How to write CEU learning objectives

 Information for Presenters and Instructors

CE activity presenters and instructors are responsible for generating certain information. This includes the activity title, description, learning outcomes and content. The format for most of this is determined by the activity organizers. However, the learning outcomes statements must conform to a specific format.Learning outcomes consist of a set (usually three) of statements that define the learning that the activity participants can expect to experience. Learning outcomes statements generally take the form of the following examples:

For an hour lecture:

“As a result of this activity, participants will be able to describe (VERB) the three language representation methods (OBJECT) used in AAC assistive technology.”

For a presentation that includes demonstrations:

“As a result of this activity, participants will be able to interpret (VERB) the AAC Performance Report (OBJECT), including the use and performance of language representation methods.”

For a full day workshop with hands on project opportunities:
 
“As a result of this activity, participants will be able to measure and compare (VERBs) the communication performance (OBJECT) of language representation methods used by their clients.”

OBJECTS used in this format relate to the content of the presentation.

VERBS used in this format are taken from a list compiled by Richard Bloom in 1956. Bloom’s Taxonomy organizes these verbs according to the level of learning that is experienced. The following has additional information for Bloom’s Taxonomy, including lists of verbs and instructional strategies. Acceptable verbs are not limited to those in the lists.

 

Bloom’s Taxonomy

Bloom’s Taxonomy (Bloom 1956) classifies thinking skills into six categories according to the following table.

High Order Thinking Skills
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Low Order Thinking Skills

For each category a set of verbs is suggested to use with learning outcomes statements. A set of instructional strategies is suggested (Phillips 1994) for achieving the corresponding thinking skill. The following table (used with permission) shows the verbs with a yellow background and the instructional strategies with a green background. Acceptable verbs are not limited to those in the table.

INSTRUCTIONAL STRATEGIES
case studies
projects
exercises
projects critiques
problems simulations
case studies appraisals
creative exercises
EVALUATION
problems develop plans judge
exercises constructs appraise
case studies simulations evaluate
exercises critical incidents
SYNTHESIS
rate
practice discussion compose compare
demonstrations questions plan value
questions projects test propose revise
discussion sketches
ANALYSIS
design score
review simulations distinguish formulate select
test role play analyze arrange choose
assessment microteach differentiate collect assess
reports
APPLICATION
appraise construct estimate
lecture learner interpret calculate create measure
visuals presentations apply experiment set up
video writing employ test organize
audio
COMPREHENSION
use compare manage
examples translate demonstrate contrast prepare
illustrations restate dramatize criticize
analogies discuss practice diagram
KNOWLEDGE
describe illustrate inspect
define recognize operate debate
repeat explain schedule enventory
record express show question
list identify sketch relate
VERBS

References:
Bloom, B. (ed.). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. New York: David McKay, 1956.

Phillips, L. The Continuing Education Guide. Kendall/Hunt Publishing Company. Dubuque, Iowa, 1994.

The Continuing Education Guide (ISBN: 0-7872-6907-7) is available for $24.95 plus shipping and can be ordered from Louis Phillips and Associates, 2858 Ashton Hill Dr., Dacula, GA 30019 or by email at louphil@bellsouth.net.




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