Tips with Blooms rev by sparrowjacc


323 N. San Francisco St, Suite 201, Flagstaff, AZ 86001                                            (800) 278-2462

                                      Tips for completing the Activity Outline

The activity outline displays your objectives, content, time frames, presenters, and teaching strategies.
These items are displayed in a five-column format.
When writing the outline, imagine someone else who is familiar with the content area presenting the program
using only the information on the Activity Outline Form (assuming access to a/v and written presentation
materials). If you can’t imagine it, the reviewers won’t be able to either. (See sample below.)

Objectives - Objectives are derived from the overall purpose/goal of the educational activity. The objectives
should clearly describe the learner’s expected outcomes, be expressed in measurable terms, identify
observable actions, and specify one outcome per objective (one action verb/objective). Ask yourself, “What do
I want the participant to learn? How can the participant show me that she/he has learned what I want him/her
to learn?” TIP: Number your objectives
• The first word of an objective is the only action verb in the objective.
• The Verb List using Bloom’s Revised Taxonomy Planning Framework provides suggestions to assist in
     devising your plan and writing objectives.
• DO NOT use the words “learn”, “know” or “understand” in a learner objective.
• One objective should not exceed the timeframe for the presentation.
• Objectives complete the sentence: “After this education activity, the participant will be able to…”
• Objectives should be observable or measurable.
• The objectives may be copied and pasted into the Evaluation Form.

Content - Content is the information outline, divided into topics, supporting an objective.
•   Each objective on the Activity Outline Form must have corresponding content in adjacent column written in
    outline form. Activity content must be related to and consistent with the level of objective it supports.
•   Outline should provide information on the material to be presented, not a restatement of the objective.
•   Content and objectives must be specific, not global and abstract. One (1) objective with corresponding
    content should not exceed 3 hours (180 minutes) of time. Likewise, more than 3 objectives within an hour
    may be too many.
•   If content is delivered via print, Internet, or computer media; include a copy.

Time Frame
TIP: It’s easier to calculate contact hours if you list the time in minutes. Be sure your time frames add up to
the time frame you are proposing to present.
• Each objective must have corresponding time frame allotted in adjacent column consistent with the
    objective and appropriate for the content being presented.
• Time allotted should be sufficient to cover the content
• Time must be allotted for evaluation at the conclusion of the educational activity.

•    Identify faculty for each objective and content area.
•    Complete a biographic form for each presenter.
•    Presenters must have documented qualifications that demonstrate their education and content expertise.

Teaching/Learning Strategies – may include lecture, handouts, demonstrations, discussion, exercises,
dyad work; small groups, etc.

7/2009                                                                                                              1
323 N. San Francisco St, Suite 201, Flagstaff, AZ 86001                                                          (800) 278-2462

•    If teaching a skill, reviewers will look for demonstration (by instructor), return demonstration (by
     participants), and critique of the return demonstration.

                                  Verb List (adapted from Revised Bloom’s Taxonomy)
This section of the TIPS has been expanded to reflect changes in Bloom’s Taxonomy. Originally published in 1959, the
taxonomy has been criticized as not relevant in today’s learning environment. Andershon and Krathwohl (2001) revised the
taxonomy as a tool for use in curriculum planning and instructional delivery. The taxonomy reflects different forms of thinking
and the categories titles changed from nouns to verbs to reflect the active process of thinking. The categories are organized
here from higher to lower orders of thinking. Historically, teachers have identified progressive levels of complexity in selected
objectives intending student knowledge to build in a linear and stepwise fashion from lower to higher complexity. The more
current view is that lower order thinking skills are present or subsumed when a learner demonstrates higher order thinking
skills and learning is not necessarily linear. Thus, fewer and more complex objectives may be used to help teacher to focus
content/concepts and learning strategies. The verbs listed here represent academic processes that are used to demonstrate
means of measuring learning achievement.
                                                   Higher Order Thinking Skills
Higher order thinking involves the transformation of information and ideas and occurs when students combine facts and
ideas, synthesize, generalize, explain, hypothesize, or arrive at a new interpretation or creation. By manipulating
information and ideas the learner solves problems, gains understanding, and discovers new meaning (Department of
Education, Queensland, 2002).

Creating: The ability to put together ideas or elements to develop an original idea or engage in creative thinking –
Generating new ideas, products, or ways of viewing concepts/constructs Ask yourself, “Can the student create a new
product or point of view?” Examples of verbs that relate to skill level are:

arrange               derive                   formulate        invent             perform                  propose
assemble              design                   generalize       make               plan                     relate
collect               develop                  generate         modify             predict                  role play
combine               devise                   hypothesize      organize           prepare                  set up
compose               document                 imagine          originate          present                  tell
construct             estimate                 incorporate      paint              produce                  write

Evaluating: The ability to judge the value of ideas, materials and methods by developing and applying standards and
criteria – Justifying a decision or course of action judge, Critique the value of material for a given purpose. Ask yourself,
“Can the student justify a stand/position or decision?” Examples of verbs that relate to this skill level are:

appraise              conclude                 deduce           evaluate           predict                  select
argue                 consider                 defend           hypothesize        rate                     support
assess                criticize                determine        infer              recommend                test
check                 critique                 discuss          judge              revise                   validate
choose                debate                   editorialize     measure            score                    value
compare               decide                   estimate         monitor

Analyzing: The ability to break down or distinguish the parts of material into its components to explore understandings
and relationships, and so that its organizational structure may be better understood. Ask yourself, “Can the student
distinguish between different concepts or ideas?” Examples of verbs that relate to this skill level are:

Advertise             classify                 detect           dissect            inquire
Analyze               compare                  diagram          distinguish        inspect                  probe
Arrange               contrast                 differentiate    examine            Interpret                question
Categorize            criticize                discover         experiment         investigate              separate
Chart                 deduce                   discriminate     group              organize                 survey

7/2009                                                                                                                            2
323 N. San Francisco St, Suite 201, Flagstaff, AZ 86001                                                           (800) 278-2462

                                                          Lower Order Thinking Skills
Learners are engaged in lower order thinking when they passively receive lectured information, recite information, or
participate in routine practice. If the expectation is that the learner simply reproduces information, the learner is engaging lower
order thinking skills (Queensland, 2002). Lower order thinking skills provides a foundation for increasingly complex thinking
and decision making.

