The College Classroom Week 4 - Learning Outcomes

The College ClassroomJanuary 30, 2013

Week 4: Learning Outcomes

What is the Value of Course-Specific Learning Goals

collegeclassroom.ucsd.edu #tccucsd

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What was the most important thing you learned from Simon & Taylor? [1] helped instructor as well as students – gave

a framework contract btw instructor & students students know the expectations do it right! don’t be misleading what students should be able to *do* some students don’t find them valuable majority of students actually cared about

them, and were able to reflect on them

Outcomes

What is the Value of Course-Specific Learning Outcomes

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Introductory “Astro 101”

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.

reconstruct the formation and evolution of various bodies in the Solar System by interpreting the presence (and their appearance) or absence of craters

provide notable examples of how comets influenced history, art and science

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Traditional Course Syllabus

Course with Learning Outcomes


Astro 101 LO’s are valuable to…5

the students big picture of the next part of the course justification for why they jump around

textbook the instructor

crystallizes what prof actually cares about helped prof

choose clicker questions for class write the final exam


…choose clicker questions for class


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ClassAction http://astro.unl.edu/classaction/

…write the final exam


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(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.

Writing Learning Outcomes8

Remember: every learning objective should complete the sentence,

By the end of this course/unit/lecture, you should be able to…


Address LO to the

student. S/he’s the

one they’re for.

Writing LOs – The Easy Way


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Astro 101 Learning Outcomes learn about Saturn

Assess your LOs: “learn”? Learn what? how does a student demonstrate to you

s/he has “learned about Saturn?” how does a student check that s/he has

mastered the Saturn part of the course?

Learning

Outcom

esFAIL

Writing LOs – More Effective Way


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Astro 101 Learning Outcomes give a detailed description of the size and

structure of Saturn’s rings step through the gravitational feedback

cycle that keeps Saturn’s rings so thinAssess your LOs:1. Is this really what I want them to know?2. Are they capable of that?3. Do I have a question I can use to assess

this LO?

Deciding on the level of a LO


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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]12

Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation think critically about and defend a positiontransform or combine ideas to create something new

break down concepts into parts

apply comprehension to unfamiliar situationsdemonstrate understanding of ideas and concepts

remember and recall factual information


Bloom’s Taxonomy – action verbs [3]13

Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation judge appraise recommend justify defend criticize evaluate

develop create propose formulate design invent

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


Bloom’s Taxonomy14

Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

higher order thinking

lower order thinking


Bloom’s Revised Taxonomy [4]15

Remember

Understand

Apply

Analyze

Evaluate

Create generating planning producing

checking critiquing

differentiating organizing attributing

executing implementing

interpreting exemplifying classifying summarizing inferring comparing explainingrecognizing recalling


Bloom’s Revised Taxonomy [4]16

Remember

Understand

Apply

Analyze

Evaluate

Create generating planning producing

checking critiquing

differentiating organizing attributing

executing implementing

interpreting exemplifying classifying summarizing inferring comparing explainingrecognizing recalling


Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Please get out your multiplication quizzes.

Let’s try it…

Revised Bloom’s Taxonomy [5]18


Introducing a new task…19

In the next activity, you’ll be asked to do something you haven’t done before.

If you don’t do it, I need to know why: you don’t understand the concept? you understand the concept but you don’t

know how to do the task?

I need to create an opportunity for you to practice the task without any conceptual problems…


Use your laser pointer to point to where you’re from.


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(Image: Wikimedia Commons, CC)

Multiplication quiz, Question 1

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Point your laser to the location of the learning outcome you feel this question assesses.



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DriEd 101: How to Drive in CAPlease gather in groups of 3 around a whiteboard.

The whiteboards are numbered. Your group will concentrate on the DMV Test Question6 matching your board’s number.

Task: Write a learning outcomethat your group’s question assesses.

(If necessary, refer to Wieman handout [7])


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Additional Taxonomies28

Bloom’s Taxonomies cover 3 types of learning [8]

cognitive: mental skills (Knowledge) affective: growth in feelings or emotional

areas (Attitude) psychomotor: manual or physical skills

(Skills)

Structure of Observed Learning Outcomes (SOLO) [9]

ranks the increasing complexity in a student’s understandingcollegeclassroom.ucsd.edu #tccucsd

Comparing Taxonomies

Assesses QUESTIONS that the instructor asks.

Works on any type question (multiple-choice, open ended,…)

Assesses student’s RESPONSE to questions.

Works for free-response questions (that is, checking a box in a multiple-choice question is not the skill being assessed)

Bloom’s SOLO

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SOLO TaxonomyStructure of Observed Learning Outcomes

1. Prestructural2. Unistructural3. Multi-structural4. Relational 5. Extended Abstract

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1. Pre-structural


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Students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

2. Unistructural


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simple and obvious connections are made, but their significance is not grasped.

3. Multistructural


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a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.

4. Relational


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the student is now able to appreciate the significance of the parts in relation to the whole.

5. Extended Abstract


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the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance.

Algebra: Patterns in number [10]


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1. How many sticks are needed for 3 houses?

2. If 52 houses require 209 sticks, how many sticks do you need to be able to make 53 houses?

3. Make up a rule to count how many sticks are needed for any number of houses.

Houses 1 2 3

Sticks 5 9 __Given:

unistructural

multistructural

relational

extended abstract

How many sticks are there for 5 houses?

References


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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 5www.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

9. SOLO taxonomy http://www.learningandteaching.info/learning/solo.htm by Atherton J S (2011) Learning and Teaching; About the site [On-line: UK] http://www.learningandteaching.info/learning/about.htm

10. Excerpt from http://schools.reap.org.nz/advisor/aalign/solo-taxonomy.ppt

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

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

http://www.cwsei.ubc.ca/resources/learn_goals.htm

http://www.nwlink.com/~donclark/hrd/bloom.html

http://www.nwlink.com/~donclark/hrd/bloom.html

http://www.learningandteaching.info/learning/solo.htm

http://www.learningandteaching.info/learning/solo.htm

http://www.learningandteaching.info/learning/about.htm



Watch the blog for next week’s readings and assignments

See you Wednesday, February 6.

Next time: Week 5 – Assessment

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collegeclassroom.ucsd.edu #tccucsd39

Carl Wieman (2007)Carl Wieman Science Education Initiative

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

SOLO Taxonomy


1. Prestructural - Students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

2. Unistructural - simple and obvious connections are made, but their significance is not grasped.

3. Multistructural - a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.

4. Relational - the student is now able to appreciate the significance of the parts in relation to the whole.

5. Extended abstract - the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance.http://www.learningandteaching.info/

learning/solo.htm

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The College Classroom Week 4 - Learning Outcomes

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