This document provides guidance for graduate teaching scholars on developing learning outcomes for their summer courses. It discusses the importance of learning outcomes for students and instructors and explains how to write effective course-level and topic-level outcomes using Bloom's Taxonomy. Attendees are guided through a workshop on writing outcomes for their own courses and discussing how to share the outcomes with students. The document emphasizes aligning assessments with outcomes and using outcomes to clarify expectations for student understanding.
CIRTL Class Meeting 8: They're not dumb, they're differentPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
19 March 2015
collegeclassroom.ucsd.edu
cirtl.net
CIRTL Class Meeting 8: They're not dumb, they're differentPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
19 March 2015
collegeclassroom.ucsd.edu
cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
13 February 2015
collegeclassroom.ucsd.edu
cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
19 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
13 February 2015
collegeclassroom.ucsd.edu
cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
19 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 7, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Guided Response Respond to at least one classmate with objesseniasaddler
Guided Response:
Respond to at least one
classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing and how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy.
(I will attach my work to help you guys )
Laura Powell
Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective.
How would you differentiate between the two if attempting to explain it to somebody else?
Eample: According to Lea, K. (2013)
Standard:
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. (This is a Common Core mathematics standard for seventh grade.)
Objective:
Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased.
A standard is what is expected and a objective is what goals are trying to be accomplished or met. With standards we teach what is suppose to be taught out of that subject and their are certain things from the subject that students needs to know and learn in order to move on and the objective is how can the teacher get the student there? What are the goals?
what is the relationship between formative assessments during instruction and the standards and objectives of that lesson?
It is hard to teach when the teacher does not know what type of learner they are trying to teach. So the relationship between assessment is to teach the teacher what type of student or learner they have. Than the standard is implying what the lesson is asking out the students and what the student needs to know from that lesson to master and the objectives are goals and steps to help the student get there. All three are vital ingrredents to help get the student where he or she needs to be to pass or master the lesson.
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and tandards
. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.
Kindergarten:
Correct ...
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Similar to 2015 SGTS Preparing to Teach 2: Learning Outcomes (20)
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
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
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Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
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UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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UC San Diego
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Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
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CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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Peter Newbury
UC San Diego
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Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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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
sgts.ucsd.edu 2
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
sgts.ucsd.edu 3
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
sgts.ucsd.edu 4
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
sgts.ucsd.edu 5
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?)
sgts.ucsd.edu 6
Course-level LOs Topic-level LOs
7. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 7
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
sgts.ucsd.edu 8
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
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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
sgts.ucsd.edu 9
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
sgts.ucsd.edu 10
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
11. Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 11
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
sgts.ucsd.edu 12
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
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level LO
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level LO
Topic-
level LO
Topic-
level LO Topic-
level LO
Topic-
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.
sgts.ucsd.edu 13
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
sgts.ucsd.edu 14
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
sgts.ucsd.edu 16
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)
sgts.ucsd.edu 17
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.
sgts.ucsd.edu 18
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.
sgts.ucsd.edu 19
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.
sgts.ucsd.edu 20
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.
sgts.ucsd.edu 21
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