Applying: The ability to use information, strategies, concepts, principles and theories in new or specific situations. Ask
yourself, “Can the student use the information in a new way?” Examples of verbs that relate to this function are:

apply                 employ                    manipulate            report            sketch
calculate             exhibit                   operate               restructure       solve
choose                experiment                organize              schedule          translate
demonstrate           illustrate                practice              show              use
develop               interpret                 relate                simulate           write
dramatize             interview

Understanding: The ability to understand information, explain ideas or concepts, or appreciate meaning from material.
Ask yourself, “Can the student explain ideas or concepts?”. Examples of verbs that relate to this skill level are:

classify              draw                      infer                 report            review
conclude              explain                   interpret             represent         select
describe              express                   locate                restate           summarize
differentiate         identify                  paraphrase            retell            translate
discuss               illustrate                recognize

 Remembering: Recalling or recognizing specific Information previously learned material. Ask yourself, “Can the student
recall or remember information?” Examples of verbs that relate to this skill level are:

acquire               enumerate                 match                 recognize         repeat
cite                  identify                  memorize              record            specify
collect               label                     name                  recount           state
define                list                      recall                relate            tell
duplicate             listen                    recite

7/2009                                                                                                                             3
323 N. San Francisco St, Suite 201, Flagstaff, AZ 86001                                                         (800) 278-2462

***SAMPLE *** Activity Outline Form, instructor-paced activity/workshop
                Objectives                                     Content (Topics)                    Time Frame         Faculty                 Teaching/Learning
1. Discuss the origin, history and                 1. Pronounced “fung shway”                     30 minutes      Jane Smith,        Lecture, slides, handout
   purpose of Feng Shui.                           2. Origin & History                                            RN, MSN
                                                      a. Chinese art of placement and
                                                   3. Purpose
                                                      b. Changing environment to improve
                                                          life and health
                                                      c. Importance of intention
2. Identify the 5 elements and their                                                              90 minutes                         Handout, discussion, inventory of
   corresponding colors, shapes and                FIVE ELEMENTS                                                                     room exercise
   materials.                                      a. Wood – blues and greens, stripes and
                                                      columns, plants, paper, landscapes,
                                                      gardens, wood.
                                                   b. Fire – reds and pinks, triangular,
                                                      conical, pyramid, animals & animal
                                                      materials (fur, feathers), light.
                                                   c. Earth – yellow and earth tones, squares
                                                      and rectangles, tile, ceramics &
                                                      earthenware, things made of earth
                                                      (adobe, brick).
                                                   d. Metal – white & light pastels, circular,
                                                      oval, arched, items made of metal or
                                                      stone, stones & rocks, cement, crystals.
                                                   e. Water – black & dark tones, flowing,
                                                      free-form, asymmetrical shapes, water
                                                      features, water in artwork, reflective
                                                      surfaces such as glass and mirrors
3. Discuss the relevance of cultivating                                                           30 minutes                         Handout, lecture, discussion
   chi.                                            CHI (“CHEE”)– FLOWING, INVISIBLE
                                                   a. Benefits of cultivating Chi – improved
                                                      physical heath, sense of well being, etc.
                                                   b. Factors affecting chi – self, others,
                                                      environment, events, conduct, etc.
7/2009                                                                                                                           4
323 N. San Francisco St, Suite 201, Flagstaff, AZ 86001                                                            (800) 278-2462

4. Illustrate the importance of                    Placement                                         30 minutes                         Handout, lecture, discussion
   placement in a working space.                       a.          Commanding (safe)
                                                          b.           Relative positioning
                                                          c.           Orienting important objects
                                                               such as desks, patient tables/beds
5. Apply the Feng Shui Octagon to a                Feng Shui Octagon                                 90 minutes                         Handout, lecture, discussion,
   working space.                                     a.           8 sides: career, helpful                                             individual exercise inventorying
                                                          people, children, marriage, fame &                                            participants’ work spaces (from
                                                          reputation, prosperity & wealth,                                              memory)
                                                          family, knowledge.
                                                      b.           Center of octagon is health
                                                      c.           Octagon areas, associated
                                                          colors, shapes and objects, and
                                                          corresponding 5-elements.
                                                      d.           Placement of the octagon
                                                          on a space in relation to front door.
                                                      e.           Corresponding
                                                          associations with each octagon
6. Formulate a plan to cure                        Feng Shui Cures                                   120 minutes                        Handouts, small group exercise -
   deficiencies found in a working                 a. Inventory space                                                                   sharing results of inventories and
   space.                                          b. Choose areas for improvement                                                      identifying potential solutions, q/a,
                                                   c. Intention                                                                         discussion
                                                   d. Changing placement of objects
                                                   e. Adding new objects/materials
                                                   f. Adding, changing or moving colors in
                                                      the space
                                                                                                     10 minutes                         Evaluation

7/2009                                                                                                                              5

To top