The purpose of each is to provide direction to the lesson and unit and to assure that
each participant is learning the same things. Each professor and instructor will have gained an
understanding of Bloom’s taxonomy and how to implement each level-more specifically, the
higher levels-in their classrooms.

3. Designing and Developing Content 3
The order of the lesson will be thus: an brief introduction of Bloom’s taxonomy and the
six levels that comprise it. The class will not be asked to list the six levels of the taxonomy;
instead, they will learn them in groups. The first three, considered the “lower-level” thinking
skills, will be learned, along with the second three, the “higher-level” thinking skills. The goal
of learning the taxonomy this way is to get professors thinking about the competency of their
students (and their own learning competencies) rather than communicating content (Lee, 1996).
To further demonstrate competency and mastery of the material, each professor and instructor
will be asked to design an activity to be included in their course syllabus, that emphasizes the
higher-level thinking skills of their students. For example, instead of asking students to
demonstrate their knowledge of important ideas and concepts, the professor could include
simulations and case studies as part of the curriculum to help the student build competency and
encourage greater engagement in the material.
To facilitate the process of designing an appropriate activity, each professor and
instructor will be able to identify key verbs that signal which skill is to be used. For example,
the verb design, as used in “design an activity” is indicative of synthesis, one of the three higher-
ordered learning skills on the taxonomy. Encouraging the professors to actually engage in
investigation and inquiry reinforces in their minds that it is desirable for them to learn this skill
for themselves and teach it to their students. Finally, once the activity is designed and
developed, they will submit it to the dean for consideration. This does two things: assure that
the professor or instructor has mastered the material sufficiently and to protect the educational
value of the course.
The learning objectives, unlike the content analysis, is more contextual. It describes the
context, the conditions, and the criteria under which the objective is achieved. Unlike a goal,

4. Designing and Developing Content 4
which is broader in scope, the objectives are specific and measurable. It is “a description of a
performance that [a professor or instructor] wants learners to be able to exhibit in order to
consider them competent” (Winegarden, 2003). The learning objectives herein contain specific
and measurable conditions and criteria, and are supportive of the learning goals of the college.
The ultimate goal in this course is to move the professors and instructors of the
community college past lecture-style classrooms. The current best practice is supportive of
creating learner-centered educational environments, in which the learner develops stronger
critical thinking skills. Perhaps the best way to help students in this regard is to model it for
them (Lee, 1996), and Bloom’s taxonomy enables professors and instructors to do just that. It is
hoped that the professors and instructors receive the information needed to make changes in the
way they teach and the way their students learn.

5. Designing and Developing Content 5
Attachment C
Content Analysis of
Bloom’s Taxonomy of Cognitive Objectives
Target Population: Professors/Instructors in a Post-Secondary/Adult Education Environment

6. Designing and Developing Content 6
Topic Applying Bloom’s Taxonomy of Cognitive Objectives
Organizing The professors and instructors taking part in the lesson will learn
Concept Statement to move past lecture and memorization of facts and provide
opportunities to develop learners’ critical thinking skills.
Major Concepts Bloom’s taxonomy Analysis
Knowledge Synthesis
Comprehension Evaluation
Application
Major Ideas (What do I want my students to learn about each major concept?
Related to the For example: “Bloom’s Taxonomy consists of six levels of
Concept cognitive ability.”)
• Bloom’s taxonomy explains the levels of learning that
occurs with learners (Writing Objectives, 2011).
• Knowledge, comprehension, and application are
considered “lower-level” thinking skills. This is also
where the majority of the curriculum falls under. The
knowledge level deals with memorization of facts (Writing
Objectives, 2011).
• Analysis, synthesis, and evaluation are considered “higher-
level” thinking skills, in that the focus is not on rote
memorization of facts. Instead, the focus is on student
inquiry and investigation.
• The goal is to gear instruction toward the higher-ordered
thinking skills.
• Planning with the higher-ordered thinking skills in mind.
• Integrating higher-ordered thinking skills into the
coursework to maximize student engagement.
Action Statements (What I want my students to learn expressed as an action
statement—an action verb and a direct object. For example, “List
the six levels of Bloom’s Taxonomy.”)
• Explain Bloom’s taxonomy
• Distinguish between lower-level and higher-level thinking
skills in the taxonomy
• Identify key verbs and activities that signal higher-level
thinking is required.
• Design an activity that emphasizes higher-level skills
• Revise course syllabus to include activities

7. Designing and Developing Content 7
Attachment D
Learning Objectives
To Apply Bloom’s Taxonomy of Cognitive Objectives

8. Designing and Developing Content 8
Conditions Actions Statements Performance Criterion
(Conditions are the part of (An action verb and a (The performance criterion defines a
the learning objective that direct object, i.e. “draw measurable and observable standard
describe the givens, or a diagram.” A part of that the learner must meet to reach
limitations, under which the learning objective acceptable performance. The criterion
the student will which describes the may be stated as time requirements,
demonstrate mastery of the actions that the student degree of accuracy, or allowable
action statement.) is expected to perform.) number of errors. In other words, how
well must the student perform the action
statement?)
Example:
Without notes or List the six levels of in ascending order and without error.
references, Bloom’s Taxonomy
Based on your Distinguish between with 100% accuracy
understanding of Bloom’s lower-level skills and
taxonomy, higher-level skills
After viewing the Identify three key verbs with 100% accuracy
presentation “Writing for each level (higher-
Instructional Objectives: level only)
Beginning with the End in
Mind”,
After discussion on higher- Design an activity that using the correct key verbs
level thinking skills and emphasizes higher-
key verbs, ordered thinking skills
After designing the Compose a proposal for to be submitted to dean before the end
activity, the activity to be of the semester.
included in the course
syllabus
References

9. Designing and Developing Content 9
Lee, Virginia (1996). Creating a Blueprint for the Constructivist Classroom. National
Teaching and Learning Forum. Retrieved May 22, 2011, from http://www.ntlf.com/
html/pi/9905/blue_1.htm.
Winegarden, B. J. (2003). Writing Instructional Objectives. Retrieved May 19, 2011, from
http://meded.ucsd.edu/faculty/writing_instructional_objectives.pdf.
Writing Learning Objectives (2011). Retrieved May 19, 2011, from
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf.