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HASS: Stage One (Autumn 2017)

LTHE Stage 1 (Autumn 2017) 2

Notes


Learning Outcomes: what are they, and how do we write them?

Intended learning outcomes, sometimes referred to as ILOs, are the areas of knowledge, understanding and/or skills you want students to have gained by the end of a given activity, session, module, or programme. The intended outcomes are usually written in the following way:

Having completed the session (module/programme), students will be able to… (for example)

compare and contrast theory x and theory y explain the development of… carry out (a particular procedure) analyse and evaluate ….

Finding the right words for use in writing learning outcomes / assessment criteria can be difficult. The following lists can aid in this process; the words are simply a vocabulary list gleaned from a variety of sources.

Activities giving evidence of remembering

Define, describe, duplicate, label, list, name, outline, reproduce, recall, state, recount, measure, repeat, match, locate

Activities giving evidence of understanding

Interpret, translate, estimate, convert, clarify, classify, distinguish, explain, generalise, give examples of, infer, paraphrase, rewrite, summarise, discuss, report, present, restate, identify, illustrate, find, represent, classify, express

Activities giving evidence of application

Apply, solve, select, construct, demonstrate, compute, manipulate, modify, operate, predict, prepare, produce, present, relate, use, exemplify, draw (up), choose, practise, operate, verify, schedule, employ, sketch, interpret, plan, revise, carry out, implement

Activities giving evidence of analysis

Appraise, distinguish between, analyse, differentiate, discriminate, infer, relate, compare, contrast, examine, conclude, criticise, question, diagnose, categorise, experiment

Activities giving evidence of evaluation

Evaluate, argue, critically evaluate, defend, judge, support, rate, justify

Activities giving evidence of creativity

Assemble, compose, construct, create, design, develop, devise, formulate, invent, write


Level of Taxonomy Definition Process Verbs Assessments Question Stems

Remembering

Recalling information:

RecognisingListingDescribingRetrievingNamingFinding

ChooseCiteDefineDescribeGive exampleGroupKnowLabelListListenLocate

MatchMemoriseNameQuoteRecallReciteRecordRepeatSelectUnderline

DefinitionFactLabelListQuiz

ReproductionTestWorkbookWorksheet

-What happened after…?-How many…?-What is…?-Who…?-Can you name…?-Which is true or false?

Understanding

Explaining ideas or concepts:

InterpretingSummarisingParaphrasingClassifyingExplaining

AskCalculateConvertDescribeDiscussExplainGive examplesIdentifyLocate

ObserveRecogniseReportResearchRetellReviewSummariseTell

DebateDefinitionDramatizationExampleExplanationLabelList

OutlineQuizRecitationReproductionStory problemsSummaryTest

-Can you write in your own words…?-How would you explain…?-What could happen next?-Who do you think…?-What was the main idea…?

Applying

Using information in another (un)familiar situation:

ImplementingCarrying outUsingExecuting

AdaptApplyCalculateChangeComputeDemonstrateDramatizeDrawExperimentIllustrate

ListMakeManipulatePracticeProduceSequenceShowSolveTeachUse

DemonstrationDiagramExperimentIllustrationJournalLessonMapModel

PerformancePosterPredictionPresentationReportScrapbookSimulation

-Do you know of another instance where…?-Can you group…?-Which factors would you change…?-What questions would you ask of…?-From the information given, can you develop a set of instructions about…?


Level of Taxonomy Definition Process Verbs Assessments Question Stems

Analysing

Breaking information into parts to explore understandings and relationships:

ComparingOrganisingDeconstructingInterrogatingFunding

CalculateCategoriseClassifyCompareContrastDiagramDifferentiateDiscoverDistinguishExamineExperiment

GroupInterpretInvestigateOrderOrganiseQuestionRelateResearchSequenceSolveSurvey

ChartChecklistDatabaseDiagramGraphIllustrationInvestigation

ListOutlinePlanQuestionnaireReportSpreadsheetSummary

-Which events could not have happened?-How is…similar to…?-What are some other (possible) outcomes?-Why did…occur?-What was the problem with…?

Evaluating

Justifying a decision or course of action:

CheckingHypothesisingCriticisingExperimentingJudging

ArgueAssessChooseCompareConcludeCriticiseDebateDecideDefend

DetermineEvaluateJustifyPrioritiseRateRecommendSupportTell whyValue

ConclusionDebateEditorialInvestigationJudgementOpinion

RecommendationReportSurveyVerdict

-Is there a better solution to…?-What do you think about…?-Do you think…is a good or bad thing?-How would you feel if…?-How effective are…?What are the pros and cons of…?

