CTD Weekly Workshops: Learning Outcomes
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The document outlines a workshop on learning outcomes in teaching, emphasizing their importance for both students and instructors in understanding course expectations. It discusses a variety of instructional approaches, assessment strategies, and the application of Bloom's Taxonomy to frame learning goals. The workshop illustrates how to create and assess learning outcomes that effectively measure student understanding in a systematic way.
![What is the Value of Course-Specific
Learning Outcomes?
Simon & Taylor [1] asked students to complete this
sentence:
For me, the use of learning goals in this course is…
They received 597 responses from students in computer
science and microbiology. Responses were put into
categories that emerged from the responses.
6
Learning Outcomes](https://image.slidesharecdn.com/learningoutcomesfa13-131127133449-phpapp01/85/CTD-Weekly-Workshops-Learning-Outcomes-6-320.jpg)
![Bloom’s Taxonomy [2,3]
transform or combine ideas to create
something new
6
Create
5
Evaluate
think critically about and defend a position
4
Analyze
break down concepts into parts
3
Apply
apply comprehension to unfamiliar situations
2
1
14
Understand
demonstrate understanding of ideas
and concepts
Remember
remember and recall factual information
Learning Outcomes](https://image.slidesharecdn.com/learningoutcomesfa13-131127133449-phpapp01/85/CTD-Weekly-Workshops-Learning-Outcomes-14-320.jpg)
![Bloom’s Taxonomy [2,3]
6
5
Evaluate
4
Analyze
3
Apply
2
Understand
1
15
Create
Remember
Learning Outcomes
higher order thinking
lower order thinking](https://image.slidesharecdn.com/learningoutcomesfa13-131127133449-phpapp01/85/CTD-Weekly-Workshops-Learning-Outcomes-15-320.jpg)
![Bloom’s Taxonomy [2,3]
Create
develop, create, propose, formulate,
design, invent
Evaluate
judge, appraise, recommend, justify,
defend, criticize, evaluate
4
Analyze
compare, contrast, categorize, distinguish,
identify, infer
3
Apply
apply, demonstrate, use, compute, solve,
predict, construct, modify
2
Understand
describe, explain, summarize, interpret,
illustrate
1
Remember
define, list, state, label, name, describe
6
5
16
Learning Outcomes](https://image.slidesharecdn.com/learningoutcomesfa13-131127133449-phpapp01/85/CTD-Weekly-Workshops-Learning-Outcomes-16-320.jpg)
CTD Weekly Workshops: Learning Outcomes
- 1. slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/ CTD WEEKLY WORKSHOPS: LEARNING OUTCOMES Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, November 27, 2013 12:00 – 12:50 pm Center Hall, Room 316
- 2. Scholarly approach to teaching: What should students learn? learning outcomes (goals, objectives) What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 2 Learning Outcomes assessment (Dec 4) alt to lecture (Oct 30) peer instruction, (Nov 13)
- 4. Introductory “Astro 101” Traditional Course Syllabus Course with Learning Outcomes This course covers Chapters deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. 1. Mercury 2. Venus … 8. Neptune 9. other objects 10. Formation of the Solar System reconstruct the formation and evolution of various bodies in the Solar System by interpreting the presence (and their appearance) or absence of craters provide notable examples of how comets influenced history, art and science 4 Learning Outcomes
- 5. Learning outcomes deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. completes the sentence, “By this end of this lesson/unit/course, you will be able to…” begins with an action verb (“deduce”) (more below) tells the students what they must do to demonstrate they “understand” the concept 5 Learning Outcomes
- 6. What is the Value of Course-Specific Learning Outcomes? Simon & Taylor [1] asked students to complete this sentence: For me, the use of learning goals in this course is… They received 597 responses from students in computer science and microbiology. Responses were put into categories that emerged from the responses. 6 Learning Outcomes
- 7. 7 Learning Outcomes Simon & Taylor (2009)
- 8. Learning outcomes are valuable to… the students reveals what the instructor is looking for (no guessing what “understand” means.) big picture of the next part of the course allows student to check that s/he has mastered the concept (especially when studying later) the instructor crystallizes what the instructor actually cares about helps the instructor 8 choose clicker questions for peer instruction in class write the final exam Learning Outcomes
- 9. …choose clicker questions for PI 9 Learning Outcomes ClassAction http://astro.unl.edu/classaction/
- 10. …write the final exam (10 marks) List 3 patterns of the Solar System as a whole. Then, outline in some detail the current model for the formation of the Solar System. In particular, make sure you explain how the observed patterns and regularities are related to this theory of formation. 10 Learning Outcomes
- 11. Course-level LOs 11 Topic-level LOs several LOs giving big picture, attitudes, behaviors many LOs defining what it means to “understand” at this level (freshman, etc.) can be (should be) repeatedly assessed on HW, exams support one or more course-level LOs (if not, why not?) (likely) can’t be assessed with a single exam question supported by many topic-level LOs (if not, why not?) Learning Outcomes
