This document discusses learning outcomes for a college classroom course. It provides examples of learning outcomes at both the course and topic level, and discusses the importance of communicating clear learning outcomes to students. Setting learning outcomes helps both instructors and students understand the key goals and focuses of the course. The document also reviews different taxonomies, such as Bloom's Taxonomy, for defining different types and levels of learning outcomes.
This document provides an overview of the SOLO (Structure of Observed Learning Outcomes) taxonomy, which is a model for describing levels of understanding in students' learning. It outlines the five main stages of the SOLO taxonomy from prestructural to extended abstract understanding. The document also discusses uses of the SOLO taxonomy in curriculum development and learning assessment, as well as its advantages over other frameworks like Bloom's taxonomy.
SOLO Taxonomy to enhance students' questioning and thinkingJohn Yeo
- The document discusses the SOLO taxonomy, which describes 5 levels of increasing complexity in students' understanding - pre-structural, uni-structural, multi-structural, relational, and extended abstract.
- Lower levels involve basic recall of facts, while higher levels encourage thinking beyond isolated facts and seeing relationships between ideas.
- Teachers can use the taxonomy to assess students' thinking and encourage higher-order questioning that pushes understanding to more complex levels.
This document discusses using the SOLO (Structure of the Observed Learning Outcome) taxonomy to develop questions that require different levels of cognitive demand from students. The SOLO taxonomy categorizes questions and responses into five levels - prestructural, unistructural, multistructural, relational, and extended abstract - with each level building on the previous one and requiring deeper thinking. The document provides examples of questions at each level and guidance for teachers on developing questions that target higher levels of thinking.
This document discusses formative and summative assessment. It explains that formative assessment is used to provide feedback and guide instruction, while summative assessment evaluates learning at the end of a unit. The document provides examples of different formative assessment strategies teachers can use in the classroom, such as self-assessments, think-pair-share, and feedback forms. It emphasizes that effective formative assessment should provide descriptive feedback to students on their strengths and areas for improvement.
The document discusses the importance of developing questioning skills in teacher trainees. It explains that questioning is a core teaching technique used in various methods for teaching special needs children. However, trainees may struggle to implement these methods unless they have strong questioning abilities. Therefore, training on questioning skills is essential for teacher trainees to become effective educators who can best support the learning of children with hearing impairments.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
This document provides an overview of the SOLO (Structure of Observed Learning Outcomes) taxonomy, which is a model for describing levels of understanding in students' learning. It outlines the five main stages of the SOLO taxonomy from prestructural to extended abstract understanding. The document also discusses uses of the SOLO taxonomy in curriculum development and learning assessment, as well as its advantages over other frameworks like Bloom's taxonomy.
SOLO Taxonomy to enhance students' questioning and thinkingJohn Yeo
- The document discusses the SOLO taxonomy, which describes 5 levels of increasing complexity in students' understanding - pre-structural, uni-structural, multi-structural, relational, and extended abstract.
- Lower levels involve basic recall of facts, while higher levels encourage thinking beyond isolated facts and seeing relationships between ideas.
- Teachers can use the taxonomy to assess students' thinking and encourage higher-order questioning that pushes understanding to more complex levels.
This document discusses using the SOLO (Structure of the Observed Learning Outcome) taxonomy to develop questions that require different levels of cognitive demand from students. The SOLO taxonomy categorizes questions and responses into five levels - prestructural, unistructural, multistructural, relational, and extended abstract - with each level building on the previous one and requiring deeper thinking. The document provides examples of questions at each level and guidance for teachers on developing questions that target higher levels of thinking.
This document discusses formative and summative assessment. It explains that formative assessment is used to provide feedback and guide instruction, while summative assessment evaluates learning at the end of a unit. The document provides examples of different formative assessment strategies teachers can use in the classroom, such as self-assessments, think-pair-share, and feedback forms. It emphasizes that effective formative assessment should provide descriptive feedback to students on their strengths and areas for improvement.
The document discusses the importance of developing questioning skills in teacher trainees. It explains that questioning is a core teaching technique used in various methods for teaching special needs children. However, trainees may struggle to implement these methods unless they have strong questioning abilities. Therefore, training on questioning skills is essential for teacher trainees to become effective educators who can best support the learning of children with hearing impairments.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
1. The document discusses using various forms of classroom assessment to improve teaching and learning. It outlines different types of assessments including formative, summative, and assessment for learning.
2. Formative assessments are used to see if students are progressing and if reteaching is needed. Summative assessments check if learning goals have been achieved. Performance assessments and personal communication allow teachers to observe skills and provide feedback.
