Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Implementation of CCE in CBSE schools has been a bit difficult because of less understanding of the concerned teachers. This is because of lack of CCE- training specially in sub-urban and remotely situated schools. This CCE- presentation may help such teachers and schools. The more you use the teachers manuals published by CBSE your understanding on the matter becomes clear. And practice makes you perfect.
Taxonomy of Cognitive Objectives
Developed in 1950’s
Means of expressing qualitatively different kinds of thinking
• Been adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills.
Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically.
They called together a group of educational psychologists and educators to help them with the revisions.
Lorin Anderson was once a student of the famed Benjamin Bloom, and
David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy.
Their combined efforts led to Bloom’s Taxonomy revised.
• The names of six major categories were changed from noun to verb forms.
• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.
• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.
• The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.
• The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels.
• The revision emphasizes explanation and description of subcategories.
l
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Implementation of CCE in CBSE schools has been a bit difficult because of less understanding of the concerned teachers. This is because of lack of CCE- training specially in sub-urban and remotely situated schools. This CCE- presentation may help such teachers and schools. The more you use the teachers manuals published by CBSE your understanding on the matter becomes clear. And practice makes you perfect.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
THE IMPACT OF SANGGUNIANG KABATAAN ELECTION PRACTICES AMONG THE YOUNG PEOPLE ...melchor dullao
This Study specifically sought to answers the following questions:
- to find out the different strategies /practices in the SK elections of Barangay Gaang;
- to determine the techniques/ mode of campaign strategies;
- to determine the impact of the different campaign strategies in terms of relationship with their clan members and the community of Barangay Gaang.
SEMINAR/WORKSHOP ON INTERACTIVE TASK-BASED TEACHING STRATEGIES AND TECHNIQUES...melchor dullao
The purpose of the seminar is to equip future teachers of Bachelor of Secondary Education (BSED) with different Learner-centered Strategies and Techniques and Assessment tools in teaching to respond to the current trends of global Education and to meet the demands of the ASEAN integration.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of developing a
deep understanding of what students know, understand,
and can do with their knowledge as a result of their
educational experience; the process culminates when
assessment results are used to improve subsequent
learning.
Huba and Freed, 2000
3. • Assessment is an ongoing
process aimed at
understanding and improving
student learning multiple
methods criteria and
standards evidence
Students know, can do
and understand.
It’s more than just
collecting data.
4. IMPORTANCE OF ASSESSMENT
To find out what the students know (knowledge)
To find out what the students can do, and how
well they can do it (skill; performance)
To find out how students go about the task of
doing their work (process)To find out how
students feel about their work (motivation,
effort)
5.
6. Innovative Assessment could be any form of assessment which
involves the application of a new technique or method….however,
innovative assessment has come to mean more than that; it is a
term we use which encompasses a whole range of different
techniques and methods, not all of which are new inventions. What
Unites them is a common goal; to improve the quality of student
learning” (Mowl 2006)
Innovative assessment is also about ‘the redistribution of
educational power' when assessment becomes not just something
which is 'done to' learners but also 'done with' and 'done by'
learners (Harris and Bell, 1990).
Innovative assessment is not just some trendy, new technique
dreamt-up purely to save on the amount of time teachers spend on
marking, it is a genuine attempt to improve the quality of learning in
higher education. (Mowl, 2005)
7. Innovative Assessment aims to produce students who are...
deep rather than surface learners
highly motivated and committed
enterprising
equipped with a range of transferable skills
capable of self-criticism and evaluation
fairly and reliably assessed
active and reactive participants in the learning process, capable
of 'creative dissent' rather than simply passive, uncritical
recipients of other people's knowledge.
(Cowan,2006)
8. Benefits Of Innovative Assessment
By incorporating a range of different methods innovative assessment
assesses a broader range of skills and as such it is considered to be fairer
and less discriminatory. Consequently, innovative assessment should have
the effect of widening access to Higher Education and perhaps widening
success.
Innovative assessment is a more reliable assessment of student learning
because it is not dependent on any one method of assessment. Innovative
assessments allow for the fact that all individuals have strengths and
weaknesses, by assessing an individual’s performance across a range of
skills a more balanced and reliable assessment can be obtained.
Innovative assessment on the whole adopts a more positive approach to
education; by spreading the assessment net more widely, it provides students
with a range of opportunities to demonstrate how much they understand
(Ramsden, 1992), rather than the somewhat negative approach of how little.
9. Innovative assessment is usually formative and as such is more likely to
facilitate effective, well motivated student learning. Providing timely and
constructive feedback allows misunderstandings to be detected and cleared
up, and students are able to make improvements where necessary. This
process helps maintain student motivation, enabling them to learn more
steadily and fluently. If students genuinely don’t
know what they are doing wrong, as they are never informed, then this can
lead to frustration and a loss of interest in the subject.
A range of different techniques and methods should stimulate both staff and
student interest. 6. Students learn and are assessed upon a much greater
variety of skills and in a number of different situations. This should produce
more rounded and more employable graduates. Assessments may include
students demonstrating that they ‘know how to’ rather than just ‘know about’
(Race, 1994).