Creating

Generating new ideas, products, or ways of viewing things:

Designing,ConstructingPlanningProducingInventing

ActArrangeAssembleCombineComposeConstructCreateDesignDevelopDeviseFormulate

GenerateImproveInferInventImaginePlanPredictPrepareReviseShowWrite

AdvertisementBlueprintCollageFilmFormulaInventionNew game

PlanVideoStoryArticlePainting

-Can you design a...to…?-Can you see a possible solution to…?-How would you devise your own way to…?-What would happen if…?-How many ways can you…?-Can you create new (and/or unusual) uses of…?


Writing ILOs

Intended Learning Outcome 1By the end of this session, you should be able to:

Intended Learning Outcome 2By the end of this session, you should be able to:


Writing ILOs for teaching sessions

Intended Learning outcome

Teaching method Rank 1,2,3

Work effectively as part of a small team

Think-pair-shareBrainstormingSnowballingDemonstrationGamesQuestion and answerPresentationRole playStudent presentationsJigsaw

Intended Learning outcome

Teaching method Rank 1,2,3

Formulate a logical, sustained and coherent argument to support conclusions

Think-pair-shareBrainstormingSnowballingDemonstrationGamesQuestion and answerStudent presentationsRole playStudent presentationsJigsaw


Teaching Methods1 Think, pair, share

This is a simple cooperative activity. The lecturer poses a question or problem. The students spend a minute or two on their own thinking about the answer and then pair up to share their solutions or answers for a further few minutes. If pairs aren’t easy to form, use a combination of pairs and threes. The lecturer can then ask a few students to share their thoughts with the whole class.

2 Brainstorming

You ask a group (small or large) to submit ideas spontaneously in response to a catalyst topic, question, or problem. The contributions are given and you (or a nominated ‘scribe’) record them quickly, for example on a whiteboard, overhead projector (OHP), or blank PowerPoint slides, without any selection, criticism, or organising/categorising of ideas in the first instance. Later, ideas can be collated and analysed; this process can help break down and explore new and challenging concepts.

3 Snowballing

Begin by giving individual students a few moments to consider a question or problem alone; you can encourage them to jot down a few thoughts on paper. Then ask your students to work in pairs for a few minutes, to share their findings or ideas with their partner. The next step is to move from pairs to fours, fours to eights and so on (depending on the size of the group and the time available), until the whole group is re-convened into a plenary situation.

4 DemonstrationThis is where the lecturer shows the students how something is done. Requires complete concentration on the demonstration with clear and detailed commentary. Afterwards, students should practice the skill and engage in other learning activities such as a written description of the technique. Similarly, students can demonstrate a skill or activity that they have previously practised or acquired to the rest of the group.

5 Games

This is where students complete an activity within a framework of rules towards a given objective. It can support understanding of concepts and acquisition of knowledge within a creative learning context. Games are characterised by some of these features: rules, moves, turn-taking, winners and losers, success, and failure.


6 Question and answer

This method is used within a whole class, groups, or pairs to elicit information and explanation to develop knowledge and understanding or to share existing knowledge experience or understanding from within the whole group. Questions can be ‘open’ or ‘closed’, ‘higher order’ or ‘lower order’, and can be used throughout any session.

7 Presentation

Presentations involve delivering information in a predominantly one-directional way: the ideas, information, and/or arguments are conveyed from the lecturer (or video or display) to the student(s). The principle is based on you as ‘the expert’, selecting and shaping ideas and information, and presenting these to the students. This activity often includes exposition, which is where the lecturer provides explanation of the academic content to the students.

8 Role play

This is where students ‘take on’ or enact a specified role in a simulation. It is thought to provide insight into self and others and to gain experience and practice at taking on a particular role not yet experienced. Students act out the roles of those in a presented situation – for example, acting as key protagonists in a court of law, or professional colleagues on a hospital ward. This is followed by a de-briefing session and by self-evaluation and/or peer-evaluation by the ‘players’.

9 Student presentations

Individual students deliver a short, prepared presentation to the group, on a topic selected by the tutor or the student. Structured guidance is given to the students beforehand about length and structure of presentation, use of visual aids, and so on.

10 JigsawTeachers can build dynamic and inter-activity into the ways in which they set up different groupings in the classroom: Group A can have X information and Groups B & C can have Y and Z information. In the first stage, learners review, discuss, and evaluate the information that they have. In the second stage, they combine with others, who have different information, to make decisions, discuss viewpoints, or generally explore and evaluate situations.


Suggestions for Assessment MethodsQuestion and answer

When you use Q&A as a learning and teaching method, you can simultaneously assess whether, and to what extent, the ILOs have been met for that session. This allows students to hear from their peers, and allows you to address any misconceptions or gaps in student knowledge.

