Reflective Statement - Creating a taxonomy table allows an educator to see which of Blooms taxonomies they are targeting with each objective and assessment, and where they should focus their efforts to increase higher levels of the taxonomy. Although knowledge/remembering is important in the beginning stages, students should be encouraged to go beyond that to synthesize information and create something new.
Bloom categories/ Revised Taxonomy | Learning objective verbs | Activity/Objective | Knowledge/ Remembering (recall, list, define, identify, collect, label) | define, list, identify | Activity: Research - While conducting research on information source types, students will define the information source type, list its benefits and drawbacks, and identify where to find that information source type in a Google Document shared with the instructor. Enabling Objective 1: Given an information source type, students will conduct research about the information source type using provided resources. Students will produce a 2-3 minute informational presentation using PowToon to define what the source is, list what the benefits and drawbacks are, and identify where to find it, by synthesizing information they have researched. | Comprehension/ Understanding (summarize, describe interpret, predict, discuss) | describe, summarize | Activity: Concept Map - While viewing peers presentations, construct a concept map of the information source types, drawbacks, benefits and how to find them. Enabling Objective 2: Given a type of information source and a peer generated presentation, students will correctly summarize the benefits of that type of information source on a concept map created using Cacoo with 100% accuracy. Enabling Objective 3: Given a type of information source and a peer generated presentation, students will correctly summarize the drawbacks of that type of information source on a concept map created using Cacoo with 100% accuracy. Enabling Objective 4: Given a type of information source and a peer generated presentation, students will correctly describe where to obtain the information source on a concept map created using Cacoo with 100% accuracy. | Application/ Applying (apply, demonstrate, illustrate, classify, experiment, discover) | classify, apply | Activity: Quiz - After viewing peer presentations and creating a concept map, students will complete a quiz which asks them to classify information sources by their type. Enabling Objective 5: Given information sources and their previously constructed concept map, students will apply knowledge of information source types by classifying information sources on a Google Forms quiz with 90% accuracy. | Evaluation/ Evaluating (assess, recommend, convince, compare, conclude, summarize) | recommend, defend | Activity: Discussion - Analyze Research Question Scenarios then recommend and defend their choice of the appropriate information source to use via a class discussion forum. Terminal Objective: Given a research question and a previously constructed concept map, students will apply knowledge of information sources by correctly recommending and defending their choice of the appropriate type of information source to consult. | Synthesis/ Creating (combine, integrate, plan, create, design, formulate) | produce, synthesize, generate | Activity: JigSaw - Each student is responsible for generating a 2-3 minute presentation on one type of Information Source using PowToon. Students will define the information source type, list its benefits and drawbacks, and identify at least one place to find that information source type in their presentation. Enabling Objective 1: Given a type of information source type, students will conduct research about the information source type using provided resources. Students will produce a 2-3 minute informational presentation using PowToon to explain what the source is, what the benefits and drawbacks are, and where to find it, by synthesizing information they have researched. |
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