OVERVIEW 

Review the class content on writing Learning Outcomes (LOs) using the language of Bloom and Anderson and Krathwohl. How well you state, and how strong your LOs are, will largely determine the strength of your demonstration. In general, each LO should focus on one cognitive activity based on Bloom (Anderson and Krathwohl), so a good LO will only mention one activity/outcome for each LO. Recall that the class materials emphasized that LOs must refer to measurable behavioral outcomes. Many helpful documents in this course list action verbs associated with each level of thought in the taxonomies (Bloom and Anderson and Krathwohl), and provide some sample questions to use to really probe at that level of thought (great questions to promote analysis, for instance). The document also suggests some viable active learning strategies for each level of thought. Review these documents. While you are to focus on the highest levels of thought (analysis, evaluation, creation, etc.) it helps to use strong action verbs other than those words to more precisely indicate what you plan to do. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Then you will take your students though a “judgment” activity which requires that they, for example, compare and contrast the effectiveness of two approaches. 

INSTRUCTIONS 

Write your Learning Outcomes for your teaching demonstration. Topic is on Sexual Abuse

Brief Description: Following a brief review discussion about the thought processes that lead to addiction, the students will learn on the use of cognitive-behavioral therapy (CBT) for substance users. Considering the course is to be taught to adult students, the lesson will focus on the higher order thinking skills according to Bloom’s taxonomy as updated by Anderson and Krathwohl (2001). Through this lesson, the students will develop skills to better allow them to evaluate and formulate ways of administering cognitive behavioral therapy to drug addicts. This will occur through a thorough evaluation of evidence-based applications of CBT to overcome negative thinking that often leads to substance abuse.

Learning Objectives: At the end of the lesson, students will be able to:

1.Evaluate the role of cognitive-behavioral therapy in addiction treatment and whether using this strategy is appropriate in the mitigation of negative thoughts that lead to drug abuse.

2.Analyze the personal challenges that lead to the development of poor habits such as substance abuse.

EDCO 725

Learning Outcomes for Teaching Demonstration Grading Rubric

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Below Expectations

Not present

15 Points

Learning objectives superbly reflect the guidelines presented in the class content.

14 Points

Learning objectives largely reflect the guidelines presented in the class content.

13 Points

Learning objectives partly reflect the guidelines presented in the class content.

1 to 12 Points

Learning objectives marginally reflect the guidelines presented in the class content.

0 points

Not Present

Structure

Advanced

Proficient

Developing

Below Expectations

Not present

5 Points

Exceptional writing, formatting, and current APA support (if any).

4 Points

Writing is acceptable at the graduate level and current APA support used.

3 Points

LO’s contained some writing errors which should not be seen at this level of study.

1 to 2 Points

Unacceptable writing errors.

0 points
Not Present

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The ABCDs of Writing Instructional Objectives

The ABCD method of writing objectives is an excellent way to structure instructional objectives. In this
method, “A” is for audience, “B” is for behavior, “C” for conditions and “D” is for degree of mastery needed.

Example: -“Given a sentence written in the past or present tense, the student will be able to re-write the
sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.).”

The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs
for the cognitive, affective, and psychomotor domains are listed below.

Bloom’s Taxonomy of the Cognitive Domain
Bloom’s taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the 1950’s,
describes several categories of cognitive learning.

ORIGINAL BLOOM COGNITIVE TAXONOMY
Category Description

Knowledge Ability to recall previously learned material.
Comprehension Ability to grasp meaning, explain, restate ideas.

Application Ability to use learned material in new situations.

Analysis Ability to separate material into component parts and show relationships between parts.

Synthesis
Ability to put together the separate ideas to form new whole, establish
new relationships.

Evaluation Ability to judge the worth of material against stated criteria.

This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names from nouns to
verbs, and to switch the Evaluation and Synthesis levels in the hierarchy.

REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY
Category Description
Remember Ability to recall previously learned material.
Understand Ability to grasp meaning, explain, restate ideas.

Apply Ability to use learned material in new situations.

Analyze Ability to separate material into component parts and show relationships between parts.
Evaluate Ability to judge the worth of material against stated criteria.

Create Ability to put together the separate ideas to form new whole, establish new relationships.

Many people also call the analysis, synthesis/create, and evaluation categories “problem solving.”

