NATIONAL INSTITUTE OF CORRECTIONS LESSON PLAN · LESSON PLAN TITLE: PRESENTATION GUIDE TRAINER NOTES 2. Utilize Bloom's Taxonomy of Cognitive Behaviors to raise performance objectives

NATIONAL INSTITUTE OF CORRECTIONS

LESSON PLAN

COURSE TITLE: Advanced Training for Trainers:Instructional Theory Into Practice

LESSON TITLE: Bloom's Taxonomy

PREPARED BY: Renee Bergeron,NIC AcademyConsultant

& Performance Objectives

DATE: June, 1994

TIME FRAME

Hours : Activity I, II andIII can be accomplished in 2to 2 1/2 hours withEXPERIENCED TRAINERS.Successful completion ofActivity I, II and III willmeet the PerformanceObjectives for this module.

Activity IV will take anadditional 1 to 1 1/2 hours.It is designed to provideadditional practice of theskills taught in the module.

PARAMETERS

Audience: ExperiencedTrainers

Number: 30 - 35 participants

Space: Large seminar room,and 2-3 break-out rooms

PERFORMANCE OBJECTIVES

1. Participants will be ableto write performanceobjective; incorporating thefour elements of an effectiveperformance objective.

2 Participants will be ableto utilize Bloom's Taxonomy ofCognitive Behaviors to raiseperformance objectives tohigher levels of learning andto levels of required jobperformance.

3. Participants will be ableto write performanceobjectives for their ActionTraining Plan incorporatingthe four elements of effectiveobjectives at the Applicationor above level of Bloom'sTaxonomy.

EVALUATION TECHNIQUE

1. Participants will beinvolved in three exercises toaccomplish the first andsecond objective. Their groupwork will be reviewed byconsultants monitoring them asthey work.

2. Participants will writeobjective statements for theirpresentations on Friday andfor the training plans theydevelop doing the seminar.Those statements will bereviewed by the consultingteam in the workshop sessionson Wed. p.m. and Thursday.This will achieve objectivenumber three.

NIC Lesson Plan:Bloom's & Perfomance Objectives Page 3

X Overheads Videotapes:

Slides

X Posters Reference Documents:

ITIP Manual

EQUIPMENT/SUPPLIES NEEDED

X Flipchart & stands Videotape player

X Flipchart Markers Videocamera

X Masking tape Televisions

Slide projector(Carousel)

X Overhead projector

X Projector screen

Videoshow

Computers

METHODS/TECHNIQUES

Small groupdebriefing

activities\whole groupindividual practice with writing

objectives\coaching from consultants.

REPERENCES

The following books and other materials are used asa basis for this lesson plan. The instructor shouldbe familiar w ith the material in these referencedocuments to effectively teach this module.

Title Author

1 "Designing Trainingfor the NationalInstitute of CorrectionsAcademy: InstructionalTheory Into Practice"

1. Deborah Welch & KathyBerman

2 "Bloom's Taxonomy ofCognitive Behaviors"

2. Benjamin Bloom

GENERAL COMMENTS

In preparing to teach this material, the instructorshould take into consideration the followingcontents or suggestions.

it is importa nt that the usual negative reactions towriting performancpoint ma& that

e objectives be dealt with and thethey have the potential to be

powerful tools in training design and evaluation.

This lesson and the activities in it are specificallygeared to experienced trainers who have writtenobjectives before, are reviewing "basics" from adifferent perspective, and who do not need the amount ofpractice and coaching that new trainers need in order toeffectively write and utilize performance objectives.

LESSON PLANTITLE:

PRESENTATION GUIDE TRAINER NOTES

I. SET

Yesterday, after lunch, you practicedoutlining an ITIP Model Lesson Plan based ona given performance objective. What was thepurpose of the activity?with the model,

(To become familiarpractice developing

strategies to teach to all the learningstyles). That's right.

Today we will shift the focus. Yesterday youwere given a perfomance objective . . .today you will practice dissecting and thendeveloping performance objectives.

