Backward Design and Bloom's Taxonomy for Learning Objectives

Module 2: Backward Design and Bloom's Taxonomy for Learning Objectives

In Module 1, we studied five well-known instructional design models (ADDIE, Dick & Carey's Model, Gagne's Nine Events of Instruction, Merrill's First Principles, and Rapid e-Learning Design). In this module, we moved on to Wiggins and McTighe’s Backward Design model and Bloom’s Taxonomy of Cognitive Levels, which are the focus of this course. This module aimed to help us understand these two frameworks and prepare us to use the frameworks to guide our Instructional Design project (i.e., the final project of the course). 

In Module 2, we studied the Backward Design framework and Bloom's Taxonomy and prepared a video presentation (at least 10 minutes) to address the following topics.

1. We described the three stages of Wiggins and McTighe’s Understand by Design(UbD) framework. We used examples from the reading and watching materials for illustration.

2. We described the six levels of Bloom's taxonomy. We made sure examples were used to illustrate each level.

3. We Applied Backward Design and Bloom's Taxonomy. We started planning our final Instructional Design project this week. The final project could be an instructional design document or a digital learning artifact that has manifested the use of (1) Backward Design, (2) Bloom's Taxonomy for learning objectives, (3) learning assessment, (4) digital learning materials, and (5) instructional strategies for active learning. 

We thought  of a real teaching/training task in which we would apply the Backward Design and Bloom's Taxonomy for developing learning objectives (the 1st step in Backward Design). We described the learning/training task, and what the specific learning objectives are. 

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Longman.

Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/active-learning/

McTighe, J., & Wiggins, G. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

Socolinsky, M. (2020). Using Flipgrid to engage students and amplify student voice. Edutopia. https://www.edutopia.org/article/using-flipgrid-engage-students-and-amplify-student-voice

Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. ASCD.