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Blooming Your Learning Objectives . Patrice Ludwig, James Madison University Carol Hurney , James Madison University Janet Branchaw , University of Wisconsin – Madison Kristina Obom , Johns Hopkins University. Need to know. How students learn. Situational factors. Thought BIG.

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Blooming your learning objectives

Blooming Your Learning Objectives

Patrice Ludwig, James Madison University

Carol Hurney, James Madison University

Janet Branchaw, University of Wisconsin – Madison

Kristina Obom, Johns Hopkins University

Need to know
Need to know

How students learn


Thought BIG


Need to know1
Need to know

  • Yesterday, many of us found that our BIG ideas did NOT align with our syllabus objectives.

  • We tended to think at different cognitive levels than our syllabus stated.

  • Need to know what cognitive level we’ve written our objectives so we can figure out whether or not we’ve aligned objectives and assessments.

Bloom old new
Bloom: Old New

Try it
Try it

  • Demonstrate what Goldilocks would use if she came to your house

  • Judge whether Goldilocks was good or bad. Defend your opinion.

  • Compare this story to reality. What events could not really happen.

  • List the items used by Goldilocks while she was in the Bear’s house.

  • Propose how the story would be different if it were Goldilocks and the Three Fish

  • Explain why Goldilocks liked Baby Bear’s chair the best

Learning taxonomies2
Learning Taxonomies

Anderson and Krathwohl, 2001

Solo biggs and collis 1982
SOLO (Biggs and Collis 1982)


  • Which learning taxonomy appeals to you?

  • Which learning taxonomy aligns with the big learning goals of your course?

  • Discuss with your BAT team

  • Use your preferred taxonomy and “taxonomize” your learning objectives that you generated yesterday.