Learning Outcomes
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Learning Outcomes: Powerfully Simple Statements of Learning

Learning Outcomes: Powerfully Simple Statements of Learning

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Learning Outcomes Learning Outcomes Presentation Transcript

  • Centre for Teaching and Learning c o l l a b o r a t i v e • r e s p o n s i v e • p r a g m a t i c Learning Outcomes: Powerfully Simple Statements of Learning Rylan Egan Centre for Teaching and Learning
  • Learning outcomes are broad yet direct statements that describe the knowledge, skills, and attitudes that students should reliably demonstrate as a result of undertaking an educational experience.
  • Why Write Learning Outcomes? 1. Sets shared expectations between students and instructors. 2. Provides a valid source for students to set learning goals. 3. Provides clear direction for educators when making instruction and assessment decisions. 4. Provides a program level overview of learning goals across courses and years.
  • Educators have always used learning outcomes, they just haven’t always articulated them from a student perspective.
  • Writing An Outcome Step 1. Choose a verb that describes the level of learning you intend. Step 2. State the content the student will be considering. Step 3. State what the student will be able to do as a result. Do What, With What, For What
  • Learning Outcome Examples (Adapted from Current Arts and Science Courses)
  • Art History - Students will interpret art works to establish a perspective on the subject matter and the meaning of their imagery (iconography). Chemistry- Students will develop an appreciation for the application of organic synthesis to the solution of modern-day technological and social challenges. English Language and Literature - Students will deconstruct literary language to explore the processes by which it may be produced, contested, and reinvented. Mathematics and Statistics - Students will apply Bayesian probability to draw valid conclusions from complex data sets.
  • Choosing a Verb
  • The Anatomy of a Learning Outcome Learners will identify and describe the philosophies of John Locke and Thomas Hobbes to contrast 17th Century thinking on civic governance. Choose your verb carefully: Connotes memory based learning and basic communication of ideas.
  • The Anatomy of a Learning Outcome Learners will evaluate and articulate the philosophies of John Locke and Thomas Hobbes to contrast 17th Century thinking on civic governance. Choose your verb carefully: Connotes deep learning and improving judgment and communication.
  • The Anatomy of a Learning Outcome Learners will identify with the philosophies of John Locke and Thomas Hobbes to contrast 17th Century thinking on civic governance. Choose your verb carefully: Connotes personal philosophical judgment and reflection.
  • Handout
  • Learning Outcome Tips
  • Describe the outcome not the activity. Reconsider Better Students will write a paper on societal advantages of sustainability in regard to biological systems. Students will adopt a sustainability perspective to maintain future biological systems.
  • Focus on students’ learning outcomes, not instruction. Reconsider Better Students will learn about Tversky and Kahneman’s theories of cognitive bias. Students will evaluate Tversky and Kahneman’s theories of cognitive bias to predict human decision making behaviours.
  • Ensure verb choice accords with future assessment(s). Reconsider Better Create Multiple Choice Evaluate  Critical Essay
  • Avoid jargon. Reconsider Better Students will identify metacognitive cues to effectively self-regulate their learning. Students will identify academic challenges to improve their choice of study strategies.
  • Quality Council Queen’s Program Course Class Degree Level Expectations Academic Plan Program Learning Outcomes (CPR) Course Learning Outcomes Lesson Outcomes The role of outcomes across the institution
  • Questions?