3. Effective assessments match learning targets and can take various forms including observations, interviews, questionnaires, and products created by students. The document provides tips for conducting interviews and listening to students attentively.
The document discusses questioning techniques as a key teaching skill. It covers the thinking behind designing questions, types of questions like lower-order and higher-order questions, and reasons for asking questions based on a 1984 survey by Brown and Edmondson. The document also discusses skills for effective questioning such as quality, targeting, interacting, and feedback. It concludes with discussing skills needed by teachers.
This document discusses classroom questions. It defines classroom questions and outlines their main purposes, which include checking student understanding and eliciting information. It describes seven "deadly sins" of classroom questioning and different types of questions like display vs referential, open vs closed. The document also discusses Bloom's taxonomy and how different levels of thinking can be elicited through different types of classroom questions.
This document discusses effective questioning techniques for teachers. It begins by defining questions and explaining why they are important teaching tools for engaging students and assessing understanding. It then categorizes questions according to Bloom's Taxonomy from basic recall questions to higher-order evaluation questions. Additional questioning strategies are presented, including convergent, divergent, reflective, and evaluative questions. Specific questioning techniques are outlined such as "no hands" and "question of the day." The document concludes by discussing how to properly frame questions using interrogative words.
This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
Gagne's Nine Instructional Events- ExampleManjeet Yadav
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
Developing assessment patterns that work through TESTATansy Jessop
This document discusses assessment patterns that effectively support student learning. It begins with an overview of the Test-Enhanced Student Assessment (TESTA) framework and two case studies that illustrate how assessment can both help and hinder learning. The key points made are that formative assessment is important when done frequently and with useful feedback; summative assessments should be balanced with formative work and encourage effort across topics rather than last-minute cramming; and assessment should have clear learning outcomes and standards to help students understand expectations. Overall, the document argues for assessment designed as an integrated part of the curriculum to promote deep learning over surface-level knowledge retention.
There are two main types of student assessment: informal and formal. Informal assessments are flexible, continuous, and help link assessment to teaching. They include checklists, portfolios, and curriculum-based measurements. Formal assessments are more structured, standardized, and episodic for evaluating knowledge. When assessing students with special needs, teachers ask questions about normal development and use informal tools like checklists and curriculum-based measurements to track progress over time.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Good cop, bad cop? Cracking formative, using summative wellTansy Jessop
This document discusses the importance of formative assessment and challenges with implementing it. It provides five case studies of disciplines that successfully incorporated formative assessment through various strategies like requiring ungraded formative assignments, linking formative work to summative assessments, using peer feedback, and adapting teaching based on formative feedback from students. The document suggests identifying principles from the case studies and adapting them for other disciplines.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document discusses learning outcomes and critiques some of their limitations. It notes that while learning outcomes are intended to be student-centered, they may not truly be so in practice. They can restrict education by overly narrowing learning. It is also difficult to achieve and measure complex learning encounters using outcomes. Additionally, outcomes may be elevated to the status of truth rather than representing a selection made on personal grounds. However, outcomes can also be useful tools if used to support curriculum design and co-creation with students rather than as rigid thresholds. The document advocates for intended and emergent outcomes that allow for a broader range of learnings.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
Directing young learners towards effective self assessmentDavid Dodgson
Directing Young Learners Towards Effective Self-Assessment discusses how self-assessment can be a useful tool for primary school students when done properly. The document outlines steps teachers can take to guide students towards effective self-assessment, including involving students in the assessment process, having teachers model self-assessment techniques, incorporating daily informal self-assessment activities, and creating a supportive classroom environment where students feel comfortable providing peer feedback. When implemented correctly using these steps, self-assessment can help students better understand their own learning progress and strengths.
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Peer and self-assessment can improve learning when students engage with the quality of their work and provide each other with feedback to help improve. When implemented effectively, it enables students to learn from and support each other beyond what they can achieve alone. Key aspects of peer and self-assessment include planning opportunities for students to assess themselves and each other, linking assessments to learning objectives, providing clear success criteria, training students to develop assessment skills, allowing time for students to discuss and reflect on their work, and guiding self-reflection to identify next steps.
This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
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
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
1. The document discusses using various forms of classroom assessment to improve teaching and learning. It outlines different types of assessments including formative, summative, and assessment for learning.
2. Formative assessments are used to see if students are progressing and if reteaching is needed. Summative assessments check if learning goals have been achieved. Performance assessments and personal communication allow teachers to observe skills and provide feedback.
3. Effective assessments match learning targets and can take various forms including observations, interviews, questionnaires, and products created by students. The document provides tips for conducting interviews and listening to students attentively.
