Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 53

Lynch , Smith , Howarth
Table 5.7 : Verbs that signal the learning intent in learning outcomes 18 ( Based on Blooms Taxonomy )
Simple / superficial Understanding / Learning -- Complex / Deep Understanding / Learning
Declarative
Declarative
Procedural
and
Declarative
Procedural
Procedural Declarative
and
Procedural Declarative
and
Knowledge arrange define duplicate know label list match memorize name order quote recognize recall repeat reproduce restate retain
Count
Comprehension characterize classify complete depict describe discuss establish explain express identify illustrate locate recognize report relate review sort translate
Synthesis combine compose consolidate construct create design formulate hypothesize integrate merge organize plan propose synthesize systematize theorize unite write
Application administer apply calculate choose compute conduct demonstrate dramatize employ implement interpret operate perform practice prescribe role-play sketch solve
use
Analysis analyse appraise categorize compare contrast critique diagram differentiate discriminate distinguish examine experiment explore inventory investigate question research test
Evaluation argue assess critique defend envision estimate evaluate examine grade inspect judge justify rank rate review value
When starting out as a teacher , you should aim to have only one verb in each instructional learning outcome that you develop , as this ensures the LMQ2 – MQ5- LMQ7 connection is explicit and robust and that the intent of each ILO remains ‘ simple ’ and not obscured --- meaning straight forward or easily recognised when planning to teach --- and thus easy to decide how to teach and assess it . Table 5.7 provides an overview of useful key verbs . Table 5.7 also illustrates the degree of learning --- simple / superficial to complex / deep --- that are also indicative of each key verb . Table 5.8 indicates how verbs draw attention to what the teacher intends as learning outcomes , the effectiveness of teaching .
Benchmarking
Benchmarking is defined as the use of a standard by which something can be measured or judged . In the context of education , a benchmark denotes student achievement specified in a syllabus and its stated learning
18 This table is based on Blooms Taxonomy . Sourced from http :// achieve . psdr3 . org / bloom . html
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