slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/

CTD WEEKLY WORKSHOPS:
LEARNING OUTCOMES
Peter New...
Scholarly approach to teaching:
What should
students
learn?

learning
outcomes
(goals, objectives)

What are
students
lear...
(Image: NASA)

3
Learning Outcomes
Introductory “Astro 101”
Traditional Course Syllabus

Course with Learning Outcomes

This course covers Chapters

 deduce...
Learning outcomes
 deduce from patterns in the
properties of the planets, moons,
asteroids and other bodies that the
Sola...
What is the Value of Course-Specific
Learning Outcomes?
Simon & Taylor [1] asked students to complete this
sentence:
For m...
7
Learning Outcomes

Simon & Taylor (2009)
Learning outcomes are valuable to…
 the students




reveals what the instructor is looking for (no guessing
what “und...
…choose clicker questions for PI

9

Learning Outcomes

ClassAction http://astro.unl.edu/classaction/
…write the final exam
(10 marks) List 3 patterns of the Solar System as a
whole. Then, outline in some detail the current ...
Course-level LOs
11

Topic-level LOs

several LOs giving big
picture, attitudes,
behaviors

many LOs defining
what it me...
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Writing topic-level LOs
Writing learning outcomes is hard because you have to
 recognize
 declare
 (admit)
what you wan...
Bloom’s Taxonomy [2,3]
transform or combine ideas to create
something new

6

Create

5

Evaluate

think critically about ...
Bloom’s Taxonomy [2,3]
6
5

Evaluate

4

Analyze

3

Apply

2

Understand

1

15

Create

Remember

Learning Outcomes

hig...
Bloom’s Taxonomy [2,3]
Create

develop, create, propose, formulate,
design, invent

Evaluate

judge, appraise, recommend, ...
Driver’s Ed 101: How to Drive in CA
The whiteboards on the tables are numbered. Your
group will concentrate on the DMV Tes...
1. “Back-engineer” LOs from exams
Use last year’s (or several years’) final exam. For each
good question, ask yourself
 W...
2. Draft LOs from course outline
Work your way through the list of topics. For each topic,
decide
 What do I want student...
Share your LOs with your students
 After you’ve gone to the trouble of creating learning
outcomes, share them with your s...
Scholarly approach to teaching:
What should
students
learn?

learning
outcomes
(goals, objectives)

What are
students
lear...
References
1.

Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal
of College Sci...
Bloom’s Taxonomy of the Cognitive Domain
(Levels of Learning)
6 Create: transform and combine ideas to create something ne...
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CTD Weekly Workshops: Learning Outcomes

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Learning Outcomes
Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu

27 November 2013

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CTD Weekly Workshops: Learning Outcomes