From: http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives

2

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON
& KRATHWOHL’S TAXONOMY

(Cognitive Domain)

Remember Understand Apply Analyze Evaluate Create

Define
Identify
List
Name
Recall
Recognize
Record
Relate
Repeat
Underline

Choose
Cite examples
of
Demonstrate
use of
Describe
Determine
Differentiate
between
Discriminate
Discuss
Explain
Express
Give in own
words
Identify
Interpret
Locate
Pick
Report
Restate
Review
Recognize
Select
Tell
Translate
Respond
Practice
Simulates

Apply
Demonstrate
Dramatize
Employ
Generalize
Illustrate
Interpret
Operate
Operationalize
Practice
Relate
Schedule
Shop
Use
Utilize
Initiate

Analyze
Appraise
Calculate
Categorize
Compare
Conclude
Contrast
Correlate
Criticize
Deduce
Debate
Detect
Determine
Develop
Diagram
Differentiate
Distinguish
Draw
conclusions
Estimate
Evaluate
Examine
Experiment
Identify
Infer
Inspect
Inventory
Predict
Question
Relate
Solve
Test
Diagnose

Appraise
Assess
Choose
Compare
Critique
Estimate
Evaluate
Judge
Measure
Rate
Revise
Score
Select
Validate
Value
Test

Arrange
Assemble
Collect
Compose
Construct
Create
Design
Develop
Formulate
Manage
Modify
Organize
Plan
Prepare
Produce
Propose
Predict
Reconstruct
Set-up
Synthesize
Systematize
Devise

References

Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives. New York: Longman.

Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a
committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

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Krathwohl and Bloom’s Taxonomy of the Affective Domain

Krathwohl and Bloom’s 1964 taxonomy of the affective domain describes several categories of affective
learning.

AFFECTIVE TAXONOMY
Level Definition Example

Receiving Being aware of or attending to something in the
environment.

Individual reads a book passage about civil rights.

Responding Showing some new behaviors as a result of
experience.

Individual answers questions about the book, reads
another book by the same author, another book about
civil rights, etc.

Valuing Showing some definite involvement or
commitment.

The individual demonstrates this by voluntarily
attending a lecture on civil rights.

Organization Integrating a new value into one’s general set of
values, giving it some ranking among one’s general
priorities.

The individual arranges a civil rights rally.

Characterization by
Value

Acting consistently with the new value. The individual is firmly committed to the value,
perhaps becoming a civil rights leader.

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF
KRATHWOHL & BLOOM’S TAXONOMY

(Affective Domain)

Receiving Responding Valuing Organization Characterization by Value

Accept
Attend
Develop
Recognize

Complete
Comply
Cooperate
Discuss
Examine
Obey
Respond

Accept
Defend
Devote
Pursue
Seek

Codify
Discriminate
Display
Order
Organize
Systematize
Weigh

Internalize
Verify

References
Krathwohl, D.R., Bloom, B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York,
NY. David McKay Company, Inc.

4

Psychomotor Domain

The following is a synthesis of the taxonomies of Simpson (1972), Dave (1970), and Harrow (1972).

PSYCHOMOTOR TAXONOMY
Level Definition Example

Observing Active mental attending of a physical event. The learner watches a more experienced person. Other
mental activity, such as reading may be a pert of the
observation process.

Imitating Attempted copying of a physical behavior. The first steps in learning a skill. The learner is
observed and given direction and feedback on
performance. Movement is not automatic or smooth.

Practicing Trying a specific physical activity over and over. The skill is repeated over and over. The entire sequence
is performed repeatedly. Movement is moving towards
becoming automatic and smooth.

Adapting Fine tuning. Making minor adjustments in the
physical activity in order to perfect it.

The skill is perfected. A mentor or a coach is often
needed to provide an outside perspective on how to
improve or adjust as needed for the situation.

ACTION VERBS APPROPRIATE FOR
THE PSYCHOMOTOR TAXONOMY

Bend
Calibrates
Constructs
Differentiate (by touch)
Dismantles
Displays
Fastens
Fixes
Grasp

Grinds
Handle
Heats
Manipulates
Measures
Mends
Mixes
Operate

Organizes
Perform (skillfully)
Reach
Relax
Shorten
Sketches
Stretch
Write

References

Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives (Tucson, AZ: Educational Innovators Press,
1970).

Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.

Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3.
Washington, DC: Gryphon House.

Brett Bixler

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