Week 4: Learning Outcomes
The College Classroom
October 22 and 24, 2013
What is the Value of Course-Specific
Learning Goals Outcomes
2

What was the most important thing you learned from
Simon &...
What is the Value of Course-Specific
Learning Goals Outcomes
3

What was the most important thing you learned from
Simon &...
What is the Value of Course-Specific
Learning Outcomes
4

collegeclassroom.ucsd.edu

#tccucsd
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Introductory “Astro 101”
6

Traditional Course Syllabus

Course with Learning Outcomes

This course covers Chapters

 ded...
Astro 101 LO’s are valuable to…
7

 the students




big picture of the next part of the course
justification for why ...
…choose clicker questions for class
8

collegeclassroom.ucsd.edu

#tccucsd

ClassAction http://astro.unl.edu/classaction/
…write the final exam
9

(10 marks) List 3 patterns of the Solar System as a
whole. Then, outline in some detail the curre...
Writing Learning Outcomes
10

Remember: every learning objective should complete
the sentence,

By the end of this course/...
Writing LOs – The Easy Way
11

Astro 101 Learning Outcomes
 learn about Saturn
Assess your LOs:
 “learn”? Learn what?
 ...
Writing LOs – More Effective Way
12

Astro 101 Learning Outcomes
 give a detailed description of the size and structure
o...
Deciding on the level of a LO
13

Writing learning outcomes is hard because you have to
 recognize
 declare
 (admit)
wh...
Bloom’s Taxonomy [2]
14

Evaluation

think critically about and defend a position

Synthesis

transform or combine ideas t...
Bloom’s Taxonomy
15

Evaluation

Synthesis

higher order thinking

Analysis
Application
Comprehension

Factual Knowledge

...
Bloom’s Taxonomy – action verbs [3]
16

Evaluation

judge appraise recommend justify defend
criticize evaluate

Synthesis
...
Bloom’s Revised Taxonomy [4]
17

Create

generating planning producing

Evaluate

checking critiquing

Analyze

differenti...
Let’s try it…
Please get out your multiplication quizzes.
Revised Bloom’s Taxonomy [5]
19

collegeclassroom.ucsd.edu

#tccucsd
Introducing a new task…
20

In the next activity, you’ll be asked to do something you
haven’t done before.
If you don’t do...
Where are you sitting?
21

D
second letter

Alphanumeric answer:
1. click
to refresh
2. click 1st letter A – E
3. click ar...
Multiplication quiz, Question 1
22

Locate this question
on the pyramid

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 2
23

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 3
24

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 4
25

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 4
26

collegeclassroom.ucsd.edu

#tccucsd
Driver’s Ed 101: How to Drive in CA
27

The whiteboards are numbered. Your group will
concentrate on the DMV Test Question...
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Scholarly approach to teaching:
29

What should
students
learn?

learning
outcomes
(goals, objectives)

What are
students
...
30

collegeclassroom.ucsd.edu

#tccucsd
Additional Taxonomies
31

Bloom’s Taxonomies cover 3 types of learning [8]





cognitive: mental skills (Knowledge)
af...
Comparing Taxonomies
32

Bloom’s

SOLO

Assesses QUESTIONS that
the instructor asks.

Assesses student’s
RESPONSE to quest...
SOLO Taxonomy
Structure of Observed Learning Outcomes
33

1.
2.
3.
4.
5.

Prestructural
Unistructural
Multi-structural
Rel...
1. Pre-structural
34

Students are simply acquiring bits of unconnected
information, which have no organization and make n...
2. Unistructural
35

simple and obvious connections are made, but their
significance is not grasped.

collegeclassroom.ucs...
3. Multistructural
36

a number of connections may be made, but the metaconnections between them are missed, as is their
s...
4. Relational
37

the student is now able to appreciate the significance of
the parts in relation to the whole.

collegecl...
5. Extended Abstract
38

the student is making connections not only within the
given subject area, but also beyond it, abl...
Algebra: Patterns in number [10]
39

Houses
Sticks

Given:

1
5

2
9

3
__

1. How many sticks are needed for 3 houses? un...
References
40

1.

Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of
College...
41

Next time: Week 5 – Assessment
Watch the blog for next week’s readings and
assignments
See you Tuesday, October 29 or ...
42
collegeclassroom.ucsd.edu

Carl Wieman (2007)
Carl Wieman Science Education Initiative
www.cwsei.ubc.ca/resources/learn...
SOLO Taxonomy
43

1. Prestructural - Students are simply acquiring bits of
unconnected information, which have no organisa...
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The College Classroom Week 4: Learning Outcomes

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The College Classroom
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Fall 2013

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The College Classroom Week 4: Learning Outcomes

