This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025).

GETSI/INTEGRATE DEVELOPMENT APPROACH & WRITING LEARNING

GOALS MODIFIED FROM PRESENTATIONS BY

JOSHUA CAULKINS (U OF RI) AND DAVID STEER (U OF AKRON)

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment

A. Grand ChallengesB. Interdisciplinary problemsC. Nature and methods of scienceD. Authentic geodesy field

methods and dataE. Quantitative skills

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACHGuiding

Principles

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH

LEARNING GOALS/OUTCOMES

Learning goals identify significant and essential learning that students can demonstrate by the end of the module or course.

– Student centered– Measurable– Align with one more assessment elements

LEARNING GOALS: WHAT AND WHY

• What is a “level” for a learning goal?– How are module-level goals (also called

“overarching goals”) different from unit-level or activity-level goals/outcomes?

• So a module-level goal is still measurable but has a broader focus. Unit-level or activity-level goals will be more specific and will mention specific tasks or practices that students will master or least become proficient in.

EXAMPLE OF MODULE GOALS

• F

LIKELY GOALS FOR GPS MODULE

1. Students will be able to design and conduct campaign and/or kinematic GPS survey to address a geologic research question.

2. Students will be able to articulate the societal impetus for answering a given research question and justify why campaign or kinematic GPS is the appropriate method in some circumstances.

UNIT-LEVEL LEARNING GOALS

BLOOM’S TAXONOMY – COGNITIVE LEVELS

Three (3) Domains of learning:1. Cognitive (Knowledge)

• Creating • Evaluating• Analyzing• Applying• Understanding• Remembering

2. Affective (Feelings, Emotion)--Attitude, Sense of Self

Higher CognitiveOrders (HOCs)

Lower CognitiveOrders (LOCs)

3. Behavioral (Skills)--Manual or Physical Skills

BLOOM’S TAXONOMY: ACTION VERBS– Creating - Create, Invent, Compose, Predict, Plan, Construct, Design,

Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast.– Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue,

Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend.

– Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce.

– Applying - Solve, Show, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Apply, Produce, Translate, Calculate.

– Understanding - Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize.

– Remembering - List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize.

Note: There is some overlap in the verbs, it depends on the level of the activity you are attempting to capture with the goal.

Low

er-O

rder

High

er-O

rder

WRITING LEARNING GOALS

• An action verb identifying performance• A learning statement specifying the learning• A standard for acceptable performance

Students will be able to solve interdisciplinary problems.

Students will be able to describe how economic, social and political issues bear on scientific problems.

At the end of the course, students will be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.

For E

xam

ple

EVALUATING LEARNING GOALS (ADAPTED FROM ACTIVITY BY B. TEWKSBURY AND H. MACDONALD)

Understand the fundamental concepts of fluid dynamics.How would you evaluate this goal?1. Student-centered? (rather than teacher-centered)2. Concrete? (or vague and abstract)3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand,

3-Apply, 4-Analyze, 5-Evaluate, 6-Create)4. What level is it? (module-level? unit-level? activity-level?)5. Make this goal more challenging? (Hint: think “verb”)6. Measureable? How? (Suggested activity/exercise to measure?)

EVALUATING LEARNING GOALS

Describe the seven major disasters covered in the course and explain the geologic process associated with the disasters.

1. Student-centered? (rather than teacher-centered)2. Concrete? (or vague and abstract)3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-

Apply, 4-Analyze, 5-Evaluate, 6-Create)4. What level is it? (module-level? unit-level? activity-level?)5. Make this goal more challenging? (Hint: think “verb”)6. Measureable? How? (Suggested activity/exercise to measure?)

EVALUATING LEARNING GOALS

Examine three seismograms from different stations, locate the arrival of P-waves and S-waves and, given a uniform time axis and a map of the three stations, be able to estimate the location of the epicenter.

1. Student-centered? (rather than teacher-centered)2. Concrete? (or vague and abstract)3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply,

4-Analyze, 5-Evaluate, 6-Create)4. What level is it? (module-level? unit-level? activity-level?)5. Make this goal more challenging? (Hint: think “verb”)6. Measureable? How? (Suggested activity/exercise to measure?)

OVERARCHING GOALS & LEARNING OUTCOMES

Goal: At the end of the course, students be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.

Learning Outcomes: At the end of this unit, students will be able to correctly:• Describe five economic impacts of climate change• Describe three social impacts of climate change• Compare and contrast two major political positions related to

climate change

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

The Approach

Measure the learning outcomes Criterion referenced Consistent with course activities and resources Sequenced, varied and appropriate Address various cognitive levels

• Which part of the world is represented on this map?

• Does the ocean surface display El Niño, ENSO normal, or La Niña conditions and how do you know?

• Where will precipitation fall if these anomalous temperatures remain in place?

ASSESSMENT AND MEASUREMENT

ASSESSMENT AND MEASUREMENT

Learning Outcome: Compare and contrast two major political positions related to climate change

Assessment: You just accepted a position as a Congressional intern for the Speaker of the House, John Boehner (R), Ohio. As Speaker, he is responsible for maintaining Republican Party unity. He is preparing for hearings on proposed EPA regulations related to CO2 emissions. Write a one page summary comparing and contrasting the two main political views related to climate change that he will have to contend with during these hearings.

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH

TEACHING MATERIALS & RESOURCES

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH

INSTRUCTIONAL STRATEGIES Support learning goals Promote student engagement Develop student metacognition Opportunities to practice

communicating geoscience Scaffold learning

INSTRUCTIONAL STRATEGIESWhat are instructional strategies you find most effective?Implementation challenges?Intentional reflection (metacognition)?

Identify Module

Learning Goals

Identify teaching &

learning outcomes for

individual units

Determine how to assess and measure

student success on goals and outcomes

Design teaching

resources and materials to

match assessments

Plan Instructional Strategies to implement

teaching resources

THE APPROACH:PHASE 2

Pilot Materials, Make changes

ALIGNMENT!

LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC

1. Guiding Principles2. Learning Goals and Outcomes3. Assessment and Measurement4. Resources and Materials5. Instructional Strategies6. Alignment

SERC CONTENT MANAGEMENT SYSTEM

• Great tutorialsare available

http://serc.carleton.edu/dev/getsi/index.html

FOLLOW UP WORK

• Navigate to “Reports” page in your module and fill in “Team Member Information” for you (near the bottom of the page)