The College Classroom (Wi15) Session 3: Learning Outcomes
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Transcript of The College Classroom (Wi15) Session 3: Learning Outcomes
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 Session 3
Learning Outcomes / Goals / Objectives
January 20 and 22, 2015
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
What is the Value of Course-Specific
Learning Goals?
Learning Outcomes - collegeclassroom.ucsd.edu 3
What did you find interesting in Simon & Taylor? [1]
Unambiguously positive effect
Positive experience for instructors as well as students
Helps focus the instructor and helps the students know
what to expect
Instructors were positive at the start – could have had a
more diverse sample
Teachers said they were writing tests based off of
learning outcomes
What is the Value of Course-Specific
Learning Goals?
Learning Outcomes - collegeclassroom.ucsd.edu 4
What did you find interesting in Simon & Taylor? [1]
most students found them helpful
win-win: professors found them helpful, too
set expectations, know what you’re supposed to do
share goals with students and other instructors
we’re assuming we can find out what “valuable” means
(did it actually help them learn?)
apply to specific course but how much “transfer”
What is the Value of Course-Specific
Learning Goals?
Learning Outcomes - collegeclassroom.ucsd.edu 5
What did you find interesting in Simon & Taylor? [1]
Methodology – collected comments and did content
analysis
Instructors said learning outcomes were helpful
Clarity was extremely important
Reiterating learning goals helped students think more
expertly and feel a sense of structure
What is the Value of Course-Specific
Learning Outcomes
6 Learning Outcomes - collegeclassroom.ucsd.edu
How People Learn:
Key Finding 3 (Metacognition)
Learning Outcomes - collegeclassroom.ucsd.edu 8
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)
Introductory “Astro 101”
Traditional Course Syllabus Course with
Learning Outcomes
Learning Outcomes - collegeclassroom.ucsd.edu 10
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 11
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 - collegeclassroom.ucsd.edu 12
students
reveal what the instructor is looking for (no more guessing what “understand” means)
big picture of the next part of the course
allows student to check that s/he has mastered the concept (important when studying for exams)
instructors
crystallizes what the instructor cares about
helps the instructor choose questions for peer instruction (“clickers”) in class, write the final exam, decide what instructional activities to include
choose questions for peer instruction
Learning Outcomes - collegeclassroom.ucsd.edu 13 ClassAction http://astro.unl.edu/classaction/
write the final exam
Learning Outcomes - collegeclassroom.ucsd.edu 14
(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!
A course should have
Course-level LOs Topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu
several LOs giving big
picture, attitudes,
behaviors
(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
15
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
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 LO
Topic-
level LO
Topic-level
LO Topic-level
learning outcome
sync your LOs see ASTR 310 handout
Writing topic-level LOs
Learning Outcomes - collegeclassroom.ucsd.edu 17
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 18
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 19
higher order thinking
lower order thinking
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Bloom’s Taxonomy Verbs
Learning Outcomes - collegeclassroom.ucsd.edu 20
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 21
Multiplication quiz, Question 1
23 Learning Outcomes - collegeclassroom.ucsd.edu
Each table, reach
consensus and then
use the laser pointer
to locate this
question’s learning
outcome on the grid
1. Writing LOs – The Wrong Way
Learning Outcomes - collegeclassroom.ucsd.edu 28
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 demonstrate to you s/he
“understands” at this level?
how does a student check that s/he has mastered the
Saturn part of the course?
1b. Writing LOs – More Effective Way
Learning Outcomes - collegeclassroom.ucsd.edu 29
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 30
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 31
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, or is it too low (or high)?
When you have a list of LOs, sync topic- and course-level
Does I cover everything I want for this course?
Have I over- or under-represented any concepts?
Driver’s Ed 101: How to Drive in CA
Learning Outcomes - collegeclassroom.ucsd.edu 32
Task: Write a learning outcome
that your group’s question assesses.
(refer to Wieman handout
for Bloom’s Taxonomy verbs)
Share your LOs with your students
Learning Outcomes - collegeclassroom.ucsd.edu 33
(good) Publish your LOs as part of your syllabus.
(better) 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 exactly what you feel demonstrates understanding
Watch the blog for next week’s
readings and assignments
Learning Outcomes - collegeclassroom.ucsd.edu 34
Next time: Session 4
Fixed and Growth Mindsets and
Assessment that Supports Learning
References
Learning Outcomes - collegeclassroom.ucsd.edu 35
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 Center for Teaching Development ctd.ucsd.edu
Adapted from Carl Wieman (2007) www.cwsei.ubc.ca/resources/learn_goals.htm