6 Week Strategic Onboarding Program:

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "6 Week Strategic Onboarding Program:"

Transcription

1 6 Week Strategic Onboarding Program: Creating a Culture of Learning to Increase Success for Financial Services First Timers Matt Ragan- GMAC Mortgage

2 The New Hire Process A successful New Hire On-boarding Program is a crucial piece in an organization's puzzle of success. At the very least it introduces new employees to their job, coworkers, and the organization so they have the resources necessary to successfully produce the desired organizational outputs.

3 Financial Services Learning Curve Ever-changing state and federal compliance regulations Understanding large, fluid, and complex sets of products Rapid growth of the industry through mergers and acquisitions The need to protect consumers privacy rights

4 The Mortgage Cult HEL HELOC HOA HUD HVAC HWF LIBOR LTV LUI LVR MBA MBB MBO MBS MGIC MIP MLS MMI MPC MRA MSA NHB DTI NIA NIM NLA NNN NOI NPV NRV OBO RESPA TILA HOEPA FCRA ECOA GLBA FTCA HMDA

5 Objectives To apply the basic tenets of Bloom's Taxonomy to designing a six-week new hire training program To reduce uncertainty and instill the job confidence needed to succeed in the financial services industry

6 Bloom s Taxonomy

7 Week 1: Knowledge Knowledge is defined as the remembering of previously learned information Verbs that demonstrate knowledge: define; describe; enumerate; identify; label; list; match; name; read; record; reproduce; select; state; view

8 Week 1: Knowledge Industry 101 Company 101 Water Cooler 101

9 Week 1: Knowledge Industry 101 An educational background in a subject always adds instant credibility A high level overview lays the groundwork for any multi-layered subject A Financial Services 101 provides the "theory" behind the practice

10 Week 1: Knowledge Company 101

11 Week 1: Knowledge Water Cooler 101 Socialization drives increased retention A new employee who is socialized understands the key points about the company, its people, and why things are done in particular ways Most people would rather work with their friends

12 Week 2: Comprehension Grasping (understanding) the meaning of informational materials Verbs that demonstrate comprehension: classify; cite; convert; describe; discuss; estimate; explain; generalize; give examples; make sense of; paraphrase; restate (in own words); summarize; trace; understand

13 Week 2: Comprehension Start Questioning Meanings Address Different Adult Learning Styles Design Activities that Encourage Paraphrasing

14 Week 2: Comprehension Start Questioning Meanings

15 Week 2: Comprehension Address Different Adult Learning Styles

16 Week 2: Comprehension Design Activities that Encourage Paraphrasing

17 Week 3: Application Using previously learned information in new and concrete situations to solve problems that have single or best answers. Verbs that demonstrate ability to apply: act; administer; articulate; assess; chart; collect; compute; construct; contribute; control; determine; develop; discover.

18 Week 3: Application Assign Achievable Tasks Practice More practice

19 Week 3: Application Assign Achievable Tasks

20 Week 3: Application Practice

21 Week 3: Application More Practice

22 Week 4: Analysis Breaking down informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. Verbs that demonstrate ability to analyze: break down; correlate; diagram; differentiate; discriminate; distinguish; focus; illustrate; infer; limit; outline; point out; prioritize; recognize; separate; subdivide.

23 Week 4: Analysis Critical Thinking Show all your work

24 Week 4: Analysis Critical Thinking

25 Week 4: Analysis Show All Your Work

26 Week 5: Synthesis Creatively or divergently applying prior knowledge and skills to produce a new or original whole. Verbs that demonstrate ability to synthesize: adapt; anticipate; categorize; collaborate; combine; communicate; compare; compile; compose; contrast; create; design; devise; express; facilitate; formulate; generate; incorporate; individualize; initiate; integrate; intervene; model; modify; negotiate; plan; progress; rearrange; reconstruct; reinforce; reorganize; revise; structure; substitute; validate.

