Review Revised Bloom’s Taxonomy Levels and Action Verbs



CLO/ULO Course Map and IRA Planning Form4381500252095Review Revised Bloom’s Taxonomy Levels and Action Verbs00Review Revised Bloom’s Taxonomy Levels and Action VerbsPurposeThis form is designed to help you complete the early stages of designing your course. It the first part of backward design. At Park, we start with the Course Learning Outcomes (CLOs) and create Unit Learning Outcomes (ULOs) to address the CLOs. We also align each ULO to one or more CLO(s). This form will be a work in progress and will be included in the final version of the course to help inform instructors about the course. We use Bloom’s Taxonomy to make sure we are creating ULOS that are measurable.You will use this form complete the following steps in the course design process. Step 1.1 Provide Core Learning Outcomes/Indicate CLO Bloom’s Level Step 1.2 Create Unit Learning Outcomes and Align ULOS to CLOsStep 1.3. Complete IRA Plan (Completed after first meeting with instructional designer.)See the Completed Example of the CLO/ULO Course Map and IRA Planning Form.IRA Table of Possible Course ComponentsThe following IRA Table provides examples from completing the IRA portions of the map.IntroduceReinforceAssessReadingsArticlesVideosWebsitesReadingsArticlesVideosInfographicPractice Exercises DiscussionQuizReflection/JournalAssignmentScaffolded CA AssignmentCore AssessmentProject/Paper, otherDiscussionQuiz Reflection/JournalAssignmentScaffolded CA AssignmentExamGroup ProjectCore AssessmentProject/PaperComplete CLO/ULO/IRA Map templateDirections: Complete Steps 1.2 and 1.2 of the map below and submit to your instructional designer. You will complete Step 1.3 after your first meeting with your instructional designer.Step 1.1 - Provide Course CLOsList the Approved CLOs for the course. Include all approve core learning outcomes. Designate the Bloom’s Level.See completed example of Step 1.1 below.Approved CLOAt the conclusion of the course, the learner will be able to:BLOOM’S LEVELIndicate Bloom’s Level of CLO.Review Revised Bloom’s Taxonomy LevelsCLO1. CLO2. CLO3. CLO4. CLO5. CLO6. CLO7. Step 1.2 Create Unit Learning Outcomes and Align ULOS to CLOsList 4-6 unit learning outcomes for each unit. Answer the question, “At the completion of this unit, the learner will be able to:”Select a Bloom’s verb appropriate to the CLO Bloom’s Level.Indicate with which CLO(s) each ULO aligns Click here to see example of Step 1.2 below.Unit 1: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 2: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 3: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 4: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.UNIT 5: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 6: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 7: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Unit 8: Unit Learning OutcomesULO1. ULO2. ULO3. ULO4. ULO5. ULO6.Step 1.3. CLO/ULO Alignment and IRA Plan(Completed after first meeting with instructional designer. An example is provided but will be completed after CLOs and ULOs have been reviewed.)Purpose: This section is designed to help you evaluate the distribution of ULOs that support each CLOs. By using this map you can evaluate how and where each CLO will be covered and how the ULOs will be introduced, reinforced and assessed in the course. Directions: Copy the CLOs into the IRA Map.Copy the CLO Bloom’s Level below the CLO.Copy the ULO next to the correct CLO. Indicate the following for each ULOULO Unit Bloom’s level of ULOComplete IRA Plan. Indicate how the ULO will be:IntroducedReinforcedAssessedClick here to see completed example of Step 1.3 below.Key:Not in original CLO/ULOs/AssessmentsApplies to multiple CLOsUnit ?-Introduced in earlier unit.CLO/ULO Alignment and BalancingGroup CLOs with ULOsULOBloom’s LevelComplete IRA PlanSee IRA Table above for example IRA components.Course Learning OutcomesUnitCourse Learning OutcomesBloom’s LevelsIntroduceReinforceAssessCLO1. CLO1Bloom’s LevelCLO2. CLO2Bloom’s LevelCLO3. CLO3Bloom’s LevelCLO4. CLO4Bloom’s LevelCLO5. CLO5Bloom’s LevelCLO6. CLO6Bloom’s LevelCLO7. CLO7Bloom’s LevelCompleted Example of the CLO/ULO Course Map and IRA Planning FormThe example below is a completed segment of the CLO/ULO course map and IRA planning form with direction for how to complete it.Step 1.1 Input Core Learning OutcomesList the Approved CLOs for the course. Include all approve core learning