  1. 1. slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/ CTD WEEKLY WORKSHOPS: LEARNING OUTCOMES Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, November 27, 2013 12:00 – 12:50 pm Center Hall, Room 316
  2. 2. Scholarly approach to teaching: What should students learn? learning outcomes (goals, objectives) What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 2 Learning Outcomes assessment (Dec 4) alt to lecture (Oct 30) peer instruction, (Nov 13)
  3. 3. (Image: NASA) 3 Learning Outcomes
  4. 4. Introductory “Astro 101” Traditional Course Syllabus Course with Learning Outcomes This course covers Chapters  deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. 1. Mercury 2. Venus … 8. Neptune 9. other objects 10. Formation of the Solar System  reconstruct the formation and evolution of various bodies in the Solar System by interpreting the presence (and their appearance) or absence of craters  provide notable examples of how comets influenced history, art and science 4 Learning Outcomes
  5. 5. Learning outcomes  deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.  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 5 Learning Outcomes
  6. 6. What is the Value of Course-Specific Learning Outcomes? 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. 6 Learning Outcomes
  7. 7. 7 Learning Outcomes Simon & Taylor (2009)
  8. 8. Learning outcomes are valuable to…  the students    reveals what the instructor is looking for (no guessing what “understand” means.) big picture of the next part of the course allows student to check that s/he has mastered the concept (especially when studying later)  the instructor   crystallizes what the instructor actually cares about helps the instructor   8 choose clicker questions for peer instruction in class write the final exam Learning Outcomes
  9. 9. …choose clicker questions for PI 9 Learning Outcomes ClassAction http://astro.unl.edu/classaction/
  10. 10. …write the 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. 10 Learning Outcomes
  11. 11. Course-level LOs 11 Topic-level LOs several LOs giving big picture, attitudes, behaviors many LOs defining what it means to “understand” at this level (freshman, etc.) can be (should be) repeatedly assessed on HW, exams  support one or more course-level LOs (if not, why not?) (likely) can’t be assessed with a single exam question supported by many topic-level LOs (if not, why not?) Learning Outcomes
  12. 12. Course-level learning outcome (LO) #1 Course-level LO #3 Course-level LO #2 Topic-level TopicLO Topic-level Topic-level level LO Topic-level LO LO LO Topic-level TopicTopic-level Topic-level LO level learning outcomeLO TopicLO level LO TopicTopicTopic- Topic-level level LO level LO level LO LO 12 Learning Outcomes sync your LOs Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO see ASTR 310 handout
  13. 13. Writing topic-level LOs 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. 13 Learning Outcomes
  14. 14. Bloom’s Taxonomy [2,3] transform or combine ideas to create something new 6 Create 5 Evaluate think critically about and defend a position 4 Analyze break down concepts into parts 3 Apply apply comprehension to unfamiliar situations 2 1 14 Understand demonstrate understanding of ideas and concepts Remember remember and recall factual information Learning Outcomes
  15. 15. Bloom’s Taxonomy [2,3] 6 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 15 Create Remember Learning Outcomes higher order thinking lower order thinking
  16. 16. Bloom’s Taxonomy [2,3] Create develop, create, propose, formulate, design, invent Evaluate judge, appraise, recommend, justify, defend, criticize, evaluate 4 Analyze compare, contrast, categorize, distinguish, identify, infer 3 Apply apply, demonstrate, use, compute, solve, predict, construct, modify 2 Understand describe, explain, summarize, interpret, illustrate 1 Remember define, list, state, label, name, describe 6 5 16 Learning Outcomes
  17. 17. Driver’s Ed 101: How to Drive in CA The whiteboards on the tables are numbered. Your group will concentrate on the DMV Test Question matching your board’s number. Task: Write a learning outcome that your group’s question assesses. (refer to Wieman handout for Bloom’s Taxonomy verbs) 17 Learning Outcomes
  18. 18. 1. “Back-engineer” LOs from exams 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, or is it too low (or 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? 18 Learning Outcomes
  19. 19. 2. Draft LOs from course outline Work your way 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 many low-level LOs. When you revise, you’ll start grouping them into higher-level LOs. (for example, see ASTR 310 Learning Goals) 19 Learning Outcomes
  20. 20. Share your LOs with your students  After you’ve gone to the trouble of creating learning outcomes, share them with your students   (good) publish them as a document along side your syllabus (better) include relevant learning goals in your lecture slides at the beginning of each topic, even each class.  Be wary of reading them aloud: the students may not yet have the knowledge to appreciate the LOs. The LOs will be there when they study.  Don’t worry about “spoon-feeding” them – so what if students do exactly what you feel demonstrates understanding? 20 Learning Outcomes
  21. 21. Scholarly approach to teaching: What should students learn? learning outcomes (goals, objectives) What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 21 Learning Outcomes assessment (Dec 4) alt to lecture (Oct 30) peer instruction, (Nov 13)
  22. 22. References 1. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 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. New York: David McKay Co Inc. Adapted from Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning. Teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 3. 4. 22 Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm California DMV Sample Class C Written Test 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm Learning Outcomes
  23. 23. Bloom’s Taxonomy of the Cognitive Domain (Levels of Learning) 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 23 Learning Outcomes Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm

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