27 Week 5: Synthesis Simulation Teach-back

28 Week 5: Synthesis Simulation

29 Week 5: Synthesis Teach-back

30 Week 6: Evaluation Judging the value of material based on personal values or opinions, resulting in an end product, with a given purpose, without real right or wrong answers Verbs to demonstrate ability to evaluate: appraise; compare and contrast; conclude; criticize; critique; decide; defend; interpret; judge; justify; reframe; support

31 Week 6: Evaluation Assessment Assimilation

32 Week 6: Evaluation Assessment

33 Week 6: Evaluation Assimilation

34 Bloom s Taxonomy

35 Summary Bloom's Taxonomy can provide a simple template for creating a dynamic and effective new hire training agenda

36 Questions

should be written as a future tense verb. A list of good verbs for learning outcomes is provided in this packet.

should be written as a future tense verb. A list of good verbs for learning outcomes is provided in this packet. Writing Learning Outcomes What is a learning outcome? Learning outcomes are statements that indicate what learners will know or be able to do at the completion of a learning experience (program, conference,

More information

Assessment and Learning Partnerships Short Course for School Leaders Using Data for Decision-Making

Assessment and Learning Partnerships Short Course for School Leaders Using Data for Decision-Making Assessment and Learning Partnerships Short Course for School Leaders Using Data for Decision-Making Unit 2 Data is essential in monitoring the learning progress a student is making. It is integral in identifying

More information

Mortgage Broker Qualifying Standards (MBQS)

Mortgage Broker Qualifying Standards (MBQS) OBJECTIVES A. Compliance and Consumer Protection A1 Recognize the impact of regulation and legislation on the mortgage industry A1.1 Recognize requirements related to financial reporting and other reporting

More information

Student Services Learning Outcomes Workbook. Learning Outcomes Workbook. Student Services. How to write Learning Outcomes

Student Services Learning Outcomes Workbook. Learning Outcomes Workbook. Student Services. How to write Learning Outcomes Learning Outcomes Workbook Student Services How to write Learning Outcomes Academic Affairs July 2012 Overview of the Learning Outcomes Workbook This workbook will serve as your introduction to the concept

More information

Selecting Verbs for Task Statements

Selecting Verbs for Task Statements Selecting Verbs for Task Statements Choosing the most appropriate verb to begin a task statement takes practice. The lists below contain verbs arranged according to learning domain and according to concept.

More information

Resources for Writing Program Learning Outcomes

Resources for Writing Program Learning Outcomes Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning

More information

SLOs, Bloom s Taxonomy, Cognitive, Psychomotor, and Affective Domains.

SLOs, Bloom s Taxonomy, Cognitive, Psychomotor, and Affective Domains. SLOs, Bloom s Taxonomy, Cognitive, Psychomotor, and Affective Domains. Benjamin Bloom (1948) developed classifications of intellectual behavior and learning in order to identify and measure progressively

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

Cognitive Domain (Bloom)

Cognitive Domain (Bloom) Bloom s Taxonomy So what exactly is this thing called Bloom s Taxonomy, and why do education people keep talking about it? Well, Bloom was the head of a group in the 1950 s and 1960 s that created the

More information

Writing Student Learning Outcomes for an Academic Program

Writing Student Learning Outcomes for an Academic Program Writing Student Learning Outcomes for an Academic Program Student learning outcomes (SLOs) are statements of the knowledge, skills, competencies, or attitudes that students are expected to gain through

More information

Student Learning Outcomes and Standards/Assessments

Student Learning Outcomes and Standards/Assessments Student Learning Outcomes and Standards/Assessments Chapter 21 Learning outcomes! What s the big deal? What are they and why are they necessary? Do we really need student learning outcomes? These are all

More information

Outcome-Based Education

Outcome-Based Education Outcome-Based Education Outcome based education A student-centred learning system focusing on measuring student performance. Does not specify any specific style of teaching just that the student be able

More information

5. Formally register for INS299 for the number of semester hours indicated on your contract.

5. Formally register for INS299 for the number of semester hours indicated on your contract. HONORS INDEPENDENT STUDY GUIDELINES: According to the Lake Land College catalog course description, independent study is designed to permit the student to pursue a course of study not typically available

More information

Glendale Community College STUDENT LEARNING OUTCOMES & CORE COMPETENCIES WORKSHEET

Glendale Community College STUDENT LEARNING OUTCOMES & CORE COMPETENCIES WORKSHEET Course Name: Office and Business Technology 061 Medical Front Office Page 1 of 5 Semester: Fall 2011 Instructor: Judith Lytle and Ani Grigorian Directions: This model is suggested, but not mandatory: Column

More information

Construct meaning from instructional messages.

