Summer Graduate Teaching Scholars

Preparing to Teach 2:

Learning Outcomes

and Assessment

May 19 and 20, 2016

1 sgts.ucsd.edu

Name Course Dept/School

Summer I or II # students

Peter Newbury

Scholarly Approach to Teaching

(backward design[1])

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What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

sgts.ucsd.edu 3

formative & summative assessment

instructional strategy

learning outcome

today

next week

Reminder: How People Learn

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How People Learn: Key Findings

1. Students come to the classroom with preconceptions about how

the world works. If their initial understanding is not engaged, they

may fail to grasp the new concepts and information that are

taught, or they may learn them for purposes of a test but revert

to their preconceptions outside the classroom.

2. To develop competence in an area of inquiry, students must: (a)

have a deep foundation of factual knowledge, (b) understand facts

and ideas in the context of a conceptual framework, and (c)

organize knowledge in ways that facilitate retrieval and

application.

3. A “metacognitive” approach to instruction can help students

learn to take control of their own learning by defining learning

goals and monitoring their progress in achieving them.

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Sort your cards into 3 sets of 3:

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Key Finding

2

Implication

for Teaching

Implication

for Teaching

Implication

for Teaching

Designing

Classroom

Environments

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More than anything else, the best teachers try to

create a natural critical learning environment:

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(Bain, p. 99)

More than anything else, the best teachers try to

create a natural critical learning environment:

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natural because students encounter skills, habits,

attitudes, and information they are trying to learn

embedded in questions and tasks they find

fascinating – authentic tasks that arouse curiosity

and become intrinsically interesting,

(Bain, p. 99)

More than anything else, the best teachers try to

create a natural critical learning environment:

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natural because students encounter skills, habits,

attitudes, and information they are trying to learn

embedded in questions and tasks they find

fascinating – authentic tasks that arouse curiosity

and become intrinsically interesting,

critical because students learn to think critically,

to reason from evidence, to examine the quality of

their reasoning using a variety of intellectual

standards, to make improvements while thinking,

and to ask probing and insightful questions about

the thinking of other people. (Bain, p. 99)

In natural critical learning environments

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students encounter safe yet challenging conditions

in which they can try, fail, receive feedback, and

try again without facing a summative evaluation.

fail receive

feedback

(Bain, p. 108)

try

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formative & summative assessment

instructional strategy

learning outcome

today

next week

Learning outcomes are valuable to

the students

o reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam

o give preview of the next part of the course

o allow students to monitor their own progress (metacognition!)

o allow students to check they’ve mastered the concept (especially when studying later)

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Learning outcomes are valuable to

the instructor

o crystallizes what the instructor cares about

o helps the instructor create assessments

o helps the instructor select instructional strategies and activities

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Bloom’s Taxonomy [2-4]

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transform or combine ideas to create something new think critically about and defend a position

break down concepts into parts apply comprehension to unfamiliar situations demonstrate understanding of ideas and concepts

remember and recall factual information

6 Create

5 Evaluate

4 Analyze

3 Apply

2 Understand

1 Remember

Bloom’s Taxonomy [2-4]

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6 Create

5 Evaluate

4 Analyze

3 Apply

2 Understand

1 Remember

higher-order thinking

lower-order thinking

Bloom’s Taxonomy [2-4]

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6 Create

5 Evaluate

4 Analyze

3 Apply

2 Understand

1 Remember

develop, create, propose, formulate, design, invent

judge, appraise, recommend, justify, defend, criticize, evaluate

compare, contrast, categorize, distinguish, identify, infer

apply, demonstrate, use, compute, solve, predict, construct, modify

describe, explain, summarize, interpret, illustrate

define, list, state, label, name, describe

Driver’s Ed 101:

Learn to Drive in CA

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What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

learning

outcomes assessment

active

learning

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Sample Class C Written Test 5

California Department of Motor Vehicles

http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm

You see a flashing yellow traffic light at an upcoming

intersection. The flashing yellow light means:

○ Stop before entering the intersection as long as you can

do so safely.

○ Stop. Yield to all cross traffic before crossing the

intersection.

○ Slow down and cross the intersection carefully.

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Follow the prompts on the colored worksheets

to work together to write a

higher-order or lower-order learning outcome

and matching

formative or summative assessment.

You see a flashing yellow traffic light at an upcoming

intersection. The flashing yellow light means:

○ Stop before entering the intersection as long as you can

do so safely.

○ Stop. Yield to all cross traffic before crossing the

intersection.

○ Slow down and cross the intersection carefully.

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Re-arrange yourselves into groups of 4

with one person of each color worksheet.

Take turns sharing your learning outcomes

and assessments with each other.

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formative & summative assessment

instructional strategy

learning outcome

Your turn: take ____ minutes to

1. identify a concept or skill you’ll be teaching

2. write a learning outcome

3. write 2 assessments, one formative and one summative

Topic-level

LO

Topic-level

LO

Topic-

level LO

Course-level LO #4

Sync’ing Course-level and Topic-level LOs

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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

Next week: Instructional Strategies

(especially peer instruction with

clickers, and think-pair-share)

Watch the blog

sgts.ucsd.edu

for details about what you should do to

prepare for next week’s meeting.

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References

Learning Outcomes -

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1. Wiggins, G. P., & McTighe, J. (2005). Understanding by design.

Acsd.

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. Revised Bloom’s Taxonomy

www.celt.iastate.edu/teaching/RevisedBlooms1.html

5. California DMV Sample Class C Written Test 5

www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm

6. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning

Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm