CTD Wi14 Weekly Workshop: Learning Outcomes

582 views

Published on

Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu

22 January 2014

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
582
On SlideShare
0
From Embeds
0
Number of Embeds
93
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

CTD Wi14 Weekly Workshop: Learning Outcomes

  1. 1. Resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014 CTD WEEKLY WORKSHOPS: LEARNING OUTCOMES Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, January 22, 2014 12:00 – 12:50 pm Marshall College Room, Price Center
  2. 2. Scholarly approach to teaching: What should students learn? learning outcomes (goals, objectives) What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 2 Learning Outcomes assessment (Feb 5) alt to lecture (Jan 29) peer instruction, (Feb 12, 19)
  3. 3. (Image: NASA) 3 Learning Outcomes
  4. 4. Introductory “Astro 101” 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  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 4 Learning Outcomes
  5. 5. Learning outcomes  deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.  completes the sentence, “By this end of this lesson/unit/course, you will be able to…”  begins with an action verb (“deduce”) (more below)  tells the students what they must do to demonstrate they “understand” the concept 5 Learning Outcomes
  6. 6. What is the Value of Course-Specific Learning Outcomes? Simon & Taylor [1] asked students to complete this sentence: For me, the use of learning goals in this course is… They received 597 responses from students in computer science and microbiology. Responses were put into categories that emerged from the responses. 6 Learning Outcomes
  7. 7. 7 Learning Outcomes Simon & Taylor (2009)
  8. 8. 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   8 choose clicker questions for peer instruction in class write the final exam Learning Outcomes
  9. 9. …choose clicker questions for PI 9 Learning Outcomes ClassAction http://astro.unl.edu/classaction/
  10. 10. …write the 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. 10 Learning Outcomes
  11. 11. Course-level LOs 11 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
  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
  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 Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  14. 14. 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 14 Learning Outcomes Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  15. 15. 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 15 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
  16. 16. 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. 16 Learning Outcomes
  17. 17. Bloom’s Taxonomy [2,3] 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 apply comprehension to unfamiliar situations 2 1 17 Understand demonstrate understanding of ideas and concepts Remember remember and recall factual information Learning Outcomes
  18. 18. Bloom’s Taxonomy 6 Evaluate 4 Analyze 3 Apply 2 Understand 1 18 Create 5 Remember [2,3] Learning Outcomes higher order thinking lower order thinking
  19. 19. Bloom’s Taxonomy [2,3] Create develop, create, propose, formulate, design, invent 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 5 19 Learning Outcomes
  20. 20. Driver’s Ed 101: How to Drive in CA Please gather in groups of around the whiteboards. The whiteboards are numbered. Your group will concentrate on the DMV Test Question matching your board’s number. Task: Write a learning outcome that your group’s question assesses. (refer to Wieman handout for Bloom’s Taxonomy verbs) 20 Learning Outcomes
  21. 21. 1. “Back-engineer” LOs from exams 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, or is it too low (or high)? When you have a list of LOs,  Does it cover everything I want for this course?  Have I over- or under-represented any concepts? 21 Learning Outcomes
  22. 22. 2. Draft LOs from course outline Work your way through the list of topics. For each topic, decide  What do I want students to be able to do, to demonstrate they “get” this topic?  Don’t worry about drafting many low-level LOs. When you revise, you’ll start grouping them into higher-level LOs. 22 Learning Outcomes
  23. 23. Share your LOs with your students  (good) publish them as a document along side your syllabus  (better) 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 “spoon-feeding” them – help the students do exactly what you feel demonstrates understanding 23 Learning Outcomes
  24. 24. Scholarly approach to teaching: learning outcomes What should students learn? What are students learning? What instructional approaches help students learn? Carl Wieman Science Education Initiative cwsei.ubc.ca 24 Learning Outcomes assessment (Feb 5) alt to lecture (Jan 29) peer instruction, (Feb 12, 19)
  25. 25. Resources: ctd.ucsd.edu/programs/weekly-workshops-winter-2014 CTD WEEKLY WORKSHOPS: LEARNING OUTCOMES Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Wednesday, January 22, 2014 12:00 – 12:50 pm Marshall College Room, Price Center
  26. 26. References 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. 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. Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 3. 4. 26 Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm California DMV Sample Class C Written Test 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm Learning Outcomes
  27. 27. 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 CTD Weekly Workshop: Learning Outcomes ctd.ucsd.edu/programs/weekly-workshops-winter-2014 Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm

×