Construct meaning from instructional messages. UNDERSTAND Construct meaning from instructional messages. What is the main idea of? Can you find an example of...? How would you summarize? What might happen next? How do you explain? What ideas or facts

More information

Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr

Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr ssahr@tesol.org Part 1: Objectives No one would argue that writing a good lesson plan starts with an excellent objective or two Let s

More information

SLO Action Verbs. Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements?

SLO Action Verbs. Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements? SLO Action Verbs Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements? Benjamin Bloom, an American educational psychologist, created

More information

Training & Instructional Design

Training & Instructional Design Training & Instructional Design Creating a Lesson Plan Creating a Lesson Plan Learning Objectives Write measurable objectives for a training program Write learning objectives that use Blooms Taxonomy to

More information

Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives

Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives Framework for the Doctoral Transformation: Application of a Taxonomy of Educational Objectives The doctoral learning process is life changing. It begins with the decision to seek the doctorate and becomes

More information

Critical Thinking Skills

Critical Thinking Skills Critical Thinking Skills Student Edition 2010 Document created by DCPS Critical Thinking Classrooms PLC Sources DeBono, E. (1999). Six thinking hats. New York: Back Bay Books. Foundation for Critical Thinking.

More information

March 2010 BLOOM'S TAXONOMY AND CRITICAL THINKING

March 2010 BLOOM'S TAXONOMY AND CRITICAL THINKING March 2010 BLOOM'S TAXONOMY AND CRITICAL THINKING Critical Thinking across the Curriculum Page 2 of 7 Contents Bloom's Taxonomy and Critical Thinking... 3 Bloom s in a group ICT project -... 4 Learning

More information

Developing Clear Learning Outcomes and Objectives

Developing Clear Learning Outcomes and Objectives Developing Clear Learning Outcomes and Objectives The Design phase of a typical curriculum development process (Analysis, Design, Development, Implementation, Evaluation) is largely concerned with developing

More information

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives

More information

Bloom s Taxonomy. Creating Evaluating Analyzing Applying Understanding Remembering. Evaluation Synthesis Analysis Application Comprehension Knowledge

Bloom s Taxonomy. Creating Evaluating Analyzing Applying Understanding Remembering. Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom s Taxonomy Each of the three categories requires learners to use different sets of mental processing to achieve stated outcomes within a learning situation. Benjamin Bloom (1913-1999) was an educational

More information

Writing learning objectives

Writing learning objectives Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?

More information

Student Learning Outcomes

Student Learning Outcomes Student Learning Outcomes What are Student Learning Outcomes (SLO)? Student learning outcomes (SLO) are specific statements about the knowledge, skills, attitudes & values that are expected of students

More information

Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997

Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997 Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997 Instructional goals and objectives are the heart of instruction. When

More information

Course Outline Template Guide

Course Outline Template Guide Parent Policy: Course Outline Standards Effective Date: July 23, 2013 Last Reviewed Date: July 23, 2013 Policy Sponsor: Vice President Academic and Chief Operating Officer Administrative Responsibility:

More information

Black Board Vista project Checklist

Black Board Vista project Checklist Black Board Vista project Checklist How to use this Check List... 2 Analysis... 5 Targeted Students / Identify... 5 Content Analysis... 5 Design / Identify... 5 Objectives... 5 Evaluation / Validation...

More information

What is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain?

What is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain? What is a learning outcome? A learning outcome states what a student should be able to do or know as a result of having completed a particular course or program. Learning outcomes can include knowledge,

More information

Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words

Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words The Six Levels of Questioning Level 1 Knowledge Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. who what why when where which omit choose find how

More information

Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance.

Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance. Best Practices Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance. Why we are writing learning outcomes The role

More information

To better understand the content being presented in their core subject areas, it is essential for students to

To better understand the content being presented in their core subject areas, it is essential for students to 2.5: Inquiry Tutor/Student Handout 2.5.1 (1 of 2) Three-Story House (Costa s Levels of Questioning) To better understand the content being presented in their core subject areas, it is essential for students

More information

AANN CNE CE Applications Frequently Asked Questions (FAQ)

AANN CNE CE Applications Frequently Asked Questions (FAQ) 1. What documentation is needed to complete a CNE CE Application? a. Application b. Payment page c. Commercial support agreement (if needed) d. Sponsorship agreement (if needed) e. Joint- Provider agreement

More information

Appendix B: Bloom s Taxonomy of Educational Objectives

Appendix B: Bloom s Taxonomy of Educational Objectives Appendix B: Bloom s Taxonomy of Educational Objectives In 1956, educational psychologist Benjamin Bloom chaired a committee of College and University Examiners who were charged with the development of

More information

TIPS FOR WRITING LEARNING OBJECTIVES

TIPS FOR WRITING LEARNING OBJECTIVES TIPS FOR WRITING LEARNING OBJECTIVES N ational ACEP receives numerous requests from chapters for assistance on how to write good learning objectives. The information presented in this section has been

More information

Bloom's Taxonomy Revised Key Words, Model Questions, & Instructional Strategies

Bloom's Taxonomy Revised Key Words, Model Questions, & Instructional Strategies Bloom's Taxonomy Revised Key Words, Model Questions, & Instructional Strategies Bloom s Taxonomy (1956) has stood the test of time. Recently Anderson & Krathwohl (2001) have proposed some minor changes

More information

Costa s Levels of Thinking and Questioning

Costa s Levels of Thinking and Questioning Remember: Define Repeat Name List State Describe Recall Memorize Label Match Identify Record Show Understanding: Give examples Restate Discuss Express Rewrite Recognize Explain Report Review Locate Find

More information

Can you imagine a conversation about how well a student "understands" a concept?

Can you imagine a conversation about how well a student understands a concept? Getting Started A working definition of a performance-based objectives: A Learning objective is a statement that describes the specific skills or knowledge a student will be able to demonstrate as a result

More information

Arthur Costa s Levels Arthur Costa s Model of Intellectual Functioning in Three Levels from Developing Minds: A Resource Book for Teaching Thinking

Arthur Costa s Levels Arthur Costa s Model of Intellectual Functioning in Three Levels from Developing Minds: A Resource Book for Teaching Thinking Arthur Costa s Levels Arthur Costa s Model of Intellectual Functioning in Three Levels from Developing Minds: A Resource Book for Teaching Thinking Level 1: defining Ex. What is the definition of "lunar

More information

Understanding Depth of Knowledge and Cognitive Complexity Keystone Exam Review of Items

Understanding Depth of Knowledge and Cognitive Complexity Keystone Exam Review of Items Understanding Depth of Knowledge and Cognitive Complexity Keystone Exam Review of Items One of the steps in the item-review process involves Pennsylvania educators review of items for cognitive complexity

More information

Teaching Critical Thinking Skills to English for Academic Purposes Students

Teaching Critical Thinking Skills to English for Academic Purposes Students Teaching Critical Thinking Skills to English for Academic Purposes Students Agenda 1. What is critical thinking? 2. Critical thinking and culture 3. Critical thinking tasks, Bloom s Taxonomy 4. Structuring

More information

Interactive Notebook Instructions:

Interactive Notebook Instructions: Interactive Notebook Instructions: 1. Print the following pages out and cut them to fit your composition notebook. 2. Tape or glue the first page onto the outside of the notebook cover and write your name

More information

HSU Division of Enrollment Management and Student Affairs. Assessment Workbook

HSU Division of Enrollment Management and Student Affairs. Assessment Workbook HSU Division of Enrollment Management and Student Affairs Assessment Workbook Contents Introduction..... 3 Mission Statements...... 4 Goals......5 Outcomes.6 Program Outcomes Learning Outcomes Methods

