CTD Spring 2015 Weekly Workshop: Learning outcomes
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The document discusses learning outcomes and their importance in course design. It defines learning outcomes as statements that describe what students will be able to do upon completing a course or topic. Learning outcomes help instructors design instructional strategies, activities, and assessments aligned with course goals. They also help students understand expectations and check their own mastery. The document recommends having both course-level and topic-level learning outcomes, and provides tips for writing outcomes using action verbs from Bloom's Taxonomy. Overall, the document advocates for making learning outcomes clear to both instructors and students.
![Learning Outcomes1
Flight Deck byWayanVolta on flickr CC
Do you understand
how to fly an airplane?
Yes
Okay, but let’s look at
this checklist.
[trust and verify]
CTD Weekly Workshops:
Learning Outcomes](https://image.slidesharecdn.com/learningoutcomessp15weeklyworkshop-150430113239-conversion-gate01/85/CTD-Spring-2015-Weekly-Workshop-Learning-outcomes-1-320.jpg)
![Bloom’s Taxonomy [2,3]
Learning Outcomes17
transform or combine ideas to create
something new
think critically about and
defend a position
break down concepts into parts
apply comprehension to unfamiliar
situations
demonstrate understanding of ideas
and concepts
remember and recall factual
information
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember](https://image.slidesharecdn.com/learningoutcomessp15weeklyworkshop-150430113239-conversion-gate01/85/CTD-Spring-2015-Weekly-Workshop-Learning-outcomes-17-320.jpg)
![Bloom’s Taxonomy [2,3]
Learning Outcomes18
higher order thinking
lower order thinking
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember](https://image.slidesharecdn.com/learningoutcomessp15weeklyworkshop-150430113239-conversion-gate01/85/CTD-Spring-2015-Weekly-Workshop-Learning-outcomes-18-320.jpg)
![What is the Value of Course-Specific
Learning Outcomes?
Learning Outcomes28
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.](https://image.slidesharecdn.com/learningoutcomessp15weeklyworkshop-150430113239-conversion-gate01/85/CTD-Spring-2015-Weekly-Workshop-Learning-outcomes-28-320.jpg)
CTD Spring 2015 Weekly Workshop: Learning outcomes
- 1. Learning Outcomes1 Flight Deck byWayanVolta on flickr CC Do you understand how to fly an airplane? Yes Okay, but let’s look at this checklist. [trust and verify] CTD Weekly Workshops: Learning Outcomes
- 2. Peter Newbury, Ph.D. Center forTeaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca #ctducsd ctd.ucsd.edu CTD Weekly Workshops: Learning Outcomes Unless otherwise noted, content is licensed under a Creative CommonsAttribution-Non Commercial 3.0 License. resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2015/ please sign in
- 3. Scholarly approach to teaching: Learning Outcomes3 CarlWieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes (goals, objectives) assessment active learning, peer instruction What should students learn? What are students learning? What instructional approaches help students learn?
- 5. Introductory “Astro 101” Traditional Course Syllabus Course with Learning Outcomes Learning Outcomes5 This course covers Chapters 1. Mercury 2. Venus … 8. Neptune 9. Asteroids and Comets 10. Formation of the Solar System deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. provide notable examples of how comets influenced history, art and science
- 6. Learning outcomes Learning Outcomes6 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
- 7. Learning outcomes are valuable to… Learning Outcomes7 the instructor o crystallizes what the instructor cares about o helps the instructor select instructional strategies and activities, write the final exam
- 8. “select instructional activities…” Learning Outcomes8 ClassAction http://astro.unl.edu/classaction/ Does this peer instruction question support the learning outcomes? don’t use it use it yesno
- 9. “write the final exam…” Learning Outcomes9 (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. teaching to the test? Yes!
- 10. Learning outcomes are valuable to… Learning Outcomes10 the students o reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam o big picture of the next part of the course o allow student to check that s/he has mastered the concept (especially when studying later)
- 11. A course should have Course-level LOs Topic-level LOs Learning Outcomes several LOs giving big picture, attitudes, behaviors (likely) can’t be assessed with a single exam question supported by many topic-level LOs many LOs defining what it means to “understand” at this level (freshman,…) can be (should be) repeatedly assessed on homework, exams support one or more course-level LOs 11
- 12. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes12 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level learning outcome
- 13. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes13 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level learning outcome
- 14. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes14 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level learning outcome
- 15. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes15 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level learning outcome sync your LOs see ASTR 310 handout
- 16. Writing topic-level LOs Learning Outcomes16 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.
- 17. Bloom’s Taxonomy [2,3] Learning Outcomes17 transform or combine ideas to create something new think critically about and defend a position break down concepts into parts apply comprehension to unfamiliar situations demonstrate understanding of ideas and concepts remember and recall factual information 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
- 18. Bloom’s Taxonomy [2,3] Learning Outcomes18 higher order thinking lower order thinking 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
- 19. Bloom’s Taxonomy Verbs Learning Outcomes19 develop, create, propose, formulate, design, invent judge, appraise, recommend, justify, defend, criticize, evaluate compare, contrast, categorize, distinguish, identify, infer apply, demonstrate, use, compute, solve, predict, construct, modify describe, explain, summarize, interpret, illustrate define, list, state, label, name, describe 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember Adapted from CarlWieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm
- 20. 1. Draft LOs from course outline Learning Outcomes20 Work 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 too many low-level LOs. When you revise, you’ll start grouping them into higher-level LOs.
- 21. 2. “Back-engineer” LOs from exams Learning Outcomes21 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? Is it too low? Too 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?
- 22. Driver’s Ed 101: How to Drive in California Learning Outcomes22 Task:Write a learning outcome that your group’s question assesses. (refer toWieman handout for Bloom’sTaxonomy verbs)
- 23. Learning Outcomes23 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 24. Learning Outcomes24 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 25. Learning Outcomes25 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 26. Learning Outcomes26 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 27. Share your LOs with your students Learning Outcomes27 (good) Publish your LOs as part of your syllabus. (better) Publish them in your syllabus AND include relevant learning goals in your lecture slides at the beginning of each topic, even each class. Be wary of reading them aloud: your students may not yet have the knowledge (or jargon) to appreciate the LOs. The LOs will be there when they study. Don’t worry about “spoon-feeding” them – help the students do exactly what you feel demonstrates understanding
- 28. What is the Value of Course-Specific Learning Outcomes? Learning Outcomes28 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.
- 29. Learning Outcomes29 Simon &Taylor (2009)
- 30. Scholarly approach to teaching: Learning Outcomes30 CarlWieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes (goals, objectives) assessment active learning, peer instruction What should students learn? What are students learning? What instructional approaches help students learn?
- 31. References Learning Outcomes31 1. Simon, B., &Taylor, J. (2009).What is theValue of Course-Specific Learning Goals? Journal of College ScienceTeaching, 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. NewYork: David McKay Co Inc. Adapted from Anderson, L.W., & Krathwohl, D. R. (2001).ATaxonomy for Learning. Teaching, and assessing:A revision of bloom's taxonomy of educational objectives. Revised Bloom’sTaxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 3. Excerpt fromWieman, C. (2007). Slides from theWieman Learning GoalsWorkshop. www.cwsei.ubc.ca/resources/learn_goals.htm 4. California DMV Sample Class CWrittenTest 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 32. 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 Bloom’s Taxonomy of the Cognitive Domain (Levels of Learning) Learning Outcomes Adapted from CarlWieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm 32