Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

CIRTL Spring 2016 The College Classroom Meeting 3: Learning Outcomes

Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University

collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net

  • Be the first to comment

CIRTL Spring 2016 The College Classroom Meeting 3: Learning Outcomes

  1. 1. CIRTL – The College Classroom Meeting 3: Learning Outcomes / Goals / Objectives February 11, 2016 Unless otherwise noted, content is licensed under a Creative CommonsAttribution- 3.0 License. Peter Newbury Center for EngagedTeaching, UC San Diego pnewbury@ucsd.edu Tom Holme Department of Chemistry, Iowa State University taholme@iastate.edu collegeclassroom.ucsd.edu
  2. 2. Learning Outcomes - collegeclassroom.ucsd.edu2 Flight Deck byWayanVolta on flickr CC Today, you’ll need • pen/paper to write on • ability to open a separate window/tab in your browser Run audio setup wizard or Tools >Audio >Audio SetupWizard
  3. 3. Learning Outcomes - collegeclassroom.ucsd.edu3 Flight Deck byWayanVolta on flickr CC Do you understand how to fly an airplane? Yes Okay, but let’s look at this checklist. [trust and verify]
  4. 4. Scholarly approach to teaching (“Backward Design”) Learning Outcomes - collegeclassroom.ucsd.edu4 CarlWieman Science Education Initiative cwsei.ubc.ca What should students learn? learning outcomes assessment active learning What should students learn? What are students learning? What instructional strategies help students learn?
  5. 5. (Image: NASA)Learning Outcomes - collegeclassroom.ucsd.edu5
  6. 6. Introductory “Astro 101” Traditional Course Syllabus Learning Outcomes - collegeclassroom.ucsd.edu6 This course covers Chapters 1. Mercury 2. Venus … 8. Neptune 9. other objects 10. Formation of the Solar System
  7. 7. Introductory “Astro 101” Traditional Course Syllabus Course with Learning Outcomes Learning Outcomes - collegeclassroom.ucsd.edu7 This course covers Chapters 1. Mercury 2. Venus … 8. Neptune 9. other objects 10. Formation of the Solar System  deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.  provide notable examples of how comets influenced history, art and science
  8. 8. Learning outcomes Learning Outcomes - collegeclassroom.ucsd.edu8  completes the sentence,“By this end of this lesson/unit/course, you will be able to…”  begins with an action verb (“deduce”) (more later)  deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.
  9. 9. Learning outcomes are valuable to… Learning Outcomes - collegeclassroom.ucsd.edu9  the students o reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam o big picture of the next part of the course o allow students to monitor their own progress metacognition o allow students to check they’ve mastered the concept (especially when studying later)
  10. 10. What is the Value of Course-Specific Learning Outcomes[1] 10 Learning Outcomes - collegeclassroom.ucsd.edu
  11. 11. What is the Value of Course-Specific Learning Outcomes[1] 11 Learning Outcomes - collegeclassroom.ucsd.edu
  12. 12. How People Learn[2] Learning Outcomes - collegeclassroom.ucsd.edu12 Which Key Finding(s) do you think this supports?  pre-existing knowledge  expertise  metacognition Take 1 minute to write down your thoughts and then be prepared to share with your class mates.
  13. 13. How People Learn[2] Learning Outcomes - collegeclassroom.ucsd.edu13
  14. 14. How People Learn[2] Learning Outcomes - collegeclassroom.ucsd.edu14 Key Finding 3: A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. (How People Learn,p.18)
  15. 15. Learning outcomes are valuable to… Learning Outcomes - collegeclassroom.ucsd.edu15  the instructor o crystallizes what the instructor cares about o helps the instructor create assessments o helps the instructor select instructional strategies and activities
  16. 16. “create assessments” Learning Outcomes - collegeclassroom.ucsd.edu16 Astro 101 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.
  17. 17. “select instructional activities” Learning Outcomes - collegeclassroom.ucsd.edu17 ClassAction http://astro.unl.edu/classaction/ Does this peer instruction question support the learning outcomes? don’t use it use it yesno
  18. 18. A course should have Course-level LOs Learning Outcomes - collegeclassroom.ucsd.edu  several LOs giving big picture, attitudes, behaviors:“how you will be different by the end”  likely can’t be assessed with a single exam question 18
  19. 19. A course should have Course-level LOs Topic-level LOs Learning Outcomes - collegeclassroom.ucsd.edu  several LOs giving big picture, attitudes, behaviors:“how you will be different by the end”  likely can’t be assessed with a single exam question  many LOs defining what it means to “understand” at this level (freshman,…)  should be repeatedly assessed on homework, exams 19
  20. 20. A course should have Course-level LOs Topic-level LOs Learning Outcomes - collegeclassroom.ucsd.edu  several LOs giving big picture, attitudes, behaviors:“how you will be different by the end”  likely can’t be assessed with a single exam question  many LOs defining what it means to “understand” at this level (freshman,…)  should be repeatedly assessed on homework, exams 20 course-level and topic-level LOs are related
  21. 21. Topic-level LO Topic- level LO Topic-level LO Topic-level LO Course-level LO #4 Learning Outcomes - collegeclassroom.ucsd.edu21 Course-level LO #2 Course-level LO #3Course-level learning outcome (LO) #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level LO Topic-level learning outcome How are course-level and topic-level learning outcomes related? Write down at least 2 rules or patterns you see here. Topic- level LO Topic- level LO
  22. 22. A course should have Course-level LOs Topic-level LOs Learning Outcomes - collegeclassroom.ucsd.edu  every course-level LO is supported by many topic-level LOs (not zero, or how will students learn it?)  every topic-level LO supports one or more course-level LO (not zero, or why you talking about it?) 22