More information

Using the PRECEDE- PROCEED Planning Model PRECEDE-PROCEED P R E C E D E. Model for health promotion programming Best known among health scientists

Using the PRECEDE- PROCEED Planning Model PRECEDE-PROCEED P R E C E D E. Model for health promotion programming Best known among health scientists Using the PRECEDE- PROCEED Planning Model Dr. McKinley Thomas Associate Professor Department of Community Medicine Mercer University PRECEDE-PROCEED Model for health promotion programming Best known among

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

Jefferson College CTL GUIDELINES TO CONSIDER WHEN CREATING EXPECTED LEARNING OUTCOMES

Jefferson College CTL GUIDELINES TO CONSIDER WHEN CREATING EXPECTED LEARNING OUTCOMES GUIDELINES TO CONSIDER WHEN CREATING EXPECTED LEARNING OUTCOMES Source: Assessing Student Learning, by Linda Suskie. The book is available for checkout in the Center for Teaching and Learning. Aim for

More information

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Architectural Engineering Programs Draft of September 2010 COMMENTARY For Architectural Engineering Programs Draft of September 2010 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this document

More information

ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS

ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS ASSESSMENT OF STUDENT LEARNING OUTCOMES IN THE MAJOR A PRIMER FOR DEPARTMENT ASSESSMENT LIAISONS I. WHAT IS ASSESSMENT? Assessment is the systematic collection, review and use of information about educational

More information

MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE STUDENT LEARNING OUTCOMES COURSE LEVEL VICTOR J. SOTO INSTRUCTIONAL DESIGNER PREPARED BY

MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE STUDENT LEARNING OUTCOMES COURSE LEVEL VICTOR J. SOTO INSTRUCTIONAL DESIGNER PREPARED BY 1 MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE WRITING INSTRUCTIONAL OBJECTIVES STUDENT LEARNING OUTCOMES COURSE LEVEL PREPARED BY VICTOR J. SOTO INSTRUCTIONAL DESIGNER 2 WRITING INSTRUCTIONAL

More information

Step by Step Guide to Developing Targeted Professional Development Sessions Aligned with the Core Body of Knowledge

Step by Step Guide to Developing Targeted Professional Development Sessions Aligned with the Core Body of Knowledge Step by Step Guide to Developing Targeted Professional Development Sessions Aligned with the Core Body of Knowledge Step1. Gather Information 1. If possible, conduct an observation of the early childhood

More information

Core Competencies for Public Health Practice Lessons Learned (USA)

Core Competencies for Public Health Practice Lessons Learned (USA) Core Competencies for Public Health Practice Lessons Learned (USA) Joan P. Cioffi, Ph.D. Member, Council on Linkages Between Academia and Public Health Practice Core Competency Workgroups 2001 and 2009

More information

See below for a list of domain verbs.

See below for a list of domain verbs. Name Subject Area: Unit: Topic: Grade Level: Example Reading, Math, Social Studies, Science Example Biographies, Addition/Subtraction, Wars, Environment Example Famous Women, 4 digit, World War II, Recycling

More information

National Assessment of Educational Progress (NAEP)

National Assessment of Educational Progress (NAEP) Exploring Cognitive Demand in Instruction and Assessment Karin K. Hess Over the past decades, educators and psychologists have attempted to develop models for understanding cognitive complexity as it relates

More information

Alignment of Taxonomies

Alignment of Taxonomies Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge

More information

Three domains of learning

Three domains of learning Three domains of learning Leslie Owen Wilson all rights reserved Three domains of learning What are the differences between the cognitive, affective, and psychomotor taxonomies? There are three main domains

More information

Learning Domains Bloom's Taxonomy The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin

Learning Domains Bloom's Taxonomy The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Learning Domains Bloom's Taxonomy The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:

More information

Degree- Level Expectations and Course Learning Outcomes

Degree- Level Expectations and Course Learning Outcomes Degree- Level Expectations and Course Learning Outcomes Introduction to DLEs Degree-Level Expectations (DLEs) are a threshold framework for the expression of the intellectual and creative development of

More information

COURSE COMPETENCY GUIDELINES

COURSE COMPETENCY GUIDELINES COURSE COMPETENCY GUIDELINES GUIDELINES FOR DEVELOPING COMPETENCIES Format: 1. Begin with a present tense action verb. (Example: Convert picas to points and inches.) 2. Each action verb requires an object.

