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BY DAY 6
Respond to at least 2 of your peers by suggesting another possible revision to one of their learning objectives.
ASHANTI
- According to Bloom’s Taxonomy identifying three ethical codes related to multiculturally competent services can exist on the evaluation level of critical thinking. At the level of evaluation within Bloom’s Taxonomy, this entails the process of determining the values and methods for specific purposes (Mcdaniel, 2010). When understanding ethical codes for any organization, from educational to medical it is critical that these codes are followed. Codes of ethics are created to ensure that there is legal accountability to maintain higher standards so that there will be no ethical breaches (Giorgini et al., 2015). At the evaluation level identifying the ethical codes allows for all codes of ethics to be examined carefully so they are able to be applied.
To address a higher level of learning within Bloom’s Taxonomy restating the objective as “By the end of the lesson students will be able to remember and recite three ethical codes related to multiculturally competent services”. This new objective provides learners with the opportunity to thoroughly know the ethical codes. When a learner is able to remember the ethical codes it’s more likely they will be able to operate on several levels of higher learning conjointly. By remembering the ethical codes the learner has first evaluated the codes and understands their value. Next, by remembering the codes the learner is now able to analyze what they have remembered and apply them as needed. Ultimately, this level of higher learning produces the opportunity for the learner to operate on several levels of Bloom’s Taxonomy collectively after the lesson is completed. A change that would need to occur within teaching to establish the effectiveness of the lesson-level outcome would be to assure that it is aligned with the course-level outcome. Course-level outcomes are broad which is why it is important to have lesson-level outcomes (Shabatura, n.d.). Within the course-level outcome, the objective of remembering ethical codes would be the focus. The result of this will demonstrate mastery of what the student has retained, making it measurable for the lesson-level outcome (Shabatura, n.d.). Overall, to be certain a learning objective is written effectively it is important to make sure it is measurable and at the highest level outcome of Bloom’s Taxonomy for that specific objective.
References
Giorgini, V., Mecca, J. T., Gibson, C., Medeiros, K. E., Mumford, M. D., Connelly, S., &Devenport, L. D. (2015). Researcher Perceptions of Ethical Guidelines and Codes of Conduct. Accountability in Research, 22(3), 123–138. https://doi.org/10.1080/08989621.2014.955607
Mcdaniel, R. (2010, June 10). Bloom’s Taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Shabatura, J. (n.d.). Using Bloom’s Taxonomy to Write Effective Learning Outcomes | Teaching Innovation and Pedagogical Support. https://tips.uark.edu/using-blooms-taxonomy/
LINDA
Higher Levels of Learning
Boslaugh, (2019) existing Level of Critical Thinking based on Bloom’s Taxonomy:
The original learning objective focused on basic knowledge acquisition, while the revised learning objective requires students to engage in higher-order thinking skills such as analysis, evaluation, and justification. By incorporating higher levels of critical thinking, the revised learning objective better captures the goal of student learning, as it encourages students to actively apply the scientific method in real-world scenarios and make informed decisions based on evidence.
Original learning objective: Students will be able to describe the types of qualitative research.
Types of qualitative research: Phenomenology, grounded theory, ethnography, case study, narrative inquiry, and content analysis.
Level of critical thinking based on Bloom’s taxonomy: Remembering/Recalling
New learning objective: Students will be able to evaluate the strengths and limitations of diverse types of qualitative research in relation to a research question.
Level of critical thinking based on Bloom’s taxonomy: Analyzing/Evaluating
Example: Students will explain the basic differences between ethnography and phenomenology and will identify the main strengths and weaknesses of each approach.
New learning objective: Students will be able to evaluate the appropriateness of different qualitative research methods for a given research question, and analyze the ethical considerations associated with qualitative research.
To meet the new learning objective, teaching may need to provide students with opportunities to critically analyze research studies that employ distinct types of qualitative research methods. Students may also benefit from learning about the different philosophical real-world examples of qualitative research, discussions and activities that encourage students to consider the ethical implications of conducting research with specific populations, the phenomenology and grounded theory, and how they relate to the research question (Shabatura, 2013).
Additionally, students may need guidance in identifying the strengths and limitations of each type of research method and how to select the most appropriate one for their research question.
Reference
Boslaugh, S. E. (2019). Bloom’s Taxonomy Links to an external Links to an external site.site. Salem Press Encyclopedia.
Shabatura, J. (2013, September 27). Using Bloom’s Taxonomy to write effective learning objectives Links to an external Links to an external site.site. University of Arkansas Teaching Innovation and Pedagogical Support. https://tips.uark.edu/using-blooms-taxonomy/
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