Part three of the paper version of 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
June 5, 2011

2. Designing and Developing Content 2
Learning objectives are linked to student mastery of the material because their
effectiveness is dependent upon whether students can demonstrate their understanding. If
learning objectives describe “what a learner will be able to do when they complete a unit of
instruction” (Dick & Carey, 2009), then an assessment will confirm or “deny” that the student is
able to do what the objectives state. The assessment serves as feedback to the student and the
instructor because it indicates how well the learner accomplished the objectives and determines
what instructional strategies worked and did not work (Dick & Carey, 2009). To complete the
instructional chain for the Bloom’s Taxonomy of Cognitive Objectives, the instructor of the
course designed and implemented assessment procedures as a record to show that learning took
place, and the objectives for learning were implemented and met by the students. The
instructor provided four learning objectives, the activities that supported the objectives, and
assessments that supported the learning objectives and the activities that followed.
Each of the four learning objectives had three test items to aid students’ understanding of
what was covered. The first objective was thus: Based on your understanding of Bloom’s
taxonomy, distinguish between lower-level and higher-level skills with 100% accuracy. The
students will be tested on the following: what is Bloom’s taxonomy? What are the lower-level
and higher-level skills? Explain the difference between the lower-level skills and higher-level
skills. These test items are designed to assess the students’ knowledge of the taxonomy, their
ability to identify the lower- and higher-level skills, and to distinguish between the lower- and
higher-level skills. These three test items aid the students in completing the first objective with
100% accuracy.

3. Designing and Developing Content 3
The second learning objective requires students to view a presentation on the taxonomy
and identify three key verbs for the higher-level skills only with 100% accuracy. Not only will
the second objective help students further understand the difference between what is being taught
in their classrooms and what the current educational thought is, but it will get them thinking
about ways and means to raise the level of instruction in their classrooms. The students will be
asked to give an example of three key verbs in each of the higher-level skills on the taxonomy,
write a learning objective that uses each verb, and explain how this objective will help their
learners use higher-level thinking skills. The idea is to move them past the familiar
lecture/memorization theme that runs in their classrooms (or at least see that this is going on) and
devise a way to include their learners in the learning process. The second objective will lead to
the third objective, a discussion on the higher-level skills and the key verbs that are used with
each.
The third objective will have the learners designing their own learning objectives and
learning activities in support of the higher-level skills in the taxonomy. The students will think
about what activities would be appropriate for the classroom and their area of instruction, and at
the same time, are supportive of the higher-level skills on the taxonomy. The students will
compose a learning objective that is relevant to the activity and uses the key verbs that were
discussed in the presentation. Finally, the students will explain what skills their learners will
achieve with the activity. This initial foray into the activity design will lead to a revision in the
syllabus. In the final objective, students will be asked to implement their activity of choice into
their course syllabus.
Each student will compose a proposal for the activity on the proposal form available in
the instructor portal on the college’s intranet system. On this proposal, they will describe the

4. Designing and Developing Content 4
activity, how it supports the course’s learning objectives, how it supports the educational
mission of the college, and, finally, how will the activity be assessed? The finished proposal will
be submitted to the dean by the end of the semester.
The Vice President of Academic Affairs has given the new dean the awesome task of
training the faculty on new educational approaches. Although old habits are difficult to break,
and the resistance level of the faculty will be high, the new dean remains optimistic. The new
dean is confident that the level of instruction will help to overcome the resistance, create new
habits, and meet with the approval of the VP. With that, the dean looks forward to implementing
the instructional plan and is excited about what will be learned and how it will change the
climate for learning at the college.

5. Designing and Developing Content 5
Attachment G
Learning Objective and Test Item Template
Learning Objectives Test Items Test Item Test Item
Based on your A blank pyramid of On the same paper, On a separate piece of
understanding of the taxonomy. students will identify paper, students will
Bloom’s taxonomy, Students will be asked the lower- and higher- explain the difference
distinguish between to complete the level skills on the between the higher-
lower- and higher- taxonomy in order taxonomy. and lower-level skills
level skills with 100% and explain which
accuracy level is being used in
their classrooms.
After viewing the On an electronic On a sample lesson How will this learning
presentation “Writing assessment to be plan, students will objective help learners
Instructional administered after the write a learning use higher-level
Objectives: Beginning presentation, students objective that skills? This should be
with the End in will correctly identify corresponds with one explained as part of
Mind,” identify three the key verbs, as of the key verbs and the sample lesson
key verbs for each noted in the one of the higher- plan, as this question
level (higher-level presentation, for the level skills. will be listed on it.
only) with 100% higher-level skills.
accuracy
After discussion on What activities would Compose a learning What skills will your
higher-level thinking be appropriate for objective, using the learners achieve with
skills and key verbs, higher-level skills? key verbs, that is this activity?
design an activity that This activity will be appropriate for the
emphasizes higher- recorded on a graphic higher-level skills.
ordered thinking skills organizer supplied in This will also be on
using correct key their materials. the graphic organizer.
verbs
After designing the What activity have How does this activity How will you assess
activity, compose a you chosen for support your learning this activity? Should
proposal for the inclusion in your objectives? How does be on the proposal
activity to be included course syllabus? this activity support form.
in the course syllabus Students will record the institutional
to be submitted to the this on the proposal mission? This will
dean before the end of form that they have to also be recorded on
the semester. submit to the dean. the proposal form.

6. Designing and Developing Content 6
References
Dick, W., Carey, L., and Carey, J. O. (2009). The Systematic Design of Instruction (7th ed).
Upper Saddle River, NJ: Pearson.