Post on 09-Jan-2017
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