For most instructional designers, this phrase simply means that you make sure the student can read the expected outcome just before an activity or are made aware of it as they go into an activity. However, Liz Keogh nicelyÂ blended the affective learning levels of receiving, responding, and valuing into her training due to her complete integration of the cognitive learning levels with the training.
Below you are seeing the Bloom’s cognitive levels on the pink post-it notes, and then the yellow post-it notes represent where the learners feel they have achieved knowledge levels on certain topics.
As usual, the simplest ways always win. Seeing and feeling where they were cognitively, they were able to feel confident about their own knowledge base and know what remained in the learning process as a team and individually. This is a great example of how to weave assessment and self-assessment into the training, while providing opportunity for growth in both affective and cognitive learning.
Another point is the flexibility that this approach provides – if the learners are not meeting the agreed upon outcomes, then adjustments to the learning process can be immediately made instead of waiting for end of training or course surveys and possible re-training requirements.
Thank you Liz!