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Meet The Wine Classroom, a school that offers specialist wine courses to a range of students, including a two-year Diploma in French wine.

The Wine Classroom has a particular business challenge, and to solve it, they need a better understanding of their current students and alumni.

So, let's meet three of their typical students!

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Notice anything that these students have in common? They have all studied with The Wine Classroom before, but for various reasons are not progressing through the full suite of courses offered.

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Many of The Wine Classroom's current students complete the introductory course and the intermediate course. However, their only route for progression is the diploma course, which many students are unable or reluctant to commit to. These students will either stop their studies or continue with competitors who offer more suitable short courses. The Wine Classroom is losing current students because it doesn't offer suitable routes for progression.

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The loss to The Wine Classroom is that many current students want to continue their learning. The Wine Classroom already has content for students who want to progress, but it's in the form of a two-year Diploma, which we already know many students cannot commit to. In this case, the learning gap is actually a mode of delivery gap. Students need a flexible, non-linear and adaptive learning pathway through the diploma content, to plug gaps in their knowledge that are specific to them.

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We know that The Wine Classroom's business problem won't be solved by the creation of new content. To plug the 'delivery gap', The Wine Classroom needs to give students a new way of engaging with the existing Diploma content. What might the learning outcomes for this re-packaged Diploma look like?

Remember, these are students with some existing knowledge about wine, so we want the learning outcomes to focus mainly on the HOTS from Bloom's Taxonmy.

We also want students to be able to move flexibly through the content, so the learning outcomes need to reflect that.

Based on these considerations, we can say that, within one month of starting each learning outcome, students who choose to select each learning outcome below will be able to:
1. Explain how the climate and topography of France influence grape-growing.
2. Identify at least five different wine-producing regions in France and assess their relative importance in terms of historical contribution, present day innovation and total production.
3. Discuss and compare the characteristics of the typical wines produced in at least five regions of France.
4. Explain how different winemaking techniques result in wines of different prices and styles.
5. Recommend food pairings for the typical wines of at least five French wine regions.
6. Reflect on how the famous wines of France would be received by consumers.
7. Analyse and predict how climate change may affect wine production in France.

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by TeachThought Staff

Bloom's Taxonomy is a powerful tool to frame teaching and learning.

In one model is a framework that not only lays out for teachers the kinds of thinking that we, as humans, tend towards, but also provides a kind of hierarchy that etches out the possible progression of that thinking. If we can remember, we can begin to understand. Understanding allows us to apply what we know, which enables us to make judgments on the utility of that knowledge, and even our own mastery of it.

Global Digital Citizen Foundation created the following graphic that helpfully combines both Bloom's Taxonomy (which, the graphic explains, was created by Andrew Churches) with power verbs useful for lesson planning, assessment design, and the general planning of learning experiences that are based on thinking and complexity.

We've previously shared a post on evaluating digital tasks using Bloom's taxonomy, as well as an almost overwhelming list of Bloom's power verbs as well. This graphic doesn't add much to these posts but it does capture both in one wonderful image.

Looking to bring professional development for using Bloom's taxonomy in your school? Contact us today.

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Bloom's Digital Taxonomy Verbs For 21st Century Students

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Global Digital Citizen Foundation combines both Bloom's Taxonomy and power verbs for lesson & assessment planning in this graphic.

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Now that we have identified learning outcomes, let's look at what this re-imagined Diploma offering can look like.

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Because The Wine Classroom has students across the globe, and already serves these students through an asynchronous digital delivery mode, the re-packaged Diploma can still be delivered this way.

We've specified that each learning outcome should take students at most a month to master. Let's use the module on how climate change is affecting winemaking in France to plan how students can complete a learning outcome in a month (or less), building up to the HOTS in the learning outcome.

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Topics from the Diploma can be taken out of their current linear model of delivery, and delivered via a network model instead. This allows students to select whether they want to focus on the learning outcome about climate and topography or food and wine pairings, for example.

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Within this network model, each learning outcome becomes associated with a topic which students can self-select. Before starting the new Diploma format, students must also take a compulsory introduction module.

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Having used the learner personas tool to understand more about TWC’s typical students, I have three reflections that need to be worked into the course design.

1. Not all of TWC’s students have the same level of familiarity with digital education – some are more experienced than others. Measures, such as clear instructional text, onboarding videos and clear sign-posting to support, will be needed to support those with less experience.

2. Students have diverse reasons for wanting to continue to Diploma studies, as well as diverse demands on their time. This means that they don’t all want to study the same topics from Diploma or are able to access the materials at the same time. This calls for an emphasis on flexible, asynchronous delivery.

3. Some students enjoy studying on their own, but others find staying focused and motivated difficult. The provision of an online tutor to offer support might be a consideration. The online tutor can additionally play a role in supporting technology use and in mastering HOTS learning outcomes.

A further reflection I have is that, in my own professional practice, I don’t typically start with learner personas as the first step of analysis and design. Usually, I would take some time to define the business problem, as I think the business problem often dictates which group of students is being dealt with. I found it difficult to start with the learner personas and then define the business problem; however, the advantage of this approach is that the learners are front of mind from the very beginning of the process.

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The ‘why’ section is the section of the macro plan that I had to revise the most. I initially got carried away and wrote learning outcomes that tried to target breaking the Diploma content down into smaller sections and ‘dumbing down’ the Diploma content for brand new TWC students. This resulted in learning outcomes that weren’t SMART. This is where the learner personas tool was helpful: as soon as I went back to my learner personas, I remembered that I’m trying to design for existing TWC students who have taken at least the introductory course, if not the intermediate course as well. Based on my learner personas, I re-wrote my learning outcomes with a focus on HOTS from Bloom’s, and was able to make them SMART.

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Thinking about the ‘what’ of this course was my favourite part! Imagining TWC’s Diploma as a network model instead of a linear model felt to me like an excellent solution to the need for TWC’s existing students to access the Diploma content flexibly and asynchronously. Importantly, it addresses the core business problem that not all TWC students want to complete the entire Diploma – only certain topics within it. This was the section where a good learning solution started to take shape for me as the designer.

As a reflection on the wider course, I enjoyed working on this section because I had a formal vocabulary to articulate different models for learning. The idea of linear vs. network learning is something that I’ve worked with before in concept, but have never heard named as such. Having a language to describe and discuss different routes of progression through learning was really helpful.

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In my own professional practice, this ‘how’ step is one that I have worked with the most. It was interesting to work through this step using the templates provided. Normally, this is the point in the process where I grab a big sheet of paper and a marker, and brainstorm (see attached). Using the templates provided to decide on learning formats and progression flow was very different. What I found helpful about it was that, while a mindmap is useful to getting the creative juices flowing, these templates are much more helpful for keeping a clear record of what has been planned. The progression flow template also helped me visualise how students will build up towards mastering of the HOTS learning outcomes for each topic.

In future, I can see myself combing my approach and the approach taught by DLI: start with some creative mindmapping on paper, and then transfer the results over to a proper template for better future planning.