Let's take a minute to review:

From what are performance objectives drawn?(Your goal or your Outcome statement)

What purpose(s) do (can) they serve intraining? (Helps you make sure you achievedyour goal, gives you a way to measure)

What is the usual reaction trainers have towriting performance objectives? (groan, toomuch trouble, let's skip it)

Why is this the case? (They are pretty hardto write correctly, would rather do the fun,creative stuff)

What can be done by the people in this groupto improve this situation with trainers weimpact? (model, spread the word, implementour action plan)

What active knowledgeour

do we need to have inongoing training repertoire to make these

improvements? (We need to be able to writeperformance objectives and understand theirimportance)

TRANSITION: That's just what we plan to doduring this session. At the end of thismodule in the seminar, you will be able to:

1. Identify the four elements of effectiveperformance objectives.

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2. Utilize Bloom's Taxonomy of CognitiveBehaviors to raise performance objectives tohigher levels of learning and to levels ofrequired job performance.

3. Write performance objectives incorporatingthe four elements of effective objectives, atthe Application or above (levels of Bloom'sTaxonomy).

To accomplish these [objectives, we are goingto spend time identifying the parts ofperformance objectives, developing effectiveperformance objec tive statements, raisingobjectives to higherfinally, revising the

levels of learning and,performance objectives

for the training programs you are"retrofitting" this week.

II. Input

Remember that during this segment, as in allthe training this week, you need to perform adual function. Since this is a training fortrainers program, in addition to being"learners", you need to keep a "trainer'seye" and be conscious of the activities usedto teach/practice the knowledge and skillsrelated to writing and use of performanceobjectives.

Activity IIDENTIFYINGCOMPONENTS OFPERFORMANCE OBJECTIVES

For our first activity, we are going toreview and examine the parts of Performanceobjectives. We will see how "on target" we-re with thisa essential element of ourtraining skills.

Can anyone here tell me what the parts of aperformance objective are?

A lot of people use three parts; Condition,action and standard. The ITIP model hasthese three plus another "content". Theyalso use a little different terminology.

You have heard of the sport of archery . . . . .

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PRESENTATION GUIDE TRAINERNOTES

the main components of archery include thetarget (with a bull's eye), the bow and thearrow. Your goal of course is to shoot thearrow into the bulls eye.

It's like that with performance objectives,your goal is to score a "bulls eye" with thelearner every time by having them learn whatyou have stated in your performanceobjective.

Turn in your notebooks and you can followalong as we review these parts.

1. The CONTENT (What you are teaching)is like a TARGET in archery, it is thegeneral area you are teaching, or in the caseof archery, the general area you plan toshoot the arrow towards.

2 The second component is OBSERVABLEBEHAVIOR, sometimes called the ACTION.Observable behavior is something you can seetake place, you can measure it. It's likethat in archery... when you shoot your ARROW,you can see it hit the target and measure howclose it is to the bull's eye.

3 Your CONDITION is how you get to yourspecific outcome, whether it is by completingan activity, a training session, using a roleplay or scenario. In archery, your bow islike the CONDITION. It is one way you canuse to shoot your arrow at the target. Youcould also throw it or use a slingshot.

4 The fourth component is CRITERION FORSUCCESS or STANDARD. (What will happen as aresult of the training.)

Remember what we have talked about regardinglearning styles? If the methods you chooseto shoot your a rrow does not hit the bull'seye with all your trainees, they may notlearn the content and will probably notchange their behavior.

When your training is on target you willachieve your desired outcome . . . . . which isultimately that learning will occur in theclassroom and then be used back on the job.

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PRESENTATION GUIDE

In addition to having four parts, performanceobjectives should also be:

ClearConciseMeasurableRealistic

We are going to move into some new smallgroups for our next activity.

For this activity, I would like you to readthese examples of performance objectives anddetermine is they meet all the criteria wehave talked about. If not, note theproblems.

Can someone paraphrase or summarize the task?Right, read each performance objective andnote the problems: if any.Let's try one together. Look at the firstPerformance Objective for this Activity.

CONTENT: What is theto learn? (nouns)

"stuff" participants are

OBSERVABLE BEHAVIOR: What is the participantto do as a result of the learning that can beobserved? (verb)

CONDITIONS: What words indicate any ruleswhich must be followed, model to serve asdefinition or parameters, articles ordiscussions to provide the context fordecisions or actions? (descriptive phrases)

CRITERION FOR SUCCESS: How well must theparticipant perform in order to demonstrateacceptable/successful learning? (adverbs)(Remember, if this is not specified, 100% isimplied.)

