Bloom’s Taxonomy: Create (6/6)


Definition of learning objective:

Learners are able to put elements together to form a new coherent or functional whole, or re-organise elements into a new pattern or structure.

Other active verbs for Create: Formulate, invent, develop, generalise, rearrange, anticipate, collaborate, imagine, facilitate, propose.

Let's do it!

At the end of a program (for example around Leadership), ask the learners to create a podcast series (5 episodes) around the different aspects of Leadership they have learned.

The different tasks could be for each episode:

  • Define a theme.
  • Identify a guest (explain why this choice of guest)
  • Write a short introduction for the episode (why this theme is important, who is the guest...)
  • Create questions to ask to the guest.
  • Write a short conclusion for the episode

A follow-up activity could be to ask the learners to produce one of the 5 episodes and share it with their co-learners.

This activity can be modified by replacing the format (podcast) with any other, for example create a series of documentaries, webinars, blogs...

Good questions to ask learners to make them Create:
Can you design a ... to ...? Can you see a possible solution to ...? If you had access to all resources, how would you deal with ...? Why don’t you devise your own way to ...? What would happen if? How many ways can you ...? Can you create new and unusual uses for ...? Can you develop a proposal which would ...? How would you test ...? Propose an alternative. How else would you ...? State a rule.
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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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