This Tip looks at how to set the desired learning levels based on Bloom’s Taxonomy of Behavioral Objectives.
The fourth step in the comprehensive nine step LESSON PLANning Process is:
STEP 4. SET THE DESIRED LEARNING LEVELS.
This step is based on Bloom’s Taxonomy of Behavioral Objectives- or, as we have referred to it, the Building Blocks of Learning (See Tip #8).
It is essential to clearly identify the desired level of learning we want the participants to attain.
This means that we need to decide whether our aim during the course of the workshop is for the participants to: know the information, but not understand it [REMEMBER]; know and understand it [UNDERSTAND]; or know, understand, and use it [APPLY]. These are the first three of six progressive building blocks of learning (otherwise known as Bloom’s Taxonomy of Behavioral Objectives).
Preferred Levels of Learning
It is unlikely that a trainer will ever intentionally aim only for the lowest rung, or REMEMBER. At the very least, we want participants to both know and understand what they are taught [UNDERSTAND]. If our intention is to change attitudes, then UNDERSTAND or ANALYZE may be the highest level of learning we can accomplish. However, if our intention is to build or strengthen specific skills, APPLY must be our minimum desired learning level.
APPLY is the launching pad for all higher-level thinking. Once our participants have demonstrated that they know, comprehend, and can apply new information or skills, they are ready for the last three building blocks of learning: ANALYZE, EVALUATE, and CREATE.
If the participants will need to organize and reorganize information into categories, the desired level of learning is ANALYZE. If they will need to make judgments against specific criteria, then the desired level of learning is EVALUATE. And if If they will need to create something new, the desired level is CREATE.
How to Set Learning Levels
At this step, we:
a. Select the most appropriate learning level for each essential factor.
b. Ensure that the levels of learning are consistent with the training goals.*
c. Remedy any inconsistency by either adjusting the levels of learning or rewriting the training goals.*
d. Keep in mind that there should be a natural progression through the levels of learning, from remember to understand to apply, and further, if appropriate. *
Checks and Balances
Note that at this step, we also have checks and balances.
At (b) and (c), we make sure that the selected learning levels are appropriate to accomplish the established training goals. If we feel that apply is necessary but our training goals do not make that clear, we will have to rewrite the training goals.
At (d), we make sure that we are not jumping directly to apply. This is important if we have not either provided knowledge or checked for understanding prior to that. Also, if the content has a safety component, we must check for understanding prior to any application.
Next week, we will look at the checklist for the fifth lesson planning step, which is creating the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!
Next week, we will look how to create the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!
If your trainers would benefit from learning how to design and deliver dynamic training, please book a call to discuss a tailored train-the-trainer program. https://laurelandassociates.com/contact/
