Remember
Definition of learning objective:
Learners who have mastered this level should be able to recall information, or define important terms.
They can write a bullet point list of key concepts, label a diagram, and they understand enough about the subject matter that they know which search terms to plug into Google in their search for more information.
Other active verbs for Remember:
Define, Identify, List, Recognize, Select, Tell, Quote, Visualize, Match, Name
Let's do it! Activity examples for facilitators...
Scavenger Hunt
Send participants on an online scavenger hunt. Ask them to curate relevant articles, social media posts, and videos around the topic.Example: Before or after a workshop on innovation, ask the participants to identify 3 to 5 ideas they find most innovative. You can select a particular industry or keep it general.
This activity can be adapted to be used for other levels of learning: you can ask the participants to explain why they chose these innovations (Analyse), or you can ask the participants to rate the innovations posted by their peers (Evaluate). If you want to take the activity all the way to Create, you can ask participants to design an innovation framework (for example a Matrix) which they will use to rate the innovations gathered by their peers.
Tech: Padlet is a great tool for this activity.
Good questions to ask learners to make them Remember:
Who? Where? Which one? What? How? Why? How much? How many? When? What does it mean? What happened when? What is the best one? Can you name all the ...? Who said ...? Which is true or false?Get the free related 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.
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.
