An important step in developing your course content is determining how it will be delivered to students. How do you select a diverse range of classroom activities that will keep students interested throughout your lecture? With Bloom’s Taxonomy, class activities are easy to structure.
Try using this step by step guide—cribbed from our new planning tool—to provide the framework that will set your students up for success.
Consider what you’re trying to accomplish in your lecture.This should be as straightforward as linking your lecture to the correct cognitive level for the stage of your course.
Ask yourself, “How can I formulate questions based on this learning outcome? What am I asking my students to accomplish by the end of lecture?” Keep in mind that every learning outcome has an actionable verb that fits into a level of Bloom’s, for instance: define = remember.
Think about what activities would best address these questions and set your students up for success. For example, would you like students to answer questions with a peer, or on their own?
A working example of how activities work within Bloom’s Taxonomy
Let’s take the example of a biology class, where the learning outcome of your lecture is: “Students will be able to explain the importance of homeostasis in the human body including its effects on the body’s physiological systems.”
In this instance, “explain” is the actionable verb, and “understand” is the cognitive level you are targeting. Take a look at our worksheet to see an example of a question and activity that would be appropriate to use:
It’s as straightforward as that. Download the full activity tool for free here. You can also download a full set of tools that use Bloom’s Taxonomy, including a lecture planner and a guide to learning outcomes, by filling in the form below.
Setting Formative Assessment Questions in Bloom’s Taxonomy
6 Interactive Classroom Activities for College Students
Flipped Learning 3.0: Take Teaching Beyond PowerPoint
Strategies for Succeeding as Adjunct Faculty