Is it Clear?

Concise?

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LESSON PLANTITLE :PRESENTATION GUIDE TRAINER NOTES

Measurable?

Great, now let's take about ten minutes inyour small groups to complete the rest ofthis activity.

DEBRIEFING: I would like for each of you towrite down what time you got up this morning,got up, out of your bed, not woke up. Nowwhoever got up the latest in each small groupwill be the spokesperson for your group.

What we will do is have each group report outone performance objective, starting with ourfirst group and first performance objective,then group two will report the components forperformance objective number 2 and so on.

Allow eachgroup fiveminutes toshare theirstatements withthe largegroup.

Do not get intocritique ofeach group'sstatements atthis point.After all ofthe groups havecompleted theirreports out,ask thefollowingquestions toelicit theirperceptions of"essential"components ofeffectiveobjectives".

TRANSITION: In your last activity, you wereasked to identify the parts of sentences orstatements which are used to form performanceobjectives. The point of the exercise was to

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direct your attention to the necessarycomponents of performance objectives. Thedevelopment of such statements is key toensuring that critical points of any learningtask are the focal points of training. Thereare other important considerations in thedevelopment of performance objectives. Let'stake a look.

ACTIVITY: (OPTIONAL)

I will move to you into pairs and we will nowpractice writing some performance objectiveson some different topics.

ACTIVITY IIUSING BLOOM'S TO RAISE PERFORMANCE OBJECTIVESTO APPLICATION LEVEL AND ABOVE

Which of the following performance objectiveswould you think that agency supervisors ormanagers would rather have as a focus fortraining? Why?

EXAMPLES :

"Participants will be able to list the keyelements in offender risk classification."

OR

Participants will recommend parolesupervision strategies necessary for threedifferent client risk profiles."

Participants will be able to describe thecomponent parts of a jurisdictional systemfor treatment of substance abusingoffenders."

OR

"Participants will identify the substanceabuse treatment "system"components present in their jurisdiction andthose which will need to be developed in

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order to provide effective client treatmentprogramming."

(You could also choose to use a Train theTrainer") An example:Trainers would you r

As a supervisor ofather have them return

from this program and discover that theycould:

"List the elements of ITIP."

OR

"Based on the ITIP model, identify areas ofchange for their own training."

"Describe ten adult learning principles andlist seven instructional strategies."

OR

"Given a specific topic prepare and presenta learning session incorporating at leastthree adult learning principles, addressingall four learning styles and demonstratingappropriate methods of facilitation,debriefing, and trainer intervention."

In each pair of performance objectives, thesecond statement requires the participant tofunction at a much higher cognitive levelthan in the first statement. The learningoccurs at that higher level.

It is also true that the second statement ineach pair more closely approximates what theparticipant will have to do as a part of hisor her job performance, and therefore, thetransfer of learning to situations outsidethe classroom is more likely to occur.

Which represents the most complete, oreffective, performance objective? (Anotherway of asking this question: Whichstatements would most clearly give direction

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to both trainer and participant as to what isto be learned, how the learning will happen,and what the learner will be able to do withit?)

That's what Bloom's Taxonomy is all about.The idea is try to write performanceobjectives that are at the "APPLICATION" orabove level. To learn some more about this Iwould like you to spend the next 10 minutesreading pages____ in your notebook. Thenin pairs, discuss the questions which follow.

"How does writing performance objectives atthe application and above level impact:

The Trainer, Trainee, Offender,Organization?

TRANSITION: in your last activity youidentified the fourobjectives.

parts of performanceWe've read what Bloom's is all

about, now let's Practice picking out thedifferent levels of Bloom's. Let's go backto our the sheet of performance objectives,the one where we identified the four distinctcomponents, and identify the level of Bloom'sfor the ones we identified as "COMPLETE".1,3,6) l

DEBRIEFING:group first.

Let's hear from the Bull's EyeAt what level did your group

feel that the first performance objective waswritten?

Check with the other groups to see if answersdiffer. Discuss and resolve anydifferences . Proceed, getting one responsefrom each group.

