The document discusses a new approach to understanding student learning called "Learning Reconsidered." It focuses on shifting from a process-based approach centered around activities to an outcome-based approach focused on what students will learn. The document provides guidance on writing learning outcomes, including making them observable, measurable, action-oriented, specific, practical and meaningful. It also discusses implications for experiential education, leadership development and other fields.
Marinating Minds: Getting Started Before We Get Startedellensmyth
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning.
Accompanying Paper: bit.ly/1c2B0Mf
Accompanying Handout: http://bit.ly/MeSuOD
During this session, participants will:
1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class.
2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience.
3. Identify learning tools for implementing these pre-, peri-, and post-class activities.
Discover the Comprehensive CLASS System: Learning about, Measuring, and Impro...Teachstone
You’ve probably heard of the CLASS measure, but did you know that it’s part of the larger CLASS system? Join Teachstone experts to discover how organizations like yours are using the CLASS system to learn about, measure, and improve the effectiveness of teacher-child interactions. We’ll use videos, discussions, and activities to explore ways you can put the CLASS system to use in your work improving teaching and learning.
The 6 essential ingredients for successful learning transfer Emma Weber
This SlideShare considers the elements to an effective learning transfer solution. It takes you through the first two of three key stages to any successful transfer of learning process, and the 6 essential ingredients for effective learning transfer conversations. Our next SlideShare will look into the evaluation of learning.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Marinating Minds: Getting Started Before We Get Startedellensmyth
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning.
Accompanying Paper: bit.ly/1c2B0Mf
Accompanying Handout: http://bit.ly/MeSuOD
During this session, participants will:
1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class.
2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience.
3. Identify learning tools for implementing these pre-, peri-, and post-class activities.
Discover the Comprehensive CLASS System: Learning about, Measuring, and Impro...Teachstone
You’ve probably heard of the CLASS measure, but did you know that it’s part of the larger CLASS system? Join Teachstone experts to discover how organizations like yours are using the CLASS system to learn about, measure, and improve the effectiveness of teacher-child interactions. We’ll use videos, discussions, and activities to explore ways you can put the CLASS system to use in your work improving teaching and learning.
The 6 essential ingredients for successful learning transfer Emma Weber
This SlideShare considers the elements to an effective learning transfer solution. It takes you through the first two of three key stages to any successful transfer of learning process, and the 6 essential ingredients for effective learning transfer conversations. Our next SlideShare will look into the evaluation of learning.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
A Lesson about Ideas to Action ImplementationJamietteNolia1
Science is designed to be objective and guided by data; art is subjective and deeply influenced by feelings and opinions. While the outcomes of science and art are quite different, the processes involved have undeniable similarities.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
2. Why Learning Reconsidered? Opening Video Refer to page 2 of Learning Reconsidered: Heading - Toward A New Understanding of Students and Learning
3. The Four A’s Break into groups 3-4 people per group 10 minutes for each question to follow. We will prompt you for time.
4. The Four A’s What Assumptions do the authors of the text hold? What do you Agree with in the text? What do you want to Argue with in the text? What parts of the text do you want to Aspire to?
5. The Four A’s What Assumptions do the authors of the text hold? What do you Agree with in the text? What do you want to Argue with in the text? What parts of the text do you want to Aspire to?
7. Putting Learning Reconsidered Into Practice… Learning Outcomes “Learning outcomes define the goals of learning experiences for students” Student should be able to “do, know or value” Not the same as student satisfaction Multiple Levels with Outcomes Look up, down and around Adapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
8. Outcome-based Thinking From process-based thinking to outcome-based thinking Shift in attention from satisfaction to learning Shift from “just doing an activity” to defining what students will learning from the activity and why the activity is important to student learning Adapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
9. Writing Learning Outcomes Characteristics of Good Learning Outcomes: Observable Measurable Assessment becomes key to defining and examining student learning Action-oriented According to Keeling and Associates learning outcomes should be: Very specific Practical Measurable Meaningful Consistent Sensible Credible Adapted from Keeling & Associates, 2007, Learning Reconsidered Institute.
14. References Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay. Keeling, R. P. (2007, June). From reconsidering learning to promoting student success: Creating institutional effectiveness [PowerPoint slides]. Retrieved from http://www.keelingassociates.com/ka/presentationsrecent. Kendal,P. L. (1994). The continuing education guide: The CEU and other professional development criteria. Lakeville, MN: Hunt. Retrieved June 18, 2007 from American Association of Law Libraries at http://www.aallnet.org/prodev/outcomes.asp.