outcomes. Designate the Bloom’s Level.Approved CLOAt the conclusion of the course, the learner will be able to:BLOOM’S LEVELIndicate Bloom’s Level of CLO.Review Revised Bloom’s Taxonomy LevelsIllustrate how self-concept and perception influence communication.UnderstandExplain how language use and nonverbal cues can create communication problemsKnowledgeDevelop, support, organize and deliver speeches with a particular audience, goal, and situation in mind.CreateFormulate personal strategies for effective communication across co-cultures and global cultures.CreateStep 1.2 Create Unit Learning Outcomes and Align ULOS to CLOsList 4-6 unit learning outcomes for each unit. Answer the question, “At the completion of this unit, the learner will be able to:”Select a Bloom’s verb in alignment with the CLO Bloom’s Level.Indicate with which CLO(s) each ULO alignsULOs/Aligns to CLO(s)At the completion of this unit, the learner will be able to:Unit Learning OutcomesULO1. Apply unit concepts to real world scenario. (CLO1)ULO2. Explain how language use and nonverbal cues can create communication problems. (CLO2)ULO3. Analyze the audience for class speeches. (CLO3)ULO4. Identify the various contexts within which communication occurs. (CLO4)Step 1.3. CLO/ULO Alignment and IRA Plan(Completed after first meeting with instructional designer. An example is provided but will be completed after CLOs and ULOs have been reviewed.)Purpose: This section is designed to help you evaluate the distribution of ULOs that support each CLOs. By using this map you can evaluate how and where each CLO will be covered and how the ULOs will be introduced, reinforced and assessed in the course. Example IRA Table of Possible Course ComponentsThe following IRA Table provides examples from completing the IRA portions of the map.IntroduceReinforceAssessReadingsArticlesVideosWebsitesReadingsArticlesVideosInfographicPractice Exercises DiscussionQuizReflection/JournalAssignmentScaffolded CA AssignmentCore AssessmentProject/Paper, otherDiscussionQuiz Reflection/JournalAssignmentScaffolded CA AssignmentExamGroup ProjectCore AssessmentProject/PaperDirections: Copy the CLOs into the IRA Map.Copy the CLO Bloom’s Level below the CLO.Copy the ULO next to the correct CLO. Indicate the following for each ULOULO Unit Bloom’s level of ULOComplete IRA Plan. Indicate how the ULO will be:IntroducedReinforcedAssessedCLO/ULO Alignment and IRA PlanCLO/ULO Alignment and BalancingGroup CLOs with ULOsULOBloom’s LevelComplete IRA PlanSee IRA Table above for example IRA components.Course Learning OutcomesUnitCourse Learning OutcomesBloom’s LevelsIntroduceReinforceAssessCLO1. Illustrate how self-concept and perception influence communication.1Apply unit concepts to real world scenario.ApplyCh1/ArticleVideoAssignment1Discuss how perception impacts communication.UnderstandingCh1Lecture ArticleDiscussionCLO1Bloom’s LevelUnderstandCLO2. Explain how language use and nonverbal cues can create communication problems.1Explain how language use and nonverbal cues can create communication problems. UnderstandingVideoWebsiteDiscussion 5Identify the key features, advantages, and disadvantages of small group communication.KnowledgeCh8VideoArticleDiscussion/ ROCI Instrument completionCLO2Bloom’s LevelKnowledge5Define the five stages of group development. IdentifyCh8VideoArticleDiscussion/ ROCI Instrument completionCLO3. Deliver speeches with a particular audience, goal, and situation in mind.1Analyze the audience for class speeches. AnalyzeCh11Lecture ArticleAssignment2Discuss the function and characteristics of symbols.UnderstandingCh3Lecture ArticleDiscussion2Identify the important functions of verbal messages.KnowledgeCh3Lecture VideoDiscussion3Identify types of evidence appropriate for informative speeches.KnowledgeCh12 LectureInformative Evidence formDiscussionCLO3Bloom’s LevelCreate3Describe criteria for selecting an organizational pattern for a speech. KnowledgeCh13LectureDiscussion speech planning formCLO4. Formulate personal strategies for effective communication across co-cultures and global cultures.1Identify the various contexts within which communication occurs. KnowledgeCh1VideoDiscussion 4Describe the importance of cultural competence for communicating in a globalized world.UnderstandingCh6Lecture VideoDiscussionCLO4Bloom’s LevelCreate4Examine ways to overcome barriers to communication. ApplyVideoLecture ArticleDiscussion ................
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