ACTIVITY:

So now we have practiced identifying thecomponents and the levels. Next, we aregoing to actually write our own performanceobjectives using the guidelines we reviewedtoday.

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CHECK FOR UNDERSTANDING:

What about those guidelines......What were the four parts we need to write aperformance objective?

At what level of Bloom's should ourperformance objectives be written?(Application and above)

Activity IIIWRITING PERFORMANCE OBJECTIVES

In this activity, you will be given a topicand you will practice writing performanceobjectives at each level of Bloom's.Here is an example of what we will practice.The topic is FIRE EXTINGUISHER . . . . and youcan read the six performance objectives, onefor each level of Bloom's Taxonomy.

Your given topic is INSTRUCTIONAL STRATEGIES.Write a performance objective at synthesisand evaluation which contain all the elementsof effective objectives, but which also causelearning to be raised to higher cognitivelevels and to be directed to levels ofrequired job performance. The tool which youwill use to assist you to complete this taskis Bloom's Taxonomy of Cognitive Behaviors.

If time isrunning outthen have eachgroup write aperformanceobjective forone or twolevels ifyou are reallypressed fortime, have themskip writing -the KNOWLEDGEandCOMPREHENSIONlevel.

Provideflipchart paperand markers foreach group touse to writetheirobjectives.Each group'sproduct shouldbe posted atthe end of thetwenty minutes

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taxonomy. It is critical that they understandthat training, in order to be effective,cannot end in the classroom. The behaviorsmust be transferred to on the job practices.

Activity IIIAs you move about the room and observe thework of the groups, please look forindicators that they understand what they areto do and that they have organized themselvesin some way to complete the assigned task.

There are two things they are to do in eachperformance objective they write: 1) use theessential components, 2) raise the objectivesto the "application" level, or higher, ofBloom's Taxonomy . The second is the partwith which they will be least familiar oraccustomed to remembering to do. Effectivecoaching questions may be: "In thisobjective, will participants........

- use it in a similar, or new,situation? (application)- break it down to component parts,deal with relat ionships of the componentparts, etc.? (analysis)- use information in new combinations,take pieces of information fromdifferent places and combine them in anew model, etc.? (synthesis)- use sets of criteria to critique,select, reject, approve, etc.?(evaluation)

Activity IVYour first task will be to clarify what kindof project the individual participant seekingyour help will be developing. Then you willneed to know the broad, general outcomesdesired from the training so that those canbe broken down to discrete performanceobjectives. Then the aim will be toascertain if the essential elements ofperformance objectives are present and ifthey are written to sufficiently high levelsof learning.

Again, given the experiential background andexpertise of these trainers, the primarycoaching strategy is questioning.

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IV. EVALUATION/CLOSURE

The evaluationof thiscomponent willtake placeduring the oneon one coaching .sessions with participantswhile theycompleteActivity IV,writingperformanceobjectives fortheir ActionPlans.

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AND

BLOOM’S TAXONOMY

Advanced Training for Trainers: Instructional Theory Into Practice

June 6-10, 1994


CONTENT BEHAVIOR

.

CONDITIONS CRITERION FOR SUCCESS

(‘THE FOUR PARTS)

Effective performance objectives contain four parts, they am:

CONTENT: The subject matter or the learning to be taught.

Examples: Performance objectivesEssential Elements of ITlP Lesson Plan formatInstructional strategiesPrinciples of Adult LearningCoaching

0BSERVABLE BEHAVlOR: An action verb that describes what you want yourparticipants to be able to do as a result of the training.

Examples: Build DissectDemonstrate DrawDescribe IdentifyDevelop ImplementDraw Write

CONDITIONS: Describes the environment under which the work is to be performed; theequipment used; the information needed to carry out the task. (MAY BE IMPLICIT)

Examples: After completing this activityUsing a computerAfter completing this seminarAfter completing this training sessionUsing the information in the workbookIn the classroomOn the firing rangeGiven a hypothetical situation

CRITERION FOR SUCCESS: A standard which describes how many, how quickly, howwell. (MAY BE IMPLICIT)

Examples: Achieving a score of 75%According to policyAccuratelyWith no errorsWithin one hour

In addition to containing these four parts, performance objectives should also be:

* CLEAR

* CONCISE

* MEASURABLE

* REALISTIC

l

Instructions:l Read the following performance objectives. After readingeach one, determine whether or not it contains all four parts and whetheror nut it follows the guidelines we have just gone over. If you findsomething wrong with a performance objective, note what that“something” is.