The document discusses questioning techniques as a key teaching skill. It covers the thinking behind designing questions, types of questions like lower-order and higher-order questions, and reasons for asking questions based on a 1984 survey by Brown and Edmondson. The document also discusses skills for effective questioning such as quality, targeting, interacting, and feedback. It concludes with discussing skills needed by teachers.
This document discusses classroom questions. It defines classroom questions and outlines their main purposes, which include checking student understanding and eliciting information. It describes seven "deadly sins" of classroom questioning and different types of questions like display vs referential, open vs closed. The document also discusses Bloom's taxonomy and how different levels of thinking can be elicited through different types of classroom questions.
This document discusses effective questioning techniques for teachers. It begins by defining questions and explaining why they are important teaching tools for engaging students and assessing understanding. It then categorizes questions according to Bloom's Taxonomy from basic recall questions to higher-order evaluation questions. Additional questioning strategies are presented, including convergent, divergent, reflective, and evaluative questions. Specific questioning techniques are outlined such as "no hands" and "question of the day." The document concludes by discussing how to properly frame questions using interrogative words.
This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
Gagne's Nine Instructional Events- ExampleManjeet Yadav
Gagne's nine instructional events provide a framework for effective teaching and include gaining student attention, informing them of the learning objective, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting student performance, giving feedback, assessing performance, and enhancing retention and transfer of knowledge. An example of applying these events is teaching students to identify proper nouns by first gaining their attention, explaining the objective, reviewing nouns, defining proper nouns, demonstrating their use, having students practice, providing feedback on their work, assessing their understanding, and enhancing retention with additional practice identifying proper nouns.
Developing assessment patterns that work through TESTATansy Jessop
This document discusses assessment patterns that effectively support student learning. It begins with an overview of the Test-Enhanced Student Assessment (TESTA) framework and two case studies that illustrate how assessment can both help and hinder learning. The key points made are that formative assessment is important when done frequently and with useful feedback; summative assessments should be balanced with formative work and encourage effort across topics rather than last-minute cramming; and assessment should have clear learning outcomes and standards to help students understand expectations. Overall, the document argues for assessment designed as an integrated part of the curriculum to promote deep learning over surface-level knowledge retention.
There are two main types of student assessment: informal and formal. Informal assessments are flexible, continuous, and help link assessment to teaching. They include checklists, portfolios, and curriculum-based measurements. Formal assessments are more structured, standardized, and episodic for evaluating knowledge. When assessing students with special needs, teachers ask questions about normal development and use informal tools like checklists and curriculum-based measurements to track progress over time.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...Becky Lopanec
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
Good cop, bad cop? Cracking formative, using summative wellTansy Jessop
This document discusses the importance of formative assessment and challenges with implementing it. It provides five case studies of disciplines that successfully incorporated formative assessment through various strategies like requiring ungraded formative assignments, linking formative work to summative assessments, using peer feedback, and adapting teaching based on formative feedback from students. The document suggests identifying principles from the case studies and adapting them for other disciplines.
Formative assessment provides guidance for teaching and learning through feedback. Three key points about formative assessment are:
1) Feedback should cause thinking in students rather than just be a mark or grade. Comments identifying student strengths and areas for improvement are more useful than scores alone.
2) Students must respond to feedback for it to be effective. Feedback is most useful when students are required to reflect on how to apply the feedback to improve their work.
3) Feedback and assessment should focus on learning objectives rather than just covering content. The goal is to support student mastery of key skills and understanding rather than completing a certain amount of material.
This document discusses learning outcomes and critiques some of their limitations. It notes that while learning outcomes are intended to be student-centered, they may not truly be so in practice. They can restrict education by overly narrowing learning. It is also difficult to achieve and measure complex learning encounters using outcomes. Additionally, outcomes may be elevated to the status of truth rather than representing a selection made on personal grounds. However, outcomes can also be useful tools if used to support curriculum design and co-creation with students rather than as rigid thresholds. The document advocates for intended and emergent outcomes that allow for a broader range of learnings.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
Directing young learners towards effective self assessmentDavid Dodgson
Directing Young Learners Towards Effective Self-Assessment discusses how self-assessment can be a useful tool for primary school students when done properly. The document outlines steps teachers can take to guide students towards effective self-assessment, including involving students in the assessment process, having teachers model self-assessment techniques, incorporating daily informal self-assessment activities, and creating a supportive classroom environment where students feel comfortable providing peer feedback. When implemented correctly using these steps, self-assessment can help students better understand their own learning progress and strengths.