More information

Higher order questions encourages higher order thinking Based on Bloom s Taxonomy

Higher order questions encourages higher order thinking Based on Bloom s Taxonomy Higher order questions encourages higher order thinking Based on Bloom s Taxonomy Knowledge What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who

More information

A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments. for the transition to Common Core State Standards?

A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments. for the transition to Common Core State Standards? A New Lens for Examining Cognitive Rigor in Standards, Curriculum, & Assessments What are some implications for the transition to Common Core State Standards? Karin K. Hess, Ed.D., Senior Associate National

More information

Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.

Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster. Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing

More information

The Learning Skills Pyramid

The Learning Skills Pyramid The Learning Skills Pyramid Brett A. Brosseit, 2013 To develop strong critical thinking and legal analysis skills, students need to: Develop new patterns of thinking Understand the mental processes they

More information

Curriculum Development. Workbook

Curriculum Development. Workbook Curriculum Development Workbook PERFORMANCE-BASED LEARNING CURRICULUM DEVELOPMENT Schoolcraft College supports a performance-based learning (PBL) model of curriculum development. This model focuses on

More information

A Helpful Guide to Developing your Portfolio Learning

A Helpful Guide to Developing your Portfolio Learning A Helpful Guide to Developing your Portfolio Learning Introduction There are many steps to developing the portfolio. By the time you are working on the actual statements that demonstrate your learning,

More information

TUSM Office of Educational Affairs Educational Resources Writing Learning Objectives Handout

TUSM Office of Educational Affairs Educational Resources Writing Learning Objectives Handout TUSM Office of Educational Affairs Educational Resources Writing Learning Objectives Handout Why are learning objectives so important? Setting observable and measurable learning objectives: Provides a

More information

A Guide for Writing Student Learning Outcomes

A Guide for Writing Student Learning Outcomes A Guide for Writing Student Learning Outcomes Office of the Provost University of Florida Continuous Quality Enhancement Series Institutional Assessment Timothy S. Brophy, Director Website: http://assessment.aa.ufl.edu/

More information

CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY

CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY CHAPTER 5 : COURSE AND UNIT DESIGN AND QUALITY All Curtin Courses are designed to ensure graduates are skilled in; leadership, research, Australian Indigenous knowledges and perspectives; and work-integrated

More information

Unit 6: Handout 1 Writing and Using Aims and Learning Outcomes: A Short Guide

Unit 6: Handout 1 Writing and Using Aims and Learning Outcomes: A Short Guide Unit 6: Handout 1 Writing and Using Aims and Learning Outcomes: A Short Guide The following is a copy (with minor adaptations) of a handout written for use within Dentistry and therefore includes references

More information

Learning Outcomes & Curriculum Maps

Learning Outcomes & Curriculum Maps Learning Outcomes & Curriculum Maps Presented by the Assessment Office Today s Agenda 1) Introductions 2) Student learning outcomes Small group activities 3) Curriculum maps Small group activities 4) Wrap

More information

Strategy: Make Connections. Strategy: Make Connections. What Connections Do I Make As I Read? What Connections Do I Make As I Read?

Strategy: Make Connections. Strategy: Make Connections. What Connections Do I Make As I Read? What Connections Do I Make As I Read? What Connections Do I Make As I Read? What Connections Do I Make As I Read? Strategy: Make Connections Good readers note pieces of text that relate to or remind them of: their own lives, such as past experiences

More information

Instructional guide to writing good [great] learning objectives

Instructional guide to writing good [great] learning objectives Continuing Education Program Guide to Writing Learning Objectives Instructional guide to writing good [great] learning objectives Objectives used in the NERC Continuing Education Program (CE Program),

More information

Revised Bloom s Taxonomy

Revised Bloom s Taxonomy Revised Bloom s Taxonomy Revised Bloom s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome. Bloom s Revised Taxonomy Taxonomy of Cognitive

More information

WHAT IS CRITICAL THINKING?

