Week 4: Learning Outcomes       The College Classroom         January 30, 2013
What is the Value of Course-Specific 2        Learning Goals Outcomes        What was the most important thing you learned...
What is the Value of Course-Specific 3        Learning Outcomescollegeclassroom.ucsd.edu   #tccucsd
Introductory “Astro 101” 4        Traditional Course Syllabus         Course with Learning Outcomes        This course cov...
Astro 101 LO’s are valuable to… 5         the students                  big picture of the next part of the course      ...
…choose clicker questions for class 6collegeclassroom.ucsd.edu   #tccucsd   ClassAction http://astro.unl.edu/classaction/
…write the final exam 7        (10 marks) List 3 patterns of the Solar System as a        whole. Then, outline in some det...
Writing Learning Outcomes 8        Remember: every learning objective should complete        the sentence,                ...
Writing LOs – The Easy Way 9        Astro 101 Learning Outcomes         learn about Saturn        Assess your LOs:       ...
Writing LOs – More Effective Way 10        Astro 101 Learning Outcomes         give a detailed description of the size an...
Deciding on the level of a LO 11        Writing learning outcomes is hard because you have to           recognize        ...
Bloom’s Taxonomy [2] 12                    Evaluation         think critically about and defend a position                ...
Bloom’s Taxonomy – action verbs [3] 13                                       judge appraise recommend justify defend      ...
Bloom’s Taxonomy 14                    Evaluation                     Synthesis         higher order thinking             ...
Bloom’s Revised Taxonomy [4] 15                       Create          generating planning producing                     Ev...
Bloom’s Revised Taxonomy [4] 16                       Create                        Evaluation                            ...
Let’s try it…Please get out your multiplication quizzes.
Revised Bloom’s Taxonomy [5] 18collegeclassroom.ucsd.edu   #tccucsd
Introducing a new task… 19        In the next activity, you’ll be asked to do something you        haven’t done before.   ...
Use your laser pointer to point to 20        where you’re from.collegeclassroom.ucsd.edu   #tccucsd   (Image: Wikimedia Co...
Multiplication quiz, Question 1 21   Point your laser to   the location of the   learning outcome   you feel this   questi...
Multiplication quiz, Question 2 22collegeclassroom.ucsd.edu   #tccucsd
Multiplication quiz, Question 3 23collegeclassroom.ucsd.edu   #tccucsd
Multiplication quiz, Question 4 24collegeclassroom.ucsd.edu   #tccucsd
Multiplication quiz, Question 4 25collegeclassroom.ucsd.edu   #tccucsd
DriEd 101: How to Drive in CAPlease gather in groups of 3 around a whiteboard.The whiteboards are numbered. Your group wil...
27collegeclassroom.ucsd.edu   #tccucsd
Additional Taxonomies 28        Bloom’s Taxonomies cover 3 types of learning [8]                  cognitive: mental skill...
Comparing Taxonomies 29        Bloom’s                        SOLO        Assesses QUESTIONS that        Assesses student’...
SOLO Taxonomy        Structure of Observed Learning Outcomes 30        1.     Prestructural        2.     Unistructural   ...
1. Pre-structural 31        Students are simply acquiring bits of unconnected        information, which have no organisati...
2. Unistructural 32        simple and obvious connections are made, but their        significance is not grasped.collegecl...
3. Multistructural 33        a number of connections may be made, but the meta-        connections between them are missed...
4. Relational 34        the student is now able to appreciate the significance of        the parts in relation to the whol...
5. Extended Abstract 35        the student is making connections not only within the        given subject area, but also b...
Algebra: Patterns in number [10] 36                                           Houses     1    2   3            Given:     ...
References 37        1.     Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal o...
38                  Next time: Week 5 – Assessment                  Watch the blog for next week’s readings and           ...
Carl Wieman (2007)                                          Carl Wieman Science Education Initiative 39                   ...
SOLO Taxonomy 40        1. Prestructural - Students are simply acquiring bits of           unconnected information, which ...
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The College Classroom Week 4 - Learning Outcomes

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The value of learning outcomes, Bloom's taxonomy, and writing learning outcomes.

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The College Classroom Week 4 - Learning Outcomes