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Peer and self-assessment can improve learning when students engage with the quality of their work and provide each other with feedback to help improve. When implemented effectively, it enables students to learn from and support each other beyond what they can achieve alone. Key aspects of peer and self-assessment include planning opportunities for students to assess themselves and each other, linking assessments to learning objectives, providing clear success criteria, training students to develop assessment skills, allowing time for students to discuss and reflect on their work, and guiding self-reflection to identify next steps.
This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
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
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The document discusses how to develop learning outcomes to help students learn. It explains that learning outcomes should specify what students will be able to do by the end of a lesson, unit, or course. Good learning outcomes use action verbs to describe observable skills and begin with "By the end of this, you will be able to...". Developing clear learning outcomes helps both students and instructors by making expectations clear and guiding lesson planning and assessment.
CTD Spring 2015 Weekly Workshop: Learning outcomesPeter Newbury
The document discusses learning outcomes and their importance in course design. It defines learning outcomes as statements that describe what students will be able to do upon completing a course or topic. Learning outcomes help instructors design instructional strategies, activities, and assessments aligned with course goals. They also help students understand expectations and check their own mastery. The document recommends having both course-level and topic-level learning outcomes, and provides tips for writing outcomes using action verbs from Bloom's Taxonomy. Overall, the document advocates for making learning outcomes clear to both instructors and students.
2015 SGTS Preparing to Teach 2: Learning OutcomesPeter Newbury
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.
This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.
The College Classroom Week 9 - The First Day of ClassesPeter Newbury
This document provides guidance for instructors on how to structure the first day of class. It recommends that instructors:
1) Establish motivation by explaining why the course material is important and interesting while avoiding jargon.
2) Personalize the learning experience by welcoming students, introducing themselves and their background, and learning about students.
3) Establish expectations by describing learning outcomes, how the course will be conducted, and general advice for succeeding in the course.
The document cautions against going into too many details on the first day and suggests focusing on setting the right environment to engage students.
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
The document describes a workshop on learning outcomes held at the Center for Teaching Development at the University of California, San Diego. The workshop introduces the concept of learning outcomes and their value for both students and instructors. It discusses how to write effective learning outcomes using Bloom's Taxonomy and provides examples for aligning course-level and topic-level outcomes. The workshop materials aim to help instructors develop learning outcomes that clarify expectations and guide instructional approaches and assessment.
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
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.
Similar to The College Classroom Week 4: 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
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
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
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter 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 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter 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
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
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
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Week 4: Learning Outcomes
The College Classroom
October 22 and 24, 2013
2. What is the Value of Course-Specific
Learning Goals Outcomes
2
What was the most important thing you learned from
Simon & Taylor? [1]
you have to tell the students
students appreciate the learning goals
when the Ss know LGs, they achieve higher
LGs are a contract between teacher and Ss
Ss were relieved to have guidelines, what to focus on
first, know what to know
easier for Ss and instructors to prepare for tests
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3. What is the Value of Course-Specific
Learning Goals Outcomes
3
What was the most important thing you learned from
Simon & Taylor? [1]
let the students know what they should learn, study,
expect
positive response from students
Organize the instructor/instruction
Contract between instructor/students
Encourages metacognition in instructor and students
Sets up the next instructor
Fits with university/dept objectives
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4. What is the Value of Course-Specific
Learning Outcomes
4
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5. 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
5
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Course-level LO #4
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topiclevel LO
Topiclevel LO
6. Introductory “Astro 101”
6
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
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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
7. Astro 101 LO’s are valuable to…
7
the students
big picture of the next part of the course
justification for why they jump around textbook
tells the students what the instructor thinks is important
the instructor
crystallizes what prof actually cares about
helped instructor
choose clicker questions for class
write the final exam
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8. …choose clicker questions for class
8
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ClassAction http://astro.unl.edu/classaction/
9. …write the final exam
9
(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.
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10. Writing Learning Outcomes
10
Remember: every learning objective should complete
the sentence,
By the end of this course/unit/lecture, you
should be able to…
Address LO
to the student.
S/he’s the one
they’re for.
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11. Writing LOs – The Easy Way
11
Astro 101 Learning Outcomes
learn about Saturn
Assess your LOs:
“learn”? Learn what?
how does a student demonstrate to you s/he has
“learned about Saturn?”
how does a student check that s/he has mastered the
Saturn part of the course?
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12. Writing LOs – More Effective Way
12
Astro 101 Learning Outcomes
give a detailed description of the size and structure
of Saturn’s rings
step through the gravitational feedback cycle that
keeps Saturn’s rings so thin
Assess your LOs:
1. Is this really what I want them to know?
2. Are they capable of that?
3. Do I have a question I can use to assess this LO?
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13. Deciding on the level of a LO
13
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:
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14. Bloom’s Taxonomy [2]
14
Evaluation
think critically about and defend a position
Synthesis
transform or combine ideas to create
something new
Analysis
break down concepts into parts
Application
apply comprehension to unfamiliar situations
Comprehension
demonstrate understanding of ideas and
concepts
Factual Knowledge
remember and recall factual information
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20. Introducing a new task…
20
In the next activity, you’ll be asked to do something you
haven’t done before.