WHAT IS CRITICAL THINKING? Integrating Critical Thinking Skills into the Standard Curriculum Bob Iseminger, Pieces of Learning, IAGC, 02/09/16 biseminger@rocketmail.com WHAT IS CRITICAL THINKING? Accepting ideas and acting on them

More information

Writing Educational Goals and Objectives

Writing Educational Goals and Objectives Writing Educational Goals and Objectives What are Goals? Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached, or "hit." What are Instructional Objectives?

More information

Industrial Engineering Definition of Tuning

Industrial Engineering Definition of Tuning Industrial Engineering Definition of Tuning Tuning is a faculty-led pilot project designed to define what students must know, understand, and be able to demonstrate after completing a degree in a specific

More information

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Civil and Similarly Named Engineering Programs Draft of July 2011

AMERICAN SOCIETY OF CIVIL ENGINEERS COMMENTARY. For Civil and Similarly Named Engineering Programs Draft of July 2011 COMMENTARY For Civil and Similarly Named Engineering Programs Draft of July 2011 Purpose This document has been prepared by the ASCE Committee on Curriculum and Accreditation (CC&A). The purpose of this

More information

Learning Objectives for Master's theses at DTU Management Engineering

Learning Objectives for Master's theses at DTU Management Engineering Learning Objectives for Master's theses at DTU Management Engineering Notes of inspiration to Master's students who have just started working on their Master's thesis, as prepared for the Study Board at

More information

Teaching and Educational Development Institute. Bloom s taxonomy of educational objectives

Teaching and Educational Development Institute. Bloom s taxonomy of educational objectives Bloom s taxonomy of educational objectives Bloom s taxonomy of educational objectives This material is largely drawn from a handout from Dr Robert Kleinsasser (School of Languages and Comparative Cultural

More information

Learning Objectives. Copyright 2008 Stephen Zerwas. Looking at the First Year

Learning Objectives. Copyright 2008 Stephen Zerwas. Looking at the First Year Looking at the First Year Objectively Stephen C. Zerwas University of North Carolina Greensboro 1 Measuring Student Learning What do we want students learn? Do students have the opportunity to learn it?

More information

Writing clear course objectives is important because:

Writing clear course objectives is important because: Rationale Writing clear course objectives is important because: Objectives define what you will have the students do. Objectives provide a link between expectations, teaching and grading. Stating clear

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009 USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V 1. October 009 ITIL is a Registered Trade Mark of the Office of Government Commerce in the United Kingdom and other countries APMG

More information

Tips, Trips, and Traps: Preparing to Take an ASQ Certification Examination

Tips, Trips, and Traps: Preparing to Take an ASQ Certification Examination Tips, Trips, and Traps: Preparing to Take an ASQ Certification Examination My Assumptions About You You will decide to sit for a certification examination You will read every piece of certification material

More information

Writing Measurable Learning Outcomes

Writing Measurable Learning Outcomes Writing Measurable Learning Outcomes Sandi Osters, Director of Student Life Studies F. Simone Tiu, Assistant Director for Institutional Effectiveness 3 rd Annual Texas A&M Assessment Conference You got

More information

white paper The Dokeos e-learning

white paper The Dokeos e-learning white paper The Dokeos project management guide Dokeos, 2007. All rights reserved. 10/05/2007 1 I. Introduction This guide is the result of a series of meetings with companies HR management teams and training

More information

Writing Learning Objectives

Writing Learning Objectives Writing Learning Objectives Faculty Development Program Office of Medical Education Boston University School of Medicine All Rights Reserved 2004 No copying or duplication of this presentation without

More information

INTERMEDIATE QUALIFICATION

INTERMEDIATE QUALIFICATION PROFESSIONAL QUALIFICATION SCHEME INTERMEDIATE QUALIFICATION SERVICE LIFECYCLE SERVICE OPERATION CERTIFICATE SYLLABUS Document owner The Official ITIL Accreditor Page 2 of 18 Contents SERVICE OPERATION

