Bloom’s Taxonomy: Analyse (4/6)

Analyse

Definition of learning objective:

Learners are able to articulate the relationship between different ideas and can breakdown their learning into elements or parts.   They are able to use their own judgment to analyse the knowledge they have learned and to distinguish between fact and opinion.

Other active verbs for Analyse: Contrast, Diagnose, Differentiate, Discriminate, Optimise, Relate, Explain, Appraise, Question, Connect

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

Prove it Wrong

Learners already know how to explain the concept (Understand) and to come up with a hypothetical assignment or practice exercise (Apply) they would give to someone in order to test their understanding.

For this Analyze level, ask the learners to deconstruct the concept and find faults with it.

For example: You are running a training programme on design thinking and you want the participants to be able to analyse different kinds of ideation methods.

Ask your learners to explore 5 different (popular) types of brainstorming and ideation methods, and ask participants to find the faults in these methods, and when not to use a specific method.

This activity can also be done in groups, so that each group has a concept that they present to other participants, while those other participants try to find the faults in each others concepts.

Good questions to ask learners to make them Analyse:
What’s fact? Opinion? What assumptions ...? Identify the results of... What conclusions? State the point of view of ... What ideas justify the conclusion? What’s the relationship between? Determine the point of view, bias, values, or intent underlying presented material. Which events could not have happened? If ... happened, what might the ending have been? How is ... similar to ...? What do you see as other possible outcomes? Can you explain what must have happened when ...? How is ... similar to ...? What were some of the motives behind ...? What was the turning point? What are some of the problems of...? Can you distinguish between ...?
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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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