1. Given all of the ingredients listed, and a Jenn-Aire stove, follow therecipe on page 10 in the Joy of Cooking to make an edible CherryFlambe.

2. Describe the behavioral characteristics of mentally retarded adults.

3. Using a Macintosh Personal Computer create and print a one pagedocument without any spelling errors.

4. Read information on safety and security and understand the rules asthey apply to emergency situations.

5. Know the proper procedures for evacuating the building after a bombthreat.

6. Write a performance objective following the guidelines presented inclass.

7. Believe in the concept of teamwork.

Performance objectives are critical to the effectiveness of a training program. Ifcorrectly and appropriately written, performance objectives will specify trainingcontent, activities required, and a means of measuring how much learning hasoccurred. The potential of Performance Objectives to drive training in a desireddirection can be enhanced by the use of BENJAMIN BLOOMS TAXONOMY OFCOGNITIVE BEHAVIORS.

Bloom’s Taxonomy is a continuum of increasingly complex learning processes.The lowest level on the continuum is called KNOWLEDGE which is defined as“remembering information”. The next level is COMPREHENSION, defined as“understanding information. The next is APPLICATION, which is “applying theinformation to other situations”, then SYNTHESIS or “putting together elements toform a whole”; and finally, EVALUATION or “making decisions about validity ofinformation based on criteria”.

If the observable behavior component of a performance objective is directed to ahigher level of learning, the participant learning can be extended, and the enhancethe impact of the training to on the job performance. For example: Youremployee returns from the class room and he or she can now, as a result of theirtraining LIST five methods to be a more active listener. (KNOWLEDGE LEVEL, OFBLOOM’S). Wouldn’t you prefer them to return and be able to: Correctly UTILIZE,five methods for more active listening and decide when active listening is importantand appropriate? (EVALUATION LEVEL OF BLOOM’S)

Each level of the Bloom’s Taxonomy includes the preceding level. In other words,a Performance Objective written at the APPLICATION level would include the twolower levels of COMPREHENSION and KNOWLEDGE.

How does writing performance objectives at the Application level or abovebenefit the:

* Trainee?

* Trainer?

* Offender?

* Organization?

LEVEL OF BLOOM’S

HIGHEST EVALUATION Can the trainee: Giveopinions about issues?Judge the validity of ideasor the merit of solutions

Can the trainee: Producesomething original such asan action plan or a set ofprocedures?

Can the trainee:A N A L Y S I S Identify motives and

causes, make inferences,and find examples tosupport generalizations?

APPLICATION Can the trainee:Apply techniques andrules to solve problems?Apply concepts to newsituations?

COMPREHENSION Can the traineeOrganize what they havelearned? Understandfacts, interpret charts?

KNOWLEDGE Can the trainee:Remember what they have

LOWEST seen or read?Recite basic concepts?

(LEVELS OF BLOOMS)

TOPIC: FIRE EXTlNGUlSHER

After the training session, participants will be able to:

EVALUATION:Given a plan for placement of fire extinguisher in a jail, evaluate the appropriateness ofthe plan for adherence to local fire inspection standard and recommend any needed changes.

SYNTHESIS:Given a jail building layout develop a plan for placement of the appropriateextinguisher throughout the building to meet local fire inspection standards.

type of fire

ANALYSIS:Given three types of fire extinguisher, compare and contrast their usefulness on electricalfires

APPLlCATlON:Given a hypothetical fire situation, select the type of extinguisher to use which will safelyextinguish the fire.

COMPREHENSION:Given 3 types of fire extinguisher, explain the use of each type according to manufacturerspecifications.

KNOWLEDGE:Given a written exam, name 3 types of fire extinguisher.

INSTRUCTIONS: Write a performance objective for the SYNTHESIS and ANALYSISlevel of BLOOMS on the topic of “instructional Strategies”.