- 12. Course-level learning outcome (LO) #1 Course-level LO #3 Course-level LO #2 Topic-level TopicLO Topic-level Topic-level level LO Topic-level LO LO LO Topic-level TopicTopic-level Topic-level LO level learning outcomeLO TopicLO level LO TopicTopicTopic- Topic-level level LO level LO level LO LO 12 Learning Outcomes sync your LOs Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO see ASTR 310 handout
- 13. Writing topic-level LOs Writing learning outcomes is hard because you have to recognize declare (admit) what you want your students to be capable of doing. A good start is picking the verb describing the action the students will perform to demonstrate their mastery of the concept. 13 Learning Outcomes
- 14. Bloom’s Taxonomy [2,3] transform or combine ideas to create something new 6 Create 5 Evaluate think critically about and defend a position 4 Analyze break down concepts into parts 3 Apply apply comprehension to unfamiliar situations 2 1 14 Understand demonstrate understanding of ideas and concepts Remember remember and recall factual information Learning Outcomes
- 15. Bloom’s Taxonomy [2,3] 6 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 15 Create Remember Learning Outcomes higher order thinking lower order thinking
- 16. Bloom’s Taxonomy [2,3] Create develop, create, propose, formulate, design, invent Evaluate judge, appraise, recommend, justify, defend, criticize, evaluate 4 Analyze compare, contrast, categorize, distinguish, identify, infer 3 Apply apply, demonstrate, use, compute, solve, predict, construct, modify 2 Understand describe, explain, summarize, interpret, illustrate 1 Remember define, list, state, label, name, describe 6 5 16 Learning Outcomes
- 17. Driver’s Ed 101: How to Drive in CA The whiteboards on the tables are numbered. Your group will concentrate on the DMV Test Question matching your board’s number. Task: Write a learning outcome that your group’s question assesses. (refer to Wieman handout for Bloom’s Taxonomy verbs) 17 Learning Outcomes
- 18. 1. “Back-engineer” LOs from exams Use last year’s (or several years’) final exam. For each good question, ask yourself What is this question assessing? What is the learning outcome I want students to demonstrate to properly answer this question? Is that the outcome I want, or is it too low (or high)? When you have a list of LOs, Does it cover everything I want for this course? Have I over- or under-represented any concepts? 18 Learning Outcomes
- 19. 2. Draft LOs from course outline Work your way through the list of topics. For each topic, decide What do I want students to be able to do, to demonstrate they “get” this topic? Don’t worry about drafting many low-level LOs. When you revise, you’ll start grouping them into higher-level LOs. (for example, see ASTR 310 Learning Goals) 19 Learning Outcomes
- 20. Share your LOs with your students After you’ve gone to the trouble of creating learning outcomes, share them with your students (good) publish them as a document along side your syllabus (better) include relevant learning goals in your lecture slides at the beginning of each topic, even each class. Be wary of reading them aloud: the students may not yet have the knowledge to appreciate the LOs. The LOs will be there when they study. Don’t worry about “spoon-feeding” them – so what if students do exactly what you feel demonstrates understanding? 20 Learning Outcomes
- 21. Scholarly approach to teaching: What should students learn? learning outcomes (goals, objectives) What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 21 Learning Outcomes assessment (Dec 4) alt to lecture (Oct 30) peer instruction, (Nov 13)
- 22. References 1. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39, 2, 52-57. PDF available at www.cwsei.ubc.ca/SEI_research/files/LifeSci/Simon_Taylor_ValueOfCourseSpecificLG.pdf 2. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Adapted from Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning. Teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 3. 4. 22 Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm California DMV Sample Class C Written Test 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm Learning Outcomes
- 23. Bloom’s Taxonomy of the Cognitive Domain (Levels of Learning) 6 Create: transform and combine ideas to create something new develop, create, propose, formulate, design, invent 5 Evaluate: think critically about and defend a position judge, appraise, recommend, justify, defend, criticize, evaluate 4 Analyze:: break down concepts into parts compare, contrast, categorize, distinguish, identify, infer 3 Apply: apply comprehension to unfamiliar situations apply, demonstrate, use, compute, solve, predict, construct, modify 2 Understand: demonstrate understanding of ideas, concepts describe, explain, summarize, interpret, illustrate 1 Remember: remember and recall factual knowledge define, list, state, label, name, describe 23 Learning Outcomes Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm