HOW TO DEVELOP…L E A R N I N G O U T C O M E S• Big picture goals• Skill, knowledge orability targets• 4 to 8 outcomesL E A R N I N G O B J E C T I V E S• Mastery of outcomes• Measurable activities• 4 to 5 objectives peroutcome
LEARNING OUTCOMESTHINK BACKWARDSFocus on desiredknowledge & skillsof studentZOOM OUTZoom out to thecore aspects ofthe subjectCONSIDERINFLUENCESConsider otherfactors thataffect outcomes4 TO 8OUTCOMES
THINK BACKWARDSDetermine DESIRED RESULTS of studentknowledge, performance, ability and/or attitude• What are the big ideas?• What enduring understandings are important?• What content is worthy of learning?• What should learners take away?UNDERSTANDING BY DESIGNBY MCTIGHE & WIGGINShttp://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
ZOOM OUTSequence learning events with BROAD VIEW beingfirst• Zoom out to general and fundamental level• Choose a few core aspects of the subject• Ensure aspects are interrelatedELABORATION THEORY BY REIGELUTHhttp://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
CONSIDER INFLUENCESFactors that influence the formation of learningoutcomes• Program and institutional goals• Industry demands• Student characteristics and prior learning• Good teaching and learning practices• Your notion of learning
ThinkBackwardsZoom OutCOURSE: INTRODUCTION TO MANAGEMENTInfluences• Explore the manyroles of managerswithin anorganization• Business field• Trends in business& management• Environmentalmovement• College businessprogram goals• Students lack ofmanagementexperience• Real-world learning• Impact of externalchanges, such asglobalization andenvironmentalconcernsEXAMPLELEARNING OUTCOME• Illustrate how changes to the externalenvironment impact an organizationBig IdeaAspect ofSubject
In a small group,• Choose 1subject/course• Determine 2learningoutcomesTHINKBACKWARDSZOOM OUTCONSIDERINFLUENCES
LEARNING OBJECTIVESMEASURE ITChoose evidence tomeasure the objectivehas been metCAMERA, ACTION!Determineaction studentsmust take toachieve theobjective4 TO 5OBJECTIVESperOUTCOMEZOOM INZoom in one ortwo levels to thedetails of thesubject
ZOOM INSequencing of learning events to move to next level ofdetail• Zoom in/drill down ONE or TWO LEVELS of subject• This level is the subparts of the whole picture• More detailed but not as much as learning activitiesor assessmentsELABORATION THEORY BY REIGELUTHhttp://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Zoom In ActionCOURSE: INTRODUCTION TO MANAGEMENTMeasure• How to understandchanges in theexternalenvironment• Report, list,discussion, blog• Examine, locate,recognize, discoverEXAMPLELEARNING OBJECTIVE• Examine the process of environmentalscanningLevel 2 ofSubjectStudentPerformsEvidenceofLearning
In a small group,• Compose 2learningobjectives perpreviouslycreated outcomesZOOM INCAMERA,ACTIONMEASURE ITBack to Action& Measure
In a small group,• Determine the 2learningoutcomes of thissession• Provide 2learningobjectives peroutcome
ANSWER TO ACTIVITY #3Outcome #1 - To compose concise learning outcomes• To determine essential learning• To acknowledge influences on learning outcomesOutcome #2 - To develop learning objectives to masterlearning outcomes• To determine next level of subject details• To design a learning objective that active andmeasureableLearningObjectivesLearningObjectives
SUMMARYL E A R N I N G O U T C O M E S• Big picture goals• Skill, knowledge orability targets• 4 to 8 outcomes• Backward design• Zoom out• Consider influencesL E A R N I N G O B J E C T I V E S• Mastery of outcomes• Measurable activities• 4 to 5 objectives peroutcome• Zoom in• Camera, Action• Measure It!
firstname.lastname@example.org(403) 816-7290Dr. Kelly EdmondsThank you!