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Week 4: Learning Outcomes
The College Classroom
January 28 and 30, 2014
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
Introductory “Astro 101”
5

Traditional Course Syllabus

Course with Learning Outcomes

This course covers Chapters

 ded...
Astro 101 LO’s are valuable to…
6

 the students




big picture of the next part of the course
justification for why ...
…choose clicker questions for class
7

collegeclassroom.ucsd.edu

#tccucsd

ClassAction http://astro.unl.edu/classaction/
…write the final exam
8

(10 marks) List 3 patterns of the Solar System as a
whole. Then, outline in some detail the curre...
Course-level LOs
9

Topic-level LOs

several LOs giving big
picture, attitudes,
behaviors

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

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Writing Learning Outcomes
14

Remember: every learning objective should complete
the sentence,

By the end of this course/...
Writing LOs – The Wrong Way
15

Astro 101 Learning Outcomes
 understand how Saturn’s rings formed
Assess your LOs:
 “Und...
Writing LOs – More Effective Way
16

Astro 101 Learning Outcomes
 give a detailed description of the size and structure
o...
Deciding on the level of a LO
17

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

[2,3]

18

transform or combine ideas to create
something new

6

Create

5

Evaluate

think critically ...
Bloom’s Taxonomy

[2,3]

19

6

Create

5

Evaluate

4

Analyze

3

Apply

2

Understand

1

Remember

Learning Outcomes

...
Bloom’s Taxonomy

[2,3]

20

Create

develop, create, propose, formulate,
design, invent

5

Evaluate

judge, appraise, re...
Let’s try it…
Please get out your multiplication quizzes.
Revised Bloom’s
22

collegeclassroom.ucsd.edu

#tccucsd

[5]
Taxonomy
Multiplication quiz, Question 1
23

Locate this question
on the pyramid

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 2
24

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 3
25

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 4
26

collegeclassroom.ucsd.edu

#tccucsd
Multiplication quiz, Question 4
27

collegeclassroom.ucsd.edu

#tccucsd
Driver’s Ed 101: How to Drive in CA
28

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:
30

learning
outcomes

What should
students
learn?

What are
students
learning?

assessmen...
31

collegeclassroom.ucsd.edu

#tccucsd
Additional Taxonomies
32

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



cognitive: mental skills (Knowledge)
af...
Comparing Taxonomies
33

Bloom’s

SOLO

Assesses QUESTIONS that
the instructor asks.

Assesses student’s
RESPONSE to quest...
SOLO Taxonomy
Structure of Observed Learning Outcomes
34

1.
2.
3.
4.
5.

Prestructural
Unistructural
Multi-structural
Rel...
1. Pre-structural
35

Students are simply acquiring bits of unconnected
information, which have no organization and make n...
2. Unistructural
36

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

collegeclassroom.ucs...
3. Multistructural
37

a number of connections may be made, but the metaconnections between them are missed, as is their
s...
4. Relational
38

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

collegecl...
5. Extended Abstract
39

the student is making connections not only within the
given subject area, but also beyond it, abl...
Algebra: Patterns in number [10]
40

Houses
Sticks

Given:

1
5

2
9

3
__

1. How many sticks are needed for 3 houses? un...
References
41

1.

Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of
College...
42

Next time: Week 5 – Assessment
Watch the blog for next week’s readings and
assignments

collegeclassroom.ucsd.edu

#tc...
Bloom’s Taxonomy of the Cognitive Domain
(Levels of Learning)
6 Create: transform and combine ideas to create something ne...
SOLO Taxonomy
44

1. Prestructural - Students are simply acquiring bits of
unconnected information, which have no organisa...
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The College Classroom (Wi14) Week 4: Learning outcomes

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Peter Newbury and Beth Simon
Center for Teaching Development
University of California, San Diego
30 January 2014

collegeclassroom.ucsd.edu

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The College Classroom (Wi14) Week 4: Learning outcomes