10. Innovative assessment methods are usually more realistic and
relevant, involving role plays, simulation and work placements;
students develop a better understanding of how their specific skills
and knowledge can be applied both inside and outside the
academic environment.
Innovative assessment is generally regarded as a possible
strategy for facilitating a ‘deep’ rather than a ‘surface’ approach to
learning (Marton and Säljö, 1990; Boyd and Cowan, 1985;
Ramsden, 1992). Brown and Dove (1993) consulted staff from
four different universities who were already using self and peer
assessments, the staff reported: “students using higher levels of
reflection, developing a questioning and self analytic approach to
their professional practice and engaging in deep rather than
surface learning” (Brown and Dove, 1993)
11.
12. “Writings or drawings that have been scribbled, scratched or sprayed illicitly on a wall or other surface in a
public place.”
The graffiti wall is fun activity for students and gives you a visual representation of what your students have
learned during a unit of study.
Using the graffiti wall activity partway through a unit provides you with information for further planning of
instruction. If there appear to be gaps in your students’ learning, you can target those areas and further
assess to see if there is indeed a deficit that you need to focus on in future lessons. Students may have
made connections that you were not expecting or hadn’t even thought of when planning the unit. The
information you collect from the graffiti wall is valuable formative assessment data. Leave the graffiti wall up
during the remainder of the unit and students can continue to add comments and drawings.
13. Step One: Preparation
1. Cover a part of a wall with white paper or manila paper.
2. Prepare pencils,markers,pens, crayons and other things used in drawing.
14. Step Two: Contracting
5. Before the activity begins contract with the students in terms of what an
appropriate response is and how to express one's discomfort with something in
an appropriate way.
6. Make sure that the students work silently.
7. Students can write their own response to the prompt as well as respond to the
questions and ideas that other students have written.
8. They should draw lines connecting their comments to those of other students.
Step Three: Invite Students to the Board
9. Encourage students to write comments, questions or draw what they have learned
about a topic on the graffiti board.
10. Students can jot down facts, write personal opinions, connect their learning to
other areas of study, etc.
15. GRAFFITI WALL ACTIVITY
Layunin ng gawaing ito na matukoy ang kaalaman ng mga mag-aaral tungkol sa heograpiya ng
daigdig. Makatutulong ito sa isasagawang talakayan sa bahagi ng Paunlarin.
1. Gumamit ng manila paper o cartolina bilang graffiti wall.
2. Maaaring pangkatan o pambuong klase ang gawaing ito.
3. Ipasagot sa mga mag-aaral ang tanong na nasa graffiti wall. Masasagot ito sa pamamagitan ng
pangungusap o guhit.
4. Paalalahanan ang mga mag-aaral na malayang maihahayag ang kanilang mga kasagutan sapagkat mga
dating kaalaman o iskema ang hinihingi sa gawain. .
5. Bigyan ng pagkakataon ang mga mag-aaral na basahin ang kanilang mga inilagay sa graffiti wall.
6. Mahalagang magkaroon ng paglalagom sa mga impormasyong ibinigay ng mga mag-aaral upang maging
lunsaran sa susunod na bahagi ng aralin, ang PAUNLARIN.
7. Itabi muna ang graffiti wall at muling ipakita kapag tapos na ang bahagi ng
PAGNILAYAN. Layon nito na masagot ang mga tanong at maiwasto ang mga konseptong naitala sa graffiti
wall.
16. Gawain: Isulat sa Graffiti Wall ang iyong sariling ideya tungkol sa tanong
sa ibaba. Masasagot ito sa anyo ng pangungusap o guhit.
Sa pagbabalik-tanaw sa mga nalalaman mo tungkol sa daigdig, sisimulan
ang pagtalakay sa mga konsepto at klasipikasyon ng heograpiya bilang
asignatura. Bukod dito,tatalakayin ang katangiang heograpikal ng daigdig
bilang planeta at tirahan ng lahat ng organismo, kabilang ang tao.
Sasagutan mo rin ang mga mapanghamong gawaing magbibigay ng
karagdagan at wastong kaalaman tungkol sa heograpiya ng daigdig.
Paano maipapakita ang pag-unawa sa
kahalagahan ng mga pamanang
ipinagkaloob ng mga sinaunang
kabihasnang nagtagumpay sa hamong
dulot ng kapaligiran nito?
18. Reflection journals are notebooks that students use when
writing about their own thoughts. This encourages the
development of metacognitive skills by helping students
sort what they know from what they don't know.
is a means of recording ideas, personal thoughts and
experiences, as well as reflections and insights a student
have in the learning process of a course.
REFLECTION JOURNAL
19. GAWAIN : Reflection Journal
Nasa ibaba ang larawan ng nagpapakita ng epekto ng Ikalawang Digmaang Pandaigdig. Isipin mong
nanirahan ka sa mga lugar na ito. Ano ang mararamdaman mo? Gumawa ng reflection journal at
isulat doon ang iyong damdamin.