  1. 1. Week 4: Learning Outcomes The College Classroom October 22 and 24, 2013
  2. 2. What is the Value of Course-Specific Learning Goals Outcomes 2 What was the most important thing you learned from Simon & Taylor? [1]  you have to tell the students  students appreciate the learning goals  when the Ss know LGs, they achieve higher  LGs are a contract between teacher and Ss  Ss were relieved to have guidelines, what to focus on first, know what to know  easier for Ss and instructors to prepare for tests collegeclassroom.ucsd.edu #tccucsd
  3. 3. What is the Value of Course-Specific Learning Goals Outcomes 3 What was the most important thing you learned from Simon & Taylor? [1]  let the students know what they should learn, study, expect  positive response from students  Organize the instructor/instruction  Contract between instructor/students  Encourages metacognition in instructor and students  Sets up the next instructor  Fits with university/dept objectives collegeclassroom.ucsd.edu #tccucsd
  4. 4. What is the Value of Course-Specific Learning Outcomes 4 collegeclassroom.ucsd.edu #tccucsd
  5. 5. 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 5 collegeclassroom.ucsd.edu #tccucsd Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  6. 6. Introductory “Astro 101” 6 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 collegeclassroom.ucsd.edu #tccucsd  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
  7. 7. Astro 101 LO’s are valuable to… 7  the students    big picture of the next part of the course justification for why they jump around textbook tells the students what the instructor thinks is important  the instructor   crystallizes what prof actually cares about helped instructor   choose clicker questions for class write the final exam collegeclassroom.ucsd.edu #tccucsd
  8. 8. …choose clicker questions for class 8 collegeclassroom.ucsd.edu #tccucsd ClassAction http://astro.unl.edu/classaction/
  9. 9. …write the final exam 9 (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. collegeclassroom.ucsd.edu #tccucsd
  10. 10. Writing Learning Outcomes 10 Remember: every learning objective should complete the sentence, By the end of this course/unit/lecture, you should be able to… Address LO to the student. S/he’s the one they’re for. collegeclassroom.ucsd.edu #tccucsd
  11. 11. Writing LOs – The Easy Way 11 Astro 101 Learning Outcomes  learn about Saturn Assess your LOs:  “learn”? Learn what?  how does a student demonstrate to you s/he has “learned about Saturn?”  how does a student check that s/he has mastered the Saturn part of the course? collegeclassroom.ucsd.edu #tccucsd
  12. 12. Writing LOs – More Effective Way 12 Astro 101 Learning Outcomes  give a detailed description of the size and structure of Saturn’s rings  step through the gravitational feedback cycle that keeps Saturn’s rings so thin Assess your LOs: 1. Is this really what I want them to know? 2. Are they capable of that? 3. Do I have a question I can use to assess this LO? collegeclassroom.ucsd.edu #tccucsd
  13. 13. Deciding on the level of a LO 13 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: collegeclassroom.ucsd.edu #tccucsd
  14. 14. Bloom’s Taxonomy [2] 14 Evaluation think critically about and defend a position Synthesis transform or combine ideas to create something new Analysis break down concepts into parts Application apply comprehension to unfamiliar situations Comprehension demonstrate understanding of ideas and concepts Factual Knowledge remember and recall factual information collegeclassroom.ucsd.edu #tccucsd
  15. 15. Bloom’s Taxonomy 15 Evaluation Synthesis higher order thinking Analysis Application Comprehension Factual Knowledge collegeclassroom.ucsd.edu #tccucsd lower order thinking
  16. 16. Bloom’s Taxonomy – action verbs [3] 16 Evaluation judge appraise recommend justify defend criticize evaluate Synthesis develop create propose formulate design invent Analysis compare contrast categorize distinguish identify infer Application Comprehension Factual Knowledge collegeclassroom.ucsd.edu #tccucsd apply demonstrate use compute solve predict construct modify describe explain summarize interpret illustrate define list state label name describe
  17. 17. Bloom’s Revised Taxonomy [4] 17 Create generating planning producing Evaluate checking critiquing Analyze differentiating organizing attributing Apply executing implementing Understand interpreting exemplifying classifying summarizing inferring comparing explaining Remember recognizing recalling collegeclassroom.ucsd.edu #tccucsd
  18. 18. Let’s try it… Please get out your multiplication quizzes.
  19. 19. Revised Bloom’s Taxonomy [5] 19 collegeclassroom.ucsd.edu #tccucsd
  20. 20. Introducing a new task… 20 In the next activity, you’ll be asked to do something you haven’t done before. If you don’t do it, I need to know why:   you don’t understand the concept? you understand the concept but you don’t know how to do the task? I need to create an opportunity for you to practice the task without any conceptual problems… collegeclassroom.ucsd.edu #tccucsd
  21. 21. Where are you sitting? 21 D second letter Alphanumeric answer: 1. click to refresh 2. click 1st letter A – E 3. click arrow to advance the cursor 4. click 2nd letter A-D 5. click SEND C B DB A A D collegeclassroom.ucsd.edu B SEND #tccucsd B C D first letter E