  1. 1. 1 Flight Deck by Wayan #tccucsd collegeclassroom.ucsd.edu Volta on flickr CC
  2. 2. Week 4: Learning Outcomes The College Classroom January 28 and 30, 2014
  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]  collegeclassroom.ucsd.edu #tccucsd
  4. 4. What is the Value of Course-Specific Learning Outcomes 4 collegeclassroom.ucsd.edu #tccucsd
  5. 5. Introductory “Astro 101” 5 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
  6. 6. Astro 101 LO’s are valuable to… 6  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
  7. 7. …choose clicker questions for class 7 collegeclassroom.ucsd.edu #tccucsd ClassAction http://astro.unl.edu/classaction/
  8. 8. …write the final exam 8 (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
  9. 9. Course-level LOs 9 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 homework, 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
  10. 10. 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 10 Learning Outcomes Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO
  11. 11. 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 11 Learning Outcomes Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  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 Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  13. 13. 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 13 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
  14. 14. Writing Learning Outcomes 14 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
  15. 15. Writing LOs – The Wrong Way 15 Astro 101 Learning Outcomes  understand how Saturn’s rings formed Assess your LOs:  “Understand”? That could be a sentence…or a thesis  how does a student demonstrate to you s/he “understands” at this level?  how does a student check that s/he has mastered the Saturn part of the course? collegeclassroom.ucsd.edu #tccucsd
  16. 16. Writing LOs – More Effective Way 16 Astro 101 Learning Outcomes  give a detailed description of the size and structure of Saturn’s rings  trace 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
  17. 17. Deciding on the level of a LO 17 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
  18. 18. Bloom’s Taxonomy [2,3] 18 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 2 Understand demonstrate understanding of ideas and concepts 1 Remember remember and recall factual information Learning Outcomes apply comprehension to unfamiliar situations
  19. 19. Bloom’s Taxonomy [2,3] 19 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember Learning Outcomes higher order thinking lower order thinking
  20. 20. Bloom’s Taxonomy [2,3] 20 Create develop, create, propose, formulate, design, invent 5 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 Learning Outcomes
  21. 21. Let’s try it… Please get out your multiplication quizzes.
  22. 22. Revised Bloom’s 22 collegeclassroom.ucsd.edu #tccucsd [5] Taxonomy
  23. 23. Multiplication quiz, Question 1 23 Locate this question on the pyramid collegeclassroom.ucsd.edu #tccucsd
  24. 24. Multiplication quiz, Question 2 24 collegeclassroom.ucsd.edu #tccucsd
  25. 25. Multiplication quiz, Question 3 25 collegeclassroom.ucsd.edu #tccucsd
  26. 26. Multiplication quiz, Question 4 26 collegeclassroom.ucsd.edu #tccucsd
  27. 27. Multiplication quiz, Question 4 27 collegeclassroom.ucsd.edu #tccucsd
  28. 28. Driver’s Ed 101: How to Drive in CA 28 The whiteboards are numbered. Your group will concentrate on the DMV Test Question [6] 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
  29. 29. 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 29 collegeclassroom.ucsd.edu #tccucsd Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  30. 30. Scholarly approach to teaching: 30 learning outcomes What should students learn? What are students learning? assessment (Week 5) What instructional approaches help students alternatives learn? Carl Wieman Science Education Initiative cwsei.ubc.ca collegeclassroom.ucsd.edu #tccucsd to lecture (Week 9)
  31. 31. 31 collegeclassroom.ucsd.edu #tccucsd
  32. 32. Additional Taxonomies 32 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
  33. 33. Comparing Taxonomies 33 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
  34. 34. SOLO Taxonomy Structure of Observed Learning Outcomes 34 1. 2. 3. 4. 5. Prestructural Unistructural Multi-structural Relational Extended Abstract collegeclassroom.ucsd.edu #tccucsd
  35. 35. 1. Pre-structural 35 Students are simply acquiring bits of unconnected information, which have no organization and make no sense. collegeclassroom.ucsd.edu #tccucsd
  36. 36. 2. Unistructural 36 simple and obvious connections are made, but their significance is not grasped. collegeclassroom.ucsd.edu #tccucsd
  37. 37. 3. Multistructural 37 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
  38. 38. 4. Relational 38 the student is now able to appreciate the significance of the parts in relation to the whole. collegeclassroom.ucsd.edu #tccucsd
  39. 39. 5. Extended Abstract 39 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
  40. 40. Algebra: Patterns in number [10] 40 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
  41. 41. References 41 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
  42. 42. 42 Next time: Week 5 – Assessment Watch the blog for next week’s readings and assignments collegeclassroom.ucsd.edu #tccucsd
  43. 43. 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 Adapted from Carl Wieman (2007) collegeclassroom.ucsd.edu #tccucsd www.cwsei.ubc.ca/resources/learn_goals.htm
  44. 44. SOLO Taxonomy 44 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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