Bloom’s Taxonomy: Apply (3/6)


Definition of learning objective:

Learners are able to solve problems to new situations by applying the acquired knowledge, facts, techniques and rules in a different way.

Other active verbs for Apply: Illustrate, modify, interview, predict, collect, explain, show, dramatize, teach, use.

Let's do it! Activity examples for facilitators...

Learn by Teaching

You are at a stage in the learning process where the learners already know how to explain the subject or concept (eg. Design Thinking).

Now invite your participants to imagine that they are teaching design thinking to other learners.

Ask them to come up with an assignment or practice exercise they would give to their learners in order to test their understanding on the subject.

The double benefit to this activity is that they might give you ideas for assignments you could use in the future. 😉
Good questions to ask learners to make them Understand:
Predict what would happen if... Tell how much change there would be if... Identify the results of... What do you think could have happened next? Clarify why... Illustrate the... Do you know of another instance where...? Can you group by characteristics such as...? Which factors would you change if...? What questions would you ask of...? From the information given, can you develop a set of instructions about ...?
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User-centric Learning Design Tool

Bloom’s Taxonomy is a model for defining learning objectives. Here are some tips for organisational learning facilitators on using to design different kind of activities, using appropriate tech and questions to ask in participative settings.

This is a series of 6 mini blogs on the Bloom Taxonomy and new contents relating to the topic will be updated weekly. The posts include a definition, some activity examples and suggestions for good facilitation questions to ask for each of the Bloom Taxonomy categories. First up is “Remember”, and the following updates will look at “Understand”, “Analyze” and so on.

All too often, when we design learning (whether a workshop or a program), we start by asking ourselves what content we should cover. This leads us to design content-heavy interventions which take the form of a presentation often accompanied by bullet point slides.

If we formulate learning objectives as answers to the question “what should the participants be able to do as a result of the workshop”? We design completely different interventions.

The impact of learning becomes an ability to do something better or differently and this implies more than listening. Interventions designed as an answer to this question have hands-on learning at their core because, in order to be able to do something, we need to practice it.

Once we start with “what should the participants be able to do as a result of the workshop”? we need to answer by formulating learning objectives which start with “the participants will be able to” followed by an active verb such as the ones presented in this blog.

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Design Thinking

Introduce Design Thinking to your leaders in a collaborative and experiential workshop – online or face to face.

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