the college classroom wi16 meeting 3: learning outcomes
Post on 16-Apr-2017
369 Views
Preview:
TRANSCRIPT
Learning Outcomes - collegeclassroom.ucsd.edu 1 Flight Deck by Wayan Volta on flickr CC
Do you understand how to fly an airplane?
Yes
Okay, but let’s look at this checklist. [trust and verify]
The College Classroom Meeting 3
Learning Outcomes / Goals / Objectives
January 19 and 21, 2016
Unless otherwise noted, content is licensed under
a Creative Commons Attribution- 3.0 License.
Peter Newbury
Center for Engaged Teaching, UC San Diego
pnewbury@ucsd.edu
collegeclassroom.ucsd.edu
Scholarly approach to teaching:
(“Backward Design”)
Learning Outcomes - collegeclassroom.ucsd.edu 3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn? learning
outcomes
assessment
active
learning
What should
students
learn?
What are
students
learning?
What instructional
strategies
help students
learn?
(Image: NASA) Learning Outcomes - collegeclassroom.ucsd.edu 4
Introductory “Astro 101”
Traditional Course Syllabus Course with
Learning Outcomes
Learning Outcomes - collegeclassroom.ucsd.edu 5
This course covers Chapters
1. Mercury
2. Venus
…
8. Neptune
9. other objects
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
Learning outcomes
Learning Outcomes - collegeclassroom.ucsd.edu 6
completes the sentence, “By this end of this
lesson/unit/course, you will be able to…”
begins with an action verb (“deduce”) (more later)
deduce from patterns in the
properties of the planets,
moons, asteroids and other
bodies that the Solar System
had single formation event.
Learning outcomes are valuable to…
Learning Outcomes - collegeclassroom.ucsd.edu 7
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 students to monitor their own progress metacognition
o allow students to check they’ve mastered the concept (especially when studying later)
What is the Value of Course-Specific
Learning Outcomes[1]
8 Learning Outcomes - collegeclassroom.ucsd.edu
How People Learn[2]
Learning Outcomes - collegeclassroom.ucsd.edu 9
Which Key Finding(s) do you
think this supports?
pre-existing knowledge
expertise
metacognition
Write your thoughts on an
index card and be prepared
to share with your neighbors.
How People Learn[2]
Learning Outcomes - collegeclassroom.ucsd.edu 10
How People Learn[2]
Learning Outcomes - collegeclassroom.ucsd.edu 11
Key Finding 3:
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p.18)
Learning outcomes are valuable to…
Learning Outcomes - collegeclassroom.ucsd.edu 12
the instructor
o crystallizes what the instructor cares about
o helps the instructor create assessments
o helps the instructor select instructional strategies and activities
“create assessments”
Learning Outcomes - collegeclassroom.ucsd.edu 13
Astro 101 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.
“select instructional activities”
Learning Outcomes - collegeclassroom.ucsd.edu 14 ClassAction http://astro.unl.edu/classaction/
Does this peer
instruction question
support the
learning outcomes?
don’t
use it use it
yes no
A course should have
Course-level LOs Topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu
several LOs giving big
picture, attitudes,
behaviors: “how you will
be different by the end”
likely can’t be assessed
with a single exam
question
many LOs defining what
it means to “understand”
at this level (freshman,…)
should be repeatedly
assessed on homework,
exams
15
course-level and topic-level LOs are related
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes - collegeclassroom.ucsd.edu 16
Course-level LO #2
Course-level LO #3 Course-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
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
LO Topic-level
learning outcome
How are course-level and topic-level learning outcomes related?
Write down on an index card at least 2 rules or patterns you see here.
Course-level and topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu 17
Every course-level outcome is supported by many
topic-level outcomes
Every topic-level outcome supports/contributes to one
or more course-level outcome
Every course-level outcome has support.
Every topic-level outcome is there for a reason.
Writing topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu 18
Writing learning outcomes is hard because you have to
recognize (through your expert blindness)
declare (and be accountable for)
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.
Bloom’s Taxonomy [3-5]
Learning Outcomes - collegeclassroom.ucsd.edu 19
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
Bloom’s Taxonomy [3-5]
Learning Outcomes - collegeclassroom.ucsd.edu 20
higher order thinking
lower order thinking
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Good Strategy: Start with the verb
Learning Outcomes - collegeclassroom.ucsd.edu 21
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
Writing LOs – The Wrong Way
Learning Outcomes - collegeclassroom.ucsd.edu 22
Astro 101 Learning Outcomes
1. understand how Saturn’s rings formed
Assess your LOs:
“understand”? That could be a sentence…or a thesis
how does a student check that they mastered the Saturn
part of the course?
how does a student demonstrate to you they
“understands” at this level?
what and how are you going to teach?
Write LOs from course outline
Learning Outcomes - collegeclassroom.ucsd.edu 23
Work your way through the list of topics and decide “What
do I want students to be able to do, to demonstrate they
‘get’ this topic?”
Astro 101 Learning Outcomes - Saturn
1. give a detailed description of the size and structure of
Saturn’s rings
2. trace the gravitational feedback cycle that keeps
Saturn’s rings so thin
“Back-engineer” LOs from exams
Learning Outcomes - collegeclassroom.ucsd.edu 24
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 for my class?
Driver’s Ed 101: How to Drive in CA
Learning Outcomes - collegeclassroom.ucsd.edu 25
What should
students
learn? learning
outcomes assessment
What should
students
learn?
What are
students
learning?
active
learning
What instructional
strategies
help students
learn?
Write a learning
outcome that your
group’s question
assesses. (Refer to
Bloom’s Taxonomy
handout for verbs.)
Learning Outcomes - collegeclassroom.ucsd.edu 26
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes - collegeclassroom.ucsd.edu 27
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes - collegeclassroom.ucsd.edu 28
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes - collegeclassroom.ucsd.edu 29
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning outcomes in your discipline
Learning Outcomes - collegeclassroom.ucsd.edu 30
Before today’s meeting, you drafted a Bloom Level 1
(“remember”) learning outcome.
1. Use the Backward Design Worksheet to draft another
learning outcome (or revise your first one)
2. Find someone in your discipline: get feedback on your
outcome, give them feedback on theirs
Share your LOs with your students
Learning Outcomes - collegeclassroom.ucsd.edu 31
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.
You’re not “spoon-feeding” them – you’re helping your
students develop expert-like ways of thinking and skills
Watch the blog for next week’s
readings and assignments
Next time: Meeting 4
Fixed and Growth Mindsets and
Assessment that Supports Learning
References
Learning Outcomes - collegeclassroom.ucsd.edu 33
1. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning
Goals? Journal of College Science Teaching, 39, 2, 52-57.
2. National Research Council (2000). How People Learn: Brain, Mind, Experience,
and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking
(Eds.),Washington, DC: The National Academies Press.
3. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain. New York: David McKay Co Inc.
4. Adapted from edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
5. Revised Bloom’s Taxonomy
www.celt.iastate.edu/teaching/RevisedBlooms1.html
6. California DMV Sample Class C Written Test 5
www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
7. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals
Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm
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 - collegeclassroom.ucsd.edu Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm
34
Backward Design Worksheet for
(course name)
collegeclassroom.ucsd.edu
Topic
Topic-level learning outcome
Bloom’s Cognitive Level
lower-order thinking higher-order thinking
1. remember 2. understand 3. apply 4. analyze 5. evaluate 6.create
Assessment question
Instructional strategy
What course-level outcome(s) does this topic-level outcome support?
top related