2015 SGTS Preparing to Teach 2: Learning Outcomes

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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-

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    Topic-

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    Topic-

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    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-

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    Topic-

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    Topic-

    level LO

    Topic-

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    Topic-

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    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-

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    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

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    Topic-

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    Topic-

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    Topic-

    level LO Topic-

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    Topic-

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    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

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    LO Topic-level

    LO

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    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-

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    Topic-

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    Topic-

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    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

    hig

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    wer

    ord

    er

    thin

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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

    hig

    her

    ord

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    thin

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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.

    back-engineered f