  23. 23. Writing topic-level LOs Learning Outcomes - collegeclassroom.ucsd.edu23 Writing learning outcomes is hard because you have to  recognize (through your expert blindness)  declare (and be accountable for) 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.
  24. 24. Bloom’s Taxonomy [3-5] Learning Outcomes - collegeclassroom.ucsd.edu24 transform or combine ideas to create something new think critically about and defend a position break down concepts into parts apply comprehension to unfamiliar situations demonstrate understanding of ideas and concepts remember and recall factual information 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
  25. 25. Bloom’s Taxonomy [3-5] Learning Outcomes - collegeclassroom.ucsd.edu25 higher order thinking lower order thinking 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
  26. 26. Good Strategy: Start with the verb Learning Outcomes - collegeclassroom.ucsd.edu26 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
  27. 27. Writing LOs – The Wrong Way Learning Outcomes - collegeclassroom.ucsd.edu27 Astro 101 Learning Outcomes 1. understand how Saturn’s rings formed Assess your LOs:  “understand”? That could be a sentence…or a thesis  how does a student check that they mastered the Saturn part of the course?  how does a student demonstrate to you they “understands” at this level?  what and how are you going to teach?
  28. 28. Write LOs from course outline Learning Outcomes - collegeclassroom.ucsd.edu28 Work your way through the list of topics and decide “What do I want students to be able to do, to demonstrate they ‘get’ this topic?” Astro 101 Learning Outcomes - Saturn 1. give a detailed description of the size and structure of Saturn’s rings 2. trace the gravitational feedback cycle that keeps Saturn’s rings so thin
  29. 29. “Back-engineer” LOs from exams Learning Outcomes - collegeclassroom.ucsd.edu29 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 for my class?
  30. 30. Driver’s Ed 101: How to Drive in CA Learning Outcomes - collegeclassroom.ucsd.edu30 What should students learn? learning outcomes assessment What should students learn? What are students learning? active learning What instructional strategies help students learn? 
  31. 31. Driver’s Ed 101: How to Drive in CA Learning Outcomes - collegeclassroom.ucsd.edu31 What should students learn? learning outcomes assessment What should students learn? What are students learning? active learning What instructional strategies help students learn? Write a learning outcome for the question with your Room number. (Room 1 – Question 1, etc.)  Think to yourself: If a student can correctly answer the question, what are they able to do?
  32. 32. 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 Learning Outcomes - collegeclassroom.ucsd.edu Adapted from CarlWieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm 32 • Follow the link in the Chat window to a shared Google spreadsheet. • Together, write a learning outcome for the question with your Room number (Room 1 – Q1, etc.) Select an action verb from Bloom’s taxonomy:
  33. 33. Learning Outcomes - collegeclassroom.ucsd.edu33 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
  34. 34. Learning Outcomes - collegeclassroom.ucsd.edu34 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
  35. 35. Learning Outcomes - collegeclassroom.ucsd.edu35 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
  36. 36. Learning Outcomes - collegeclassroom.ucsd.edu36 Sample Class CWrittenTest 5 California Department of MotorVehicles http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
  37. 37. Learning outcomes in your discipline Learning Outcomes - collegeclassroom.ucsd.edu37 Before today’s meeting, you drafted a Bloom’s Level 1 (“remember”) learning outcome for a lower-division course in your discipline. 1. Follow the link in the Chat window to a shared Google document 2. Find your name (alphabetical by first name) 3. Draft a higher-order learning outcome (“analyze”, “evaluate”, or “create”) for your course
  38. 38. 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 Learning Outcomes - collegeclassroom.ucsd.edu Adapted from CarlWieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm 38 Draft a higher-order learning outcome (“analyze”, “evaluate”, or “create”) for the course
  39. 39. Share your LOs with your students Learning Outcomes - collegeclassroom.ucsd.edu39  Publish them in your syllabus AND include relevant learning goals in your lecture slides at the beginning of each topic, even each class.  Be wary of reading them aloud: your students may not yet have the knowledge (or jargon) to appreciate the LOs.The LOs will be there when they study.  You’re not “spoon-feeding” them – you’re helping your students develop expert-like ways of thinking and skills
  40. 40. Watch the blog for next week’s readings and assignments (I’ll try to get it posted by Friday, February 12.) Next time: Meeting 4 Fixed and Growth Mindsets and Assessment that Supports Learning
  41. 41. References Learning Outcomes - collegeclassroom.ucsd.edu41 1. Simon, B., &Taylor, J. (2009).What is theValue of Course-Specific Learning Goals? Journal of College ScienceTeaching, 39, 2, 52-57. 2. National Research Council (2000). How People Learn:Brain,Mind,Experience, and School:Expanded Edition. J.D. Bransford,A.L Brown & R.R. Cocking (Eds.),Washington, DC:The NationalAcademies Press. 3. Bloom B. S. (1956). Taxonomy of Educational Objectives,Handbook I:The Cognitive Domain. NewYork: David McKay Co Inc. 4. Adapted from edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy 5. Revised Bloom’sTaxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 6. California DMV Sample Class CWrittenTest 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm 7. Excerpt fromWieman, C. (2007). Slides from theWieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm
  42. 42. 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 Bloom’s Taxonomy of the Cognitive Domain (Levels of Learning) Learning Outcomes - collegeclassroom.ucsd.edu Adapted from CarlWieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm 42

×