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Learning Outcomes - collegeclassroom.ucsd.edu 1 Flight Deck by Wayan Volta on flickr CC
Do you understand how to fly an airplane?
Yes
Okay, but let’s look at this checklist. [trust and verify]
The College Classroom Meeting 3
Learning Outcomes / Goals / Objectives
October 13 and 15, 2015
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Scholarly approach to teaching:
(also known as Backward Design)
Learning Outcomes - collegeclassroom.ucsd.edu 3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn? learning
outcomes
(goals, objectives)
assessment
active
classroom
What should
students
learn?
What are
students
learning?
What instructional
strategies
help students
learn?
(Image: NASA) Learning Outcomes - collegeclassroom.ucsd.edu 4
Introductory “Astro 101”
Traditional Course Syllabus Course with
Learning Outcomes
Learning Outcomes - collegeclassroom.ucsd.edu 5
This course covers Chapters
1. Mercury
2. Venus
…
8. Neptune
9. other objects
10. Formation of the
Solar System
deduce from patterns in the
properties of the planets,
moons, asteroids and other
bodies that the Solar System
had single formation event.
provide notable examples of
how comets influenced
history, art and science
Learning outcomes
Learning Outcomes - collegeclassroom.ucsd.edu 6
completes the sentence, “By this end of this
lesson/unit/course, you will be able to…”
begins with an action verb (“deduce”) (more later)
tells the students what they must do to demonstrate
they “understand” the concept
Learning outcomes are valuable to…
Learning Outcomes 7
the students
o reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam
o big picture of the next part of the course
o allow students to monitor their own progress metacognition
o allow student to check that s/he has mastered the concept (especially when studying later)
What is the Value of Course-Specific
Learning Outcomes[1]
8 Learning Outcomes - collegeclassroom.ucsd.edu
How People Learn:
Key Finding 2 (Expertise)
Learning Outcomes - collegeclassroom.ucsd.edu 9
How People Learn:
Key Finding 3 (Metacognition)
Learning Outcomes - collegeclassroom.ucsd.edu 10
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.
(How People Learn, p.18)
Learning outcomes are valuable to…
Learning Outcomes 11
the instructor
o crystallizes what the instructor cares about
o helps the instructor create assessments
o helps the instructor select instructional strategies and activities
“create assessments”
Learning Outcomes - collegeclassroom.ucsd.edu 12
Astro 101 Final Exam
(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.
Teaching
to the test? Yes!
“select instructional activities”
Learning Outcomes 13 ClassAction http://astro.unl.edu/classaction/
Does this peer
instruction question
support the
learning outcomes?
don’t
use it use it
yes no
A course should have
Course-level LOs Topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu
several LOs giving big
picture, attitudes,
behaviors: “how you will
be different by the end”
(likely) can’t be assessed
with a single exam
question
supported by many
topic-level LOs
many LOs defining what
it means to “understand”
at this level (freshman,…)
should be repeatedly
assessed on homework,
exams
support one or more
course-level LOs 14
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes - collegeclassroom.ucsd.edu 15
Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #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
learning outcome
Topic-level
LO
Topic-level
LO
Topic-
level LO
Learning Outcomes - collegeclassroom.ucsd.edu 16
Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #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
learning outcome
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes - collegeclassroom.ucsd.edu 17
Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #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
learning outcome
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes - collegeclassroom.ucsd.edu 18
Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #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
learning outcome
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
Learning Outcomes - collegeclassroom.ucsd.edu 19
Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #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
learning outcome
Writing topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu 20
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.
Bloom’s Taxonomy [2,3]
Learning Outcomes - collegeclassroom.ucsd.edu 21
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 [2,3]
Learning Outcomes - collegeclassroom.ucsd.edu 22
higher order thinking
lower order thinking
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Good Strategy: Start with the verb
Learning Outcomes - collegeclassroom.ucsd.edu 23
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
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Please get out your multiplication quizzes.
Let’s try it…
Learning Outcomes - collegeclassroom.ucsd.edu 24
Revised Bloom’s Taxonomy [5]
25 Learning Outcomes - collegeclassroom.ucsd.edu
Multiplication quiz, Question 1
26 Learning Outcomes - collegeclassroom.ucsd.edu
At each table, reach
consensus and then
use the laser pointer
to locate this
question’s learning
outcome on the grid
Multiplication quiz, Question 2
27 Learning Outcomes - collegeclassroom.ucsd.edu
Multiplication quiz, Question 3
28 Learning Outcomes - collegeclassroom.ucsd.edu
Multiplication quiz, Question 4
Learning Outcomes - collegeclassroom.ucsd.edu 29
Multiplication quiz, Question 4
Learning Outcomes - collegeclassroom.ucsd.edu 30
1. Writing LOs – The Wrong Way
Learning Outcomes - collegeclassroom.ucsd.edu 31
Astro 101 Learning Outcomes
1. understand how Saturn’s rings formed
Assess your LOs:
“Understand”? That could be a sentence…or a thesis
how does a student check that s/he has mastered the
Saturn part of the course?
how does a student demonstrate to you s/he
“understands” at this level?
1b. Writing LOs – More Effective Way
Learning Outcomes - collegeclassroom.ucsd.edu 32
Astro 101 Learning Outcomes
1. give a detailed description of the size and structure of
Saturn’s rings
2. trace the gravitational feedback cycle that keeps
Saturn’s rings so thin
Assess your LOs:
Is this really what I want them to know?
Are they capable of that?
Do I have a question I can use to assess this LO?
2. Draft LOs from course outline
Learning Outcomes - collegeclassroom.ucsd.edu 33
Work your way through the list of topics. For each topic,
decide
What do I want students to be able to do, to
demonstrate they “get” this topic?
Don’t worry about drafting too many low-level LOs.
When you revise, you’ll start grouping them into
higher-level LOs.
3. “Back-engineer” LOs from exams
Learning Outcomes - collegeclassroom.ucsd.edu 34
Use last year’s (or several years’) final exam. For each good
question, ask yourself
What is this question assessing? What is the learning
outcome I want students to demonstrate to properly
answer this question?
Is that the outcome I want for my class?
Driver’s Ed 101: How to Drive in CA
Learning Outcomes - collegeclassroom.ucsd.edu 35
What should
students
learn? learning
outcomes assessment
What should
students
learn?
What are
students
learning?
active
classroom
What instructional
strategies
help students
learn?
1. Write a learning
outcome that your
group’s question
assesses. (Refer to
Bloom’s Taxonomy
handout for verbs.)
2. Think of a strategy you
could use to teach this.
Learning Outcomes 36
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes 37
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes 38
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Learning Outcomes 39
Sample Class C Written Test 5
California Department of Motor Vehicles
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm
Share your LOs with your students
Learning Outcomes - collegeclassroom.ucsd.edu 40
Publish them in your syllabus AND include relevant learning goals in your lecture slides at the beginning of each topic, even each class.
Be wary of reading them aloud: your students may not yet have the knowledge (or jargon) to appreciate the LOs. The LOs will be there when they study.
Don’t worry about “spoon-feeding” them – help the students
do what you feel demonstrates understanding
#astroSH
Learning Outcomes - collegeclassroom.ucsd.edu 41
Watch the blog for next week’s
readings and assignments
Next time: Meeting 4
Fixed and Growth Mindsets and
Assessment that Supports Learning
References
Learning Outcomes - collegeclassroom.ucsd.edu 43
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
6 Create: transform and 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
Bloom’s Taxonomy of the Cognitive Domain
(Levels of Learning)
Learning Outcomes - collegeclassroom.ucsd.edu Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm