Importance Of Curriculum Design And Learning Objectives

1453 Words 6 Pages
As teachers create a curriculum design and learning objectives, they must break down the objective into three parts. 1) What will the students do; meaning, under what circumstance will the students begin learning. It might be through discussion, lecture, reading or simple instruction. The second step requires some type of action. 2) Under what circumstances will the students perform? As we begin to design this part of the lesson plan, the use of the DOK (Depth of Knowledge) levels comes into play. Instructors will begin with the lowest levels of the DOK chart by using material from the level one category of recall, using such verbs as Identify, list, label, illustrate, name, tell ,etc. As the lessons begin to dig deeper into the subject matter, …show more content…
The objectives are derived from three domains of learning, Cognitive learning, Affective learning and, Psychomotor learning. The first, cognitive learning, is based on Benjamin Bloom’s Taxonomy. Bloom’s Taxonomy is based on the theory that students comprehend information through different levels of complexity. Nancy Adams addresses this by saying, “Bloom’s taxonomy contains six categories of cognitive skills ranging from lower-order skills that require less cognitive processing to higher-order skills that require deeper learning and a greater degree of cognitive processing” (Adams, 2015). Each level must be mastered before the student can move to the next level. The six-steps in order are Knowledge, Comprehension, Application, Analysis, Synthesis and, Evaluation. . Knowledge, Comprehension and Application are, what Bloom designates as lower-level complexity. Bloom argues that our school system are riddled with lower-level complexity and rarely ever move beyond that and into the higher levels of comprehension that are Analysis, Synthesis and Evaluation (Adams, 2015). Knowledge is the lowest level of complexity and can be achieved through simple testing, such as multiple choice or true/ false style questioning. Comprehension requires a little more in depth learning through an opened ended style of questioning such as giving students a basis of information and having them translate the subject matter through writing (Adams, 2015). The third level, Application, is the ability to apply what you have learned through the first two steps. In a Business Communications class you would learn the basic concepts of persuasive or informational styles of speeches and then, during the application process, you would begin to construct your own speech. The fourth step is Analysis, or as deemed at the secondary level, the

Related Documents