updating curriculum to support learning davidson county community college may - 2011
TRANSCRIPT
Model for Updating Curriculum to Improve Teaching and Learning
Write the Outcomes
Improve the Curriculum
Teach tothe Outcomes
Assess The Outcomes
Model for Updating Curriculum to Improve Teaching and Learning
Stage Description
Define the desired student learning outcomes using action verbs and different levels of critical thinking.
Create the learning activities that provide the opportunities for students to meet learning outcomes.Assess student progress to ensure that the student learning outcome has been met. Evaluate tests to determine if they measure outcomes.
Use the result of assessment to make improvement in the curriculum to improve teaching and learning.
WriteTeach
Assess
Faculty Outcomes
1.Define an intended Student Learning Outcome (SL0).2.Discuss the benefits of effective SLOs for students and faculty.3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes.
4.Write effective SLOs using action verbs.5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy.6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs.7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.
Faculty Outcomes
1.Define an intended Student Learning Outcome (SL0).2.Discuss the benefits of effective SLOs for students and faculty.3.Describe the relationship among the College mission, program goals, course outcomes and student learning outcomes.
4.Write effective SLOs using action verbs.5.Write SLOs at different levels of critical thinking using Bloom’s Taxonomy.6.Evaluate SLOs in current syllabi and revise to meet criteria of effective SLOs.7.Develop a course tracking matrix to follow progression of outcomes throughout the course and the curriculum.
What are SLOs?
Student learning outcomes describe measurable knowledge, skills, and behaviors that students should be able to demonstrate as a result of completing a course.
1. Focused on what the student can do.
2. Use active verbs.
3. Include an assessable expectation that is observable and measurable.
1. Focused on what the student can do.
2. Use active verbs.
3. Include an assessable expectation that is observable and measurable.
Helps to improve teaching practices
Guides our teaching strategies and assessment
Maintains high standards. Produces consistency of
standards between course sections
Gives students more responsibility.
Directs our teaching practices to be more student/learning-centered.
Informs students of the expectations up front.
Validates both what we are teaching and why we are teaching it.
Benefits of SLOs for Faculty and Students
Write
How do I write outcomes to let students know what is expected of them?
Module One: Write the Outcomes
Your TurnYour Turn
1. Stand at your seat.
2. Take turns rolling the dice.
3. For the number that appears with your roll, recall that number of steps for writing an SLO. Then you can reclaim your seat.
Writing Student Learning Outcomes
“Begin with an end in mind.”
Stephen Covey
Bloom’s Revised Taxonomy
Your TurnYour Turn
1. Using your syllabus for course you are teaching, create one outcome for each level of Bloom’s taxonomy.
2. Pair up and check with your partner.
Your TurnYour Turn
Using your current syllabus and the Student Learning Outcome Checklist provided review your syllabus outcomes and capture evidence that each one mets the criteria. If not what do you need to do to fix that outcome?
Matrix to Track Relationship of SLO the Course to the Program Outcomes
Program OutcomesSLO
1SLO
2SLO
3SLO
44. Use current technology to access
and process health information. x
5. Demonstrate knowledge and skills necessary for entry level health information competencies.
x
6. Practice in a legal, ethical, and professional manner by demonstrating responsibility, initiative, positive attitudes toward those of diverse backgrounds, integrity, time management skills, and the ability to work in teams in a healthcare setting.
x
Example of Progression of SLOs
Student Learning Outcomes Remember Understand Apply Analyze Evaluate Create
HIT 112 Health Law and Ethics
1. Locate Federal and State statutes relative to the management of health information.
X
2. Explain the duty to provide a reasonable standard of care
X
3. Describe the legal status of health information
X
4. List acceptable methods of record authentication
X
5. Apply laws and regulations relative to the confidentiality of health information
X
HIT 216: Quality Management
Remember Understand Apply Analyze Evaluate Create
1. State quality assurance philosophy and purpose.
X
2. Evaluate diagnostic and treatment documentation.
X
3. Relate QA terms to the JCAHO health care quality vision.
X
4. Prepare data presentations. X5. Abstract medical records X