CTD Sp14 Weekly Workshop: Learning Outcomes
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This document summarizes a workshop about learning outcomes presented by Carl Wieman from the Science Education Initiative. The workshop covered defining learning outcomes, using Bloom's Taxonomy to write outcomes with cognitive verbs, relating topic-level outcomes to course-level outcomes, and sharing outcomes with students. Examples were provided of writing outcomes for an astrology course and exam questions. Attendees then practiced writing outcomes for driving test questions.
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CTD Sp14 Weekly Workshop: Learning Outcomes
- 1. Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca #ctducsd ctd.ucsd.edu resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ April 16, 2014 12:00 – 12:50 pm Center Hall, Rm 316 Unless otherwise noted, content is licensed under a Creative Commons Attribution-Non Commercial 3.0 License. CTD WEEKLY WORKSHOP: LEARNING OUTCOMES please sign in
- 2. Scholarly approach to teaching: Learning Outcomes2 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes (goals, objectives) assessment (Apr 30) alt to lecture (Apr 23) peer instruction, (May 7, 14)
- 4. Introductory “Astro 101” Learning Outcomes4 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. 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 Course with Learning OutcomesTraditional Course Syllabus
- 5. Learning outcomes Learning Outcomes5 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 deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.
- 6. What is the Value of Course-Specific Learning Outcomes? Learning Outcomes6 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.
- 7. Learning Outcomes 7 Simon & Taylor (2009)
- 8. Learning outcomes are valuable to… Learning Outcomes8 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 choose clicker questions for peer instruction in class write the final exam
- 9. …choose clicker questions for PI Learning Outcomes9 ClassAction http://astro.unl.edu/classaction/
- 10. …write the final exam Learning Outcomes10 (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.
- 11. 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.) can be (should be) repeatedly assessed on homework, exams support one or more course-level LOs (if not, why not?) 11 Learning Outcomes Course-level LOs Topic-level LOs
- 12. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes 12 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 LOTopic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level learning outcome
- 13. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes 13 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 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 learning outcome
- 14. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes 14 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 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 learning outcome
- 15. Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 Learning Outcomes 15 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 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 learning outcome sync your LOs see ASTR 310 handout
- 16. Writing topic-level LOs Learning Outcomes16 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.
- 17. Bloom’s Taxonomy [2,3] Learning Outcomes17 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
- 18. Bloom’s Taxonomy [2,3] Learning Outcomes18 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember higher order thinking lower order thinking
- 19. Bloom’s Taxonomy Verbs Learning Outcomes19 develop, create, propose, formulate, design, invent judge, appraise, recommend, justify, defend, criticize, evaluate compare, contrast, categorize, distinguish, identify, infer apply, demonstrate, use, compute, solve, predict, construct, modify describe, explain, summarize, interpret, illustrate define, list, state, label, name, describe 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember
- 20. Driver’s Ed 101: How to Drive in CA The whiteboards are labelled Q1, Q2,… Your group will concentrate on the DMV Test Question matching your board’s question. Task: Write a learning outcome that your group’s question assesses. (refer to Wieman handout for Bloom’s Taxonomy verbs) Learning Outcomes20
- 21. 1. “Back-engineer” LOs from exams Learning Outcomes21 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?
- 22. 2. Draft LOs from course outline Learning Outcomes22 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.
- 23. Share your LOs with your students Learning Outcomes23 (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
- 24. Scholarly approach to teaching: Learning Outcomes24 Carl Wieman Science Education Initiative cwsei.ubc.ca What should students learn? What are students learning? What instructional approaches help students learn? learning outcomes (goals, objectives) assessment (Apr 30) alt to lecture (Apr 23) peer instruction, (May 7, 14)
- 25. Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca #ctducsd ctd.ucsd.edu resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/ April 16, 2014 12:00 – 12:50 pm Center Hall, Rm 316 Unless otherwise noted, content is licensed under a Creative Commons Attribution-Non Commercial 3.0 License. CTD WEEKLY WORKSHOP: LEARNING OUTCOMES please sign in
- 26. References Learning Outcomes26 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. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm 4. California DMV Sample Class C Written Test 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
- 27. Bloom’s Taxonomy of the Cognitive Domain (Levels of Learning) Learning Outcomes Center for Teaching Development ctd.ucsd.edu Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm 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