Peter Newbury 5/15/2015 sgts.ucsd.edu

1. Summer GraduateTeaching Scholars
Preparing toTeach 2:
Learning Outcomes
May 12 and 14, 2015
1sgts.ucsd.edu
Name
Course Dept/School
Summer I or II # students

2. Please explain DNA.
How much would you write to give a
sufficient answer?
A) a sentence
B) a paragraph
C) 1-5 pages
D) 5 – 50 pages
E) more than 50 pages
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3. Describe the outcomes of WWII.
How much would you write to give a
sufficient answer?
A) a sentence
B) a paragraph
C) 1-5 pages
D) 5 – 50 pages
E) more than 50 pages
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4. Learning outcomes
 complete the sentence,“By this end of
this lesson/unit/course, you will be able
to…”
 begin with an action verb (typically,
informed by Bloom’sTaxonomy)
 tell the students what they must do to
demonstrate they “understand” the
concept at this level
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5. Learning outcomes are valuable to…
 the students
 reveals what the instructor is looking for (no
guessing what “understand” means.)
 big picture of the next part of the course
 allows student to check that s/he has mastered
the concept (especially when studying later)
 the instructor
 crystallizes what the instructor actually cares
about
 helps the instructor select resources like peer
instruction questions and exam questions
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6.  several LOs giving big
picture, attitudes,
behaviors
 (likely) can’t be
assessed with a single
exam question
 supported by many
topic-level LOs
(if not, why not?)
 many LOs defining
what it means to
“understand” at this
level (freshman, etc.)
 should be
repeatedly assessed
on homework, exams
 support one or more
course-level LOs
(if not, why not?)
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Course-level LOs Topic-level LOs

7. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO

8. Topic-level
LO
Topic-level
LO
Topic-
level LO
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO

9. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-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

10. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
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level LO
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level LO
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level LO
Topic-
level LO Topic-
level LO
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level LO
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LO
Topic-level
LO

11. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-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

12. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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Course-level LO #2
Course-level LO #3Course-level
learning outcome #1
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LOTopic-level
LO
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level LO
Topic-
level LO
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level LO
Topic-
level LO
Topic-
level LO Topic-
level LO
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level LO
Topic-level
LO
Topic-level
LO
Every course-level outcome
is supported by
many topic level outcomes
Every topic-level outcome
supports
one (or more) course-level outcomes

13. Writing topic-level LOs
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.
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14. Bloom’sTaxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from CarlWieman (2007)
www.cwsei.ubc.ca/resources/learn_goals.htm
6 Create: transform or combine ideas to create something new
5 Evaluate: think critically about and defend a position
4 Analyze: break down concepts into parts
3 Apply: apply comprehension to unfamiliar situations
2 Understand: demonstrate understanding of ideas, concepts
1 Remember: remember and recall factual knowledge
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15. Bloom’sTaxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from CarlWieman (2007)
www.cwsei.ubc.ca/resources/learn_goals.htm
6 Create: transform or combine ideas to create something new
5 Evaluate: think critically about and defend a position
4 Analyze: break down concepts into parts
3 Apply: apply comprehension to unfamiliar situations
2 Understand: demonstrate understanding of ideas, concepts
1 Remember: remember and recall factual knowledge
sgts.ucsd.edu 15
higherorderthinkinglowerorderthinking

16. Bloom’sTaxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from CarlWieman (2007)
www.cwsei.ubc.ca/resources/learn_goals.htm
6 Create: transform or 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
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higherorderthinkinglowerorderthinking

17. “Action” verbs for Bloom
1. with others at your table, find the 6
levels of Bloom’sTaxonomy
2. arrange the “action” verbs by the Bloom
level you think they support
(e.g.,“list” provokes a Level 1:Remember
learning outcome)
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18. be able to read primary literature
Many instructors want their students to
learn to read primary literature, like journal
articles, original writings/manuscripts. Also
magazine/newspaper articles, watch videos,
etc.
In pairs, write 1–3 learning outcomes on
your whiteboard about learning to read
primary literature, written for students at
the level you’ll be teaching this Summer.
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19. Learning outcome: your course
By yourself, write 1 course-level learning outcome
and 1-3 topic-level outcomes on your whiteboard
for the course you’ll be teaching this Summer.
back-engineered from good exam, essay,
homework questions
back-engineered from previous instructors’
course notes
bottom up: pick a topic and declare what you
want students to learn
Discuss and critique with your table-mate when
you’re both done.
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20. Share your LOs with your students
 publish them as a document along side your syllabus
  publish them with 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: the students may not
yet have the knowledge (or jargon) to appreciate the
LOs.The LOs will be there when they study.
 Don’t worry about “teaching to the test.”You’re
teaching to the outcomes, making
what understanding and mastery mean in your context.
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21. Next week: Active Learning
Watch the blog
sgts.ucsd.edu
for details about what you should do to
prepare for next week’s meeting.
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22. sgts.ucsd.edu
Bloom’sTaxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from CarlWieman (2007)
www.cwsei.ubc.ca/resources/learn_goals.htm
6 Create: transform or 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
higherorderthinkinglowerorderthinking