More information

CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY

CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY 9.1. History of Bloom s Taxonomy Bloom s Taxonomy was created, in 1948, by psychologist Benjamin Bloom and several colleagues. Originally

More information

A Faculty & Staff Guide to. Creating Learning Outcomes

A Faculty & Staff Guide to. Creating Learning Outcomes A Faculty & Staff Guide to Creating Learning Outcomes This publication has been designed to encourage faculty and staff to create and use measurable learning outcomes in and outside of the classroom. While

More information

Arrange Articulate Ascertain Assemble Assess Assign Assist Assume Attain Attend. Attract Audit Augment Author Authorize Automate Avert Award

Arrange Articulate Ascertain Assemble Assess Assign Assist Assume Attain Attend. Attract Audit Augment Author Authorize Automate Avert Award List of action Verbs Sorted Alphabetically List of action verbs starting with A Abstract Accelerate Accommodate Accomplish Accumulate Achieve Acquire Act Activate Adapt Add Address Adjust Administer Advertise

More information

Planning your questions using Bloom s Taxonomy

Planning your questions using Bloom s Taxonomy Planning your questions using Bloom s Taxonomy Taken from The Ultimate Teaching Manual Gererd Dixie published by Continuum - available at all good book stores from 14 th April Research (Wragg and Brown,

More information

ABET & NCAAA ACCREDITATION Course Design Workshop

ABET & NCAAA ACCREDITATION Course Design Workshop ABET & NCAAA ACCREDITATION Prof. Ali M. Al-Bahi Director of the Academic Accreditation Unit Faculty of Engineering, King Abdulaziz University Modified and Presented by Dr. Faisal Iskanderani UBTVR for

More information

Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION

Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION Educational Objectives for this Presentation At the end of this presentation you will be able to: Compare and contrast educational

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V.0 April 01 ITIL is a registered trade mark of the Cabinet Office APMG Service Catalogue 01 Examination Syllabus INTRODUCTION The

More information

A GUIDE TO DEVELOPING COGNITIVE LEARNING OBJECTIVES. Jolly T. Holden, Ed.D

A GUIDE TO DEVELOPING COGNITIVE LEARNING OBJECTIVES. Jolly T. Holden, Ed.D A GUIDE TO DEVELOPING COGNITIVE LEARNING OBJECTIVES Jolly T. Holden, Ed.D Table of Contents Introduction... 3 Classification of Learning Objectives... 3 General or overall objective... 3 Specific objective...

More information

REFLECTION OF BLOOM S REVISED TAXONOMY IN THE SOCIAL SCIENCE QUESTIONS OF SECONDARY SCHOOL CERTIFICATE EXAMINATION

REFLECTION OF BLOOM S REVISED TAXONOMY IN THE SOCIAL SCIENCE QUESTIONS OF SECONDARY SCHOOL CERTIFICATE EXAMINATION REFLECTION OF BLOOM S REVISED TAXONOMY IN THE SOCIAL SCIENCE QUESTIONS OF SECONDARY SCHOOL CERTIFICATE EXAMINATION Mahbubul Hasan Training Coordinator, ROSC Project, DPE, MoPME, Ex-Faculty, Scholastica.

More information

Writing Learning Objectives

Writing Learning Objectives The University of Tennessee, Memphis Writing Learning Objectives A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Prepared by Raoul A. Arreola, Ph.D. Portions of this

More information

Bloom s Taxonomy: Questions for Beauty

Bloom s Taxonomy: Questions for Beauty Bloom s Taxonomy: Questions for Beauty You will find the answers for this worksheet in Chapter 3 (pages 157-186) of Beauty. Answer each question as best you can, and give the page number(s) where specified.

More information

Magnets Teacher Planning Guide

Magnets Teacher Planning Guide nd Grade Science Unit Project Unit A: Physical Sciences Magnets Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research the problem and find out all you can. Make

More information

How to Write Learning Outcomes

How to Write Learning Outcomes How to Write Learning Outcomes This document is a work in progress. As faculty utilize these guidelines, they will make suggestions for improvement. Changes will follow. What are learning outcomes? Learning

More information