2015 SGTS Preparing to Teach 2: Learning Outcomes

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

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LO

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LO

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LO

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LO

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LO Topic-level

LO

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level LO

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level LO

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level LO

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level LO

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level LO

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LO

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LO

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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

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LO

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LO

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LO

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LO Topic-level

LO

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level LO

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level LO

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level LO

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level LO

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level LO

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LO

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LO

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LO

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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

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LO

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LO

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Topic-

level LO Topic-

level LO

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LO

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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

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LO

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LO

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LO Topic-level

LO

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level LO

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level LO Topic-

level LO

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sgts.ucsd.edu 11

Course-level LO #2

Course-level LO #3 Course-level

learning outcome #1

Topic-level

LO Topic-level

LO

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level LO Topic-

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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

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LO

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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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