  22. 22. Multiplication quiz, Question 1 22 Locate this question on the pyramid collegeclassroom.ucsd.edu #tccucsd
  23. 23. Multiplication quiz, Question 2 23 collegeclassroom.ucsd.edu #tccucsd
  24. 24. Multiplication quiz, Question 3 24 collegeclassroom.ucsd.edu #tccucsd
  25. 25. Multiplication quiz, Question 4 25 collegeclassroom.ucsd.edu #tccucsd
  26. 26. Multiplication quiz, Question 4 26 collegeclassroom.ucsd.edu #tccucsd
  27. 27. Driver’s Ed 101: How to Drive in CA 27 The whiteboards are numbered. Your group will concentrate on the DMV Test Question6 matching your board’s number. Task: In a moment but not yet, write a learning outcome that your group’s question assesses. (If necessary, refer to Wieman handout [7]) collegeclassroom.ucsd.edu #tccucsd
  28. 28. 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 28 collegeclassroom.ucsd.edu #tccucsd Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  29. 29. Scholarly approach to teaching: 29 What should students learn? learning outcomes (goals, objectives) What are students learning? assessment What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca collegeclassroom.ucsd.edu #tccucsd
  30. 30. 30 collegeclassroom.ucsd.edu #tccucsd
  31. 31. Additional Taxonomies 31 Bloom’s Taxonomies cover 3 types of learning [8]    cognitive: mental skills (Knowledge) affective: growth in feelings or emotional areas (Attitude) psychomotor: manual or physical skills (Skills) Structure of Observed Learning Outcomes (SOLO) [9]  ranks the increasing complexity in a student’s understanding collegeclassroom.ucsd.edu #tccucsd
  32. 32. Comparing Taxonomies 32 Bloom’s SOLO Assesses QUESTIONS that the instructor asks. Assesses student’s RESPONSE to questions. Works on any type question (multiple-choice, open ended,…) Works for free-response questions (that is, checking a box in a multiple-choice question is not the skill being assessed) collegeclassroom.ucsd.edu #tccucsd
  33. 33. SOLO Taxonomy Structure of Observed Learning Outcomes 33 1. 2. 3. 4. 5. Prestructural Unistructural Multi-structural Relational Extended Abstract collegeclassroom.ucsd.edu #tccucsd
  34. 34. 1. Pre-structural 34 Students are simply acquiring bits of unconnected information, which have no organization and make no sense. collegeclassroom.ucsd.edu #tccucsd
  35. 35. 2. Unistructural 35 simple and obvious connections are made, but their significance is not grasped. collegeclassroom.ucsd.edu #tccucsd
  36. 36. 3. Multistructural 36 a number of connections may be made, but the metaconnections between them are missed, as is their significance for the whole. collegeclassroom.ucsd.edu #tccucsd
  37. 37. 4. Relational 37 the student is now able to appreciate the significance of the parts in relation to the whole. collegeclassroom.ucsd.edu #tccucsd
  38. 38. 5. Extended Abstract 38 the student is making connections not only within the given subject area, but also beyond it, able to generalize and transfer the principles and ideas underlying the specific instance. collegeclassroom.ucsd.edu #tccucsd
  39. 39. Algebra: Patterns in number [10] 39 Houses Sticks Given: 1 5 2 9 3 __ 1. How many sticks are needed for 3 houses? unistructural 2. How many sticks are there for 5 houses? multistructural 3. If 52 houses require 209 sticks, how many sticks do you need to be able to make 53 houses? relational 4. Make up a rule to count how many sticks are needed for any number of houses. extended abstract collegeclassroom.ucsd.edu #tccucsd
  40. 40. References 40 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. 3. Adapted from edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy 4. 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. 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 8. Clark, D. Bloom’s Taxonomy of Learning Domains. www.nwlink.com/~donclark/hrd/bloom.html 9. SOLO taxonomy http://www.learningandteaching.info/learning/solo.htm by Atherton J S (2011) Learning and Teaching; About the site [On-line: UK] http://www.learningandteaching.info/learning/about.htm 10. Excerpt from http://schools.reap.org.nz/advisor/aalign/solo-taxonomy.ppt collegeclassroom.ucsd.edu #tccucsd
  41. 41. 41 Next time: Week 5 – Assessment Watch the blog for next week’s readings and assignments See you Tuesday, October 29 or Thursday, October 31. collegeclassroom.ucsd.edu #tccucsd
  42. 42. 42 collegeclassroom.ucsd.edu Carl Wieman (2007) Carl Wieman Science Education Initiative www.cwsei.ubc.ca/resources/learn_goals.htm #tccucsd
  43. 43. SOLO Taxonomy 43 1. Prestructural - Students are simply acquiring bits of unconnected information, which have no organisation and make no sense. 2. Unistructural - simple and obvious connections are made, but their significance is not grasped. 3. Multistructural - a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. 4. Relational - the student is now able to appreciate the significance of the parts in relation to the whole. 5. Extended abstract - the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. http://www.learningandteaching.info/learning/solo.htm collegeclassroom.ucsd.edu #tccucsd
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