  1. 1. Week 4: Learning Outcomes The College Classroom January 30, 2013
  2. 2. What is the Value of Course-Specific 2 Learning Goals Outcomes What was the most important thing you learned from Simon & Taylor? [1]  helped instructor as well as students – gave a framework  contract btw instructor & students  students know the expectations  do it right! don’t be misleading  what students should be able to *do*  some students don’t find them valuable  majority of students actually cared about them, and were able to reflect on themcollegeclassroom.ucsd.edu #tccucsd
  3. 3. What is the Value of Course-Specific 3 Learning Outcomescollegeclassroom.ucsd.edu #tccucsd
  4. 4. Introductory “Astro 101” 4 Traditional Course Syllabus Course with Learning Outcomes This course covers Chapters  deduce from patterns in the 1. Mercury properties of the planets, moons, asteroids and other bodies that the 2. Venus Solar System had single formation … event. 8. Neptune  reconstruct the formation and 9. other objects evolution of various bodies in the Solar System by interpreting the 10. Formation of the Solar System presence (and their appearance) or absence of craters  provide notable examples of how comets influenced history, art and sciencecollegeclassroom.ucsd.edu #tccucsd
  5. 5. Astro 101 LO’s are valuable to… 5  the students  big picture of the next part of the course  justification for why they jump around textbook  the instructor  crystallizes what prof actually cares about  helped prof  choose clicker questions for class  write the final examcollegeclassroom.ucsd.edu #tccucsd
  6. 6. …choose clicker questions for class 6collegeclassroom.ucsd.edu #tccucsd ClassAction http://astro.unl.edu/classaction/
  7. 7. …write the final exam 7 (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
  8. 8. Writing Learning Outcomes 8 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
  9. 9. Writing LOs – The Easy Way 9 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
  10. 10. Writing LOs – More Effective Way 10 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
  11. 11. Deciding on the level of a LO 11 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
  12. 12. Bloom’s Taxonomy [2] 12 Evaluation think critically about and defend a position transform or combine ideas to create Synthesis something new Analysis break down concepts into parts Application apply comprehension to unfamiliar situations demonstrate understanding of ideas and Comprehension concepts Factual Knowledge remember and recall factual informationcollegeclassroom.ucsd.edu #tccucsd
  13. 13. Bloom’s Taxonomy – action verbs [3] 13 judge appraise recommend justify defend Evaluation criticize evaluate develop create propose formulate design Synthesis invent compare contrast categorize distinguish Analysis identify infer apply demonstrate use compute solve Application predict construct modify Comprehension describe explain summarize interpret illustrate Factual Knowledge define list state label name describecollegeclassroom.ucsd.edu #tccucsd
  14. 14. Bloom’s Taxonomy 14 Evaluation Synthesis higher order thinking Analysis Application Comprehension lower order thinking Factual Knowledgecollegeclassroom.ucsd.edu #tccucsd
  15. 15. Bloom’s Revised Taxonomy [4] 15 Create generating planning producing Evaluate checking critiquing Analyze differentiating organizing attributing Apply executing implementing interpreting exemplifying classifying Understand summarizing inferring comparing explaining Remember recognizing recallingcollegeclassroom.ucsd.edu #tccucsd
  16. 16. Bloom’s Revised Taxonomy [4] 16 Create Evaluation generating planning producing Evaluate Synthesis checking critiquing Analyze Analysis differentiating organizing attributing Apply Application executing implementing interpreting exemplifying classifying Understand Comprehension summarizing inferring comparing explaining Remember Factual Knowledge recognizing recallingcollegeclassroom.ucsd.edu #tccucsd
  17. 17. Let’s try it…Please get out your multiplication quizzes.
  18. 18. Revised Bloom’s Taxonomy [5] 18collegeclassroom.ucsd.edu #tccucsd
  19. 19. Introducing a new task… 19 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
  20. 20. Use your laser pointer to point to 20 where you’re from.collegeclassroom.ucsd.edu #tccucsd (Image: Wikimedia Commons, CC)
  21. 21. Multiplication quiz, Question 1 21 Point your laser to the location of the learning outcome you feel this question assesses.collegeclassroom.ucsd.edu #tccucsd
  22. 22. Multiplication quiz, Question 2 22collegeclassroom.ucsd.edu #tccucsd
  23. 23. Multiplication quiz, Question 3 23collegeclassroom.ucsd.edu #tccucsd
  24. 24. Multiplication quiz, Question 4 24collegeclassroom.ucsd.edu #tccucsd
  25. 25. Multiplication quiz, Question 4 25collegeclassroom.ucsd.edu #tccucsd
  26. 26. DriEd 101: How to Drive in CAPlease gather in groups of 3 around a whiteboard.The whiteboards are numbered. Your group willconcentrate on the DMV Test Question6 matching yourboard’s number. Task: Write a learning outcome that your group’s question assesses. (If necessary, refer to Wieman handout [7])
  27. 27. 27collegeclassroom.ucsd.edu #tccucsd
  28. 28. Additional Taxonomies 28 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 understandingcollegeclassroom.ucsd.edu #tccucsd
  29. 29. Comparing Taxonomies 29 Bloom’s SOLO Assesses QUESTIONS that Assesses student’s the instructor asks. RESPONSE to questions. Works on any type Works for free-response question (multiple-choice, questions (that is, checking open ended,…) a box in a multiple-choice question is not the skill being assessed)collegeclassroom.ucsd.edu #tccucsd
  30. 30. SOLO Taxonomy Structure of Observed Learning Outcomes 30 1. Prestructural 2. Unistructural 3. Multi-structural 4. Relational 5. Extended Abstractcollegeclassroom.ucsd.edu #tccucsd
  31. 31. 1. Pre-structural 31 Students are simply acquiring bits of unconnected information, which have no organisation and make no sense.collegeclassroom.ucsd.edu #tccucsd
  32. 32. 2. Unistructural 32 simple and obvious connections are made, but their significance is not grasped.collegeclassroom.ucsd.edu #tccucsd
  33. 33. 3. Multistructural 33 a number of connections may be made, but the meta- connections between them are missed, as is their significance for the whole.collegeclassroom.ucsd.edu #tccucsd
  34. 34. 4. Relational 34 the student is now able to appreciate the significance of the parts in relation to the whole.collegeclassroom.ucsd.edu #tccucsd
  35. 35. 5. Extended Abstract 35 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.collegeclassroom.ucsd.edu #tccucsd
  36. 36. Algebra: Patterns in number [10] 36 Houses 1 2 3 Given: Sticks 5 9 __ 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 abstractcollegeclassroom.ucsd.edu #tccucsd
  37. 37. References 37 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 blooms 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.pptcollegeclassroom.ucsd.edu #tccucsd
  38. 38. 38 Next time: Week 5 – Assessment Watch the blog for next week’s readings and assignments See you Wednesday, February 6.collegeclassroom.ucsd.edu #tccucsd
  39. 39. Carl Wieman (2007) Carl Wieman Science Education Initiative 39 www.cwsei.ubc.ca/resources/learn_goals.htmcollegeclassroom.ucsd.edu #tccucsd
  40. 40. SOLO Taxonomy 40 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.htmcollegeclassroom.ucsd.edu #tccucsd

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