Step 2
Check your topic: Does it fit a multilogue learning experience?
Step 2
Check your topic: Does it fit a multilogue learning experience?
Step 2
Check your topic: Does it fit a multilogue learning experience?
A commonly used taxonomy for learning objectives was introduced in the 1950s by Bloom and revisited by Anderson and Kratwohl, amongst others. The revised version proposes six levels of learning objectives with mounting complexity:
Remember | Understand | Apply | Analyse | Evaluate | Create
With the help of action verbs (“Which level of mastery is to be achieved?”) and learning objects (“Which content is to be mastered?”), lecturers can create specific learning objectives for their learning format. McPheat (2023) proposes the following action verbs to help you define specific learning objectives for each of the six levels of mastery.
A commonly used taxonomy for learning objectives was introduced in the 1950s by Bloom and revisited by Anderson and Kratwohl, amongst others. The revised version proposes six levels of learning objectives with mounting complexity:
Remember | Understand | Apply | Analyse | Evaluate | Create
With the help of action verbs (“Which level of mastery is to be achieved?”) and learning objects (“Which content is to be mastered?”), lecturers can create specific learning objectives for their learning format. McPheat (2023) proposes the following action verbs to help you define specific learning objectives for each of the six levels of mastery.
A commonly used taxonomy for learning objectives was introduced in the 1950s by Bloom and revisited by Anderson and Kratwohl, amongst others. The revised version proposes six levels of learning objectives with mounting complexity:
Remember | Understand | Apply | Analyse | Evaluate | Create
With the help of action verbs (“Which level of mastery is to be achieved?”) and learning objects (“Which content is to be mastered?”), lecturers can create specific learning objectives for their learning format. McPheat (2023) proposes the following action verbs to help you define specific learning objectives for each of the six levels of mastery.
Action verbs according to McPheat:
| Level | Category | Action Verbs |
|---|---|---|
|
1 |
Remembering |
define, identify, label, list, name, recall, recognise,
reproduce, select |
|
2 |
Understanding |
classify, describe, discuss, explain, express, identify,
indicate, locate, recognise, report, restate, review, select,
translate |
|
3 |
Applying |
apply, choose, demonstrate, dramatise, employ,
illustrate, interpret, operate, practise, schedule, sketch,
solve, use |
|
4 |
Analysing |
analyse, appraise, calculate, categorise, compare,
contrast, criticise, differentiate, discriminate, distinguish,
examine, experiment, question, test |
|
5 |
Evaluating |
appraise, argue, assess, choose, compare, conclude,
criticise, decide, defend, evaluate, judge, justify,
prioritise, rate, select |
|
6 |
Creating |
arrange, assemble, collect, combine, compose, construct,
create, design, develop, formulate, generate, organise,
plan, prepare, produce, propose, rearrange, reorganise,
revise, summarise, write |
As multilogues are designed to engage students in solving real-world problems or addressing complex challenges, they are more suited to achieve learning objectives from the last three levels, such as developing solutions for community well-being or analyzing interdisciplinary approaches for a sustainable future. Due to their open-ended and exploratory nature, they may not be suited for delivering foundational knowledge or basic facts, enhancing the mastery of basic skills that require repetitive practice and reinforcement, or for achieving learning objectives that require highly structured, step-by-step learning experiences.
Action verbs according to McPheat:
| Level | Category | Action Verbs |
|---|---|---|
|
1 |
Remembering |
define, identify, label, list, name, recall, recognise,
reproduce, select |
|
2 |
Understanding |
classify, describe, discuss, explain, express, identify,
indicate, locate, recognise, report, restate, review, select,
translate |
|
3 |
Applying |
apply, choose, demonstrate, dramatise, employ,
illustrate, interpret, operate, practise, schedule, sketch,
solve, use |
|
4 |
Analysing |
analyse, appraise, calculate, categorise, compare,
contrast, criticise, differentiate, discriminate, distinguish,
examine, experiment, question, test |
|
5 |
Evaluating |
appraise, argue, assess, choose, compare, conclude,
criticise, decide, defend, evaluate, judge, justify,
prioritise, rate, select |
|
6 |
Creating |
arrange, assemble, collect, combine, compose, construct,
create, design, develop, formulate, generate, organise,
plan, prepare, produce, propose, rearrange, reorganise,
revise, summarise, write |
As multilogues are designed to engage students in solving real-world problems or addressing complex challenges, they are more suited to achieve learning objectives from the last three levels, such as developing solutions for community well-being or analyzing interdisciplinary approaches for a sustainable future. Due to their open-ended and exploratory nature, they may not be suited for delivering foundational knowledge or basic facts, enhancing the mastery of basic skills that require repetitive practice and reinforcement, or for achieving learning objectives that require highly structured, step-by-step learning experiences.
Action verbs according to McPheat:
| Level | Category | Action Verbs |
|---|---|---|
|
1 |
Remembering |
define, identify, label, list, name, recall, recognise,
reproduce, select |
|
2 |
Understanding |
classify, describe, discuss, explain, express, identify,
indicate, locate, recognise, report, restate, review, select,
translate |
|
3 |
Applying |
apply, choose, demonstrate, dramatise, employ,
illustrate, interpret, operate, practise, schedule, sketch,
solve, use |
|
4 |
Analysing |
analyse, appraise, calculate, categorise, compare,
contrast, criticise, differentiate, discriminate, distinguish,
examine, experiment, question, test |
|
5 |
Evaluating |
appraise, argue, assess, choose, compare, conclude,
criticise, decide, defend, evaluate, judge, justify,
prioritise, rate, select |
|
6 |
Creating |
arrange, assemble, collect, combine, compose, construct,
create, design, develop, formulate, generate, organise,
plan, prepare, produce, propose, rearrange, reorganise,
revise, summarise, write |
As multilogues are designed to engage students in solving real-world problems or addressing complex challenges, they are more suited to achieve learning objectives from the last three levels, such as developing solutions for community well-being or analyzing interdisciplinary approaches for a sustainable future. Due to their open-ended and exploratory nature, they may not be suited for delivering foundational knowledge or basic facts, enhancing the mastery of basic skills that require repetitive practice and reinforcement, or for achieving learning objectives that require highly structured, step-by-step learning experiences.