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Summer Graduate Teaching Scholars
Preparing to Teach 2:
Learning Outcomes
May 12 and 14, 2015
1 sgts.ucsd.edu
Name Course Dept/School
Summer I or II # students
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
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
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 Blooms Taxonomy)
tell the students what they must do to
demonstrate they understand the
concept at this level
sgts.ucsd.edu 4
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
several LOs giving big
picture, attitudes,
behaviors
(likely) cant 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
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 7
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
sgts.ucsd.edu 8
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-
level LO
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 9
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
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
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 10
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
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
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 11
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
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
Topic-level
LO
Topic-
level LO
Course-level LO #4
sgts.ucsd.edu 12
Course-level LO #2
Course-level LO #3 Course-level
learning outcome #1
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
Topic-
level LO
Topic-
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
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
Blooms Taxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from Carl Wieman (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
Blooms Taxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from Carl Wieman (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
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Blooms Taxonomy of the Cognitive Domain
(Levels of Learning)
Adapted from Carl Wieman (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
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Action verbs for Bloom
1. with others at your table, find the 6
levels of Blooms Taxonomy
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
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 13 learning outcomes on your whiteboard about learning to read primary literature, written for students at the level youll be teaching this Summer.
sgts.ucsd.edu 18
Learning outcome: your course
By yourself, write 1 course-level learning outcome
and 1-3 topic-level outcomes on your whiteboard
for the course youll be teaching this Summer.
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