If you don’t do it, I need to know why:
you don’t understand the concept?
you understand the concept but you don’t know how to
do the task?
I need to create an opportunity for you to practice the
task without any conceptual problems…
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21. Where are you sitting?
21
D
second letter
Alphanumeric answer:
1. click
to refresh
2. click 1st letter A – E
3. click arrow to
advance the cursor
4. click 2nd letter A-D
5. click SEND
C
B
DB
A
A
D
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B SEND
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B
C
D
first letter
E
27. Driver’s Ed 101: How to Drive in CA
27
The whiteboards are numbered. Your group will
concentrate on the DMV Test Question6 matching your
board’s number.
Task: In a moment but not yet,
write a learning outcome
that your group’s question assesses.
(If necessary, refer to Wieman handout [7])
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28. 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
28
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Course-level LO #4
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topiclevel LO
Topiclevel LO
29. Scholarly approach to teaching:
29
What should
students
learn?
learning
outcomes
(goals, objectives)
What are
students
learning?
assessment
What instructional
approaches
help students
learn?
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
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31. Additional Taxonomies
31
Bloom’s Taxonomies cover 3 types of learning [8]
cognitive: mental skills (Knowledge)
affective: growth in feelings or emotional areas
(Attitude)
psychomotor: manual or physical skills (Skills)
Structure of Observed Learning Outcomes (SOLO) [9]
ranks the increasing complexity in a student’s
understanding
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32. Comparing Taxonomies
32
Bloom’s
SOLO
Assesses QUESTIONS that
the instructor asks.
Assesses student’s
RESPONSE to questions.
Works on any type
question (multiple-choice,
open ended,…)
Works for free-response
questions (that is, checking
a box in a multiple-choice
question is not the skill
being assessed)
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34. 1. Pre-structural
34
Students are simply acquiring bits of unconnected
information, which have no organization and make no
sense.
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35. 2. Unistructural
35
simple and obvious connections are made, but their
significance is not grasped.
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36. 3. Multistructural
36
a number of connections may be made, but the metaconnections between them are missed, as is their
significance for the whole.
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37. 4. Relational
37
the student is now able to appreciate the significance of
the parts in relation to the whole.
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38. 5. Extended Abstract
38
the student is making connections not only within the
given subject area, but also beyond it, able to
generalize and transfer the principles and ideas
underlying the specific instance.
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39. Algebra: Patterns in number [10]
39
Houses
Sticks
Given:
1
5
2
9
3
__
1. How many sticks are needed for 3 houses? unistructural
2. How many sticks are there for 5 houses? multistructural
3. If 52 houses require 209 sticks, how many sticks do you
need to be able to make 53 houses?
relational
4. Make up a rule to count how many sticks are needed for
any number of houses.
extended abstract
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40. References
40
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.
3.
Adapted from edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
4.
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.
5.
Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html
6.
California DMV Sample Class C Written Test 5
www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
7.
Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop.
www.cwsei.ubc.ca/resources/learn_goals.htm
8.
Clark, D. Bloom’s Taxonomy of Learning Domains. www.nwlink.com/~donclark/hrd/bloom.html
9.
SOLO taxonomy http://www.learningandteaching.info/learning/solo.htm by Atherton J S (2011)
Learning and Teaching; About the site [On-line: UK]
http://www.learningandteaching.info/learning/about.htm
10.
Excerpt from http://schools.reap.org.nz/advisor/aalign/solo-taxonomy.ppt
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41. 41
Next time: Week 5 – Assessment
Watch the blog for next week’s readings and
assignments
See you Tuesday, October 29 or Thursday, October 31.
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43. SOLO Taxonomy
43
1. Prestructural - Students are simply acquiring bits of
unconnected information, which have no organisation and
make no sense.
2. Unistructural - simple and obvious connections are made, but
their significance is not grasped.
3. Multistructural - a number of connections may be made, but
the meta-connections between them are missed, as is their
significance for the whole.
4. Relational - the student is now able to appreciate the
significance of the parts in relation to the whole.
5. Extended abstract - the student is making connections not
only within the given subject area, but also beyond it, able to
generalise and transfer the principles and ideas underlying
the specific instance.
http://www.learningandteaching.info/learning/solo.htm
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