Multiple-choice questions

The ResponseWare/Turning Point technology allows setting up questions on slides and having students vote on those, e.g. in terms of preference or opinion, or – in the case of a multiple-choice type of question (MCQ) – with the answer they think is right. This way the lecturer can generate points for discussion in class, check that the students understand a topic, and even collect instant feedback from the students on the organisation, presentation, and delivery of that topic.

One-minute paper

During the last few minutes of a session, the lecturer asks students to use a half-sheet of paper and write the most important thing they learned today and what they understood least. The lecturer would review the responses before the next session and use the feedback to clarify, correct, and elaborate on the material.

Demonstration When you use demonstration as a learning and teaching method, you can observe whether, and to what extent, the ILOs of the session have been met. Demonstrations provide opportunities for constructive peer-to-peer interactions—an important transferrable skill—and give lecturers a chance to correct any errors in real time.

Student presentation

Student presentations allow classmates to learn from, and provide feedback to, each other, in addition to giving lecturers an opportunity to investigate whether ILOs have been met. Note that presentations may cause anxiety, but allow students to develop transferrable skills. When presentations are given in groups, students are also able to hone collaboration skills in addition to learning about the research topic.

Concept map Concept maps are a graphical tool for organising and representing knowledge in the form of drawings or diagrams that show the mental connections that students make between a major concept taught in the session and other concepts they have already learned. They can be used not only for learning but as a tool for the evaluation of learning, e.g. identifying misconceptions and level of understanding.

‘What’, ‘how’ and ‘why’ outlines

This method requires students to think about content, form, and function of, e.g. a text or a research paper, by analysing ’what’ (content), ’how’ (form), and ‘why’ (function). The students write brief notes answering the ’what, how, and why’ questions in an outline format that can be quickly read and assessed.

One-sentence summary

This method challenges students to answer questions, e.g. ‘Who does what to whom, when, where, how, and why?’ about a given topic and then synthesise their answers into a single informative summary sentence.

‘What’s the principle?’

After students figure out what type of problem they are dealing with, they can be asked to decide what principle or principles to apply in order to solve the problem. This method focuses on that second step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.

Data interpretation Task

You can give students a short case study, a graph from a research paper, or a table with rough or transformed data, and ask them to propose a method to analyse the data, to interpret the portrayed results, to reverse-engineer the experimental design behind them.


Effective Questioning Techniques

Encourage students to think more about what exactly they are asking or thinking about, to test out and formulate an argument based on the concepts and ideas they’re exploring. Ask basic ‘tell me more’ questions that enable them to probe their own understanding at a deeper level.

Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? What is the nature of ...? Can you give me an example? Are you saying ... or ... ? Can you rephrase that, please?

Probing assumptions

Encourage your students to think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should spark some lively discussions.

What else could we assume? You seem to be assuming ... ? Please explain why/how ... ? How can you verify or disprove that assumption? What would happen if ... ? Do you agree or disagree with ... ?

Probing rationale, reasons and evidence

When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments.

Why is that happening? How do you know this? Show me ... ? Can you give me an example of that? What do you think causes ... ? What is the nature of this? Are these reasons good enough? Would it stand up in court? How might it be refuted? How can I be sure of what you are saying? Why is ... happening?


Why? (keep asking it -- you'll never get past a few times) What evidence is there to support what you are saying? On what authority are you basing your argument?

Questioning viewpoints and perspectives

Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.

Another way of looking at this might be ...; does this seem reasonable? What alternative ways of looking at this are there? Why is it necessary/unreasonable/inevitable/irrelevant etc? Who benefits from this? What is the difference between... and...? Why is it better than ...? What are the strengths and weaknesses of...? How are ... and ... similar? What would ... say about it? What if you compared ... and ... ? How could you look at this another way?

Probe implications and consequences

The argument that your students construct in response to your discussions may have logical implications that can be forecast. Do these make sense? Are they desirable?

Then what would happen? What are the consequences of that assumption? How could ... be used to ... ? What are the implications of ... ? How does ... affect ... ? How does ... fit with what we learned before? Why is ... important? What is the best ... ? Why?

Questions about the question

Encourage your students to think about why these questions have arisen in the first place. Turn the question in on itself; bounce the ball back into their court.

What was the point of asking that question? Why do you think I asked this question? What does that mean?


Why ask questions?Use this space to jot down some of the reasons we ask questions.

Giving constructive feedbackWhat makes for good feedback?

LTHE Stage 1 (Spring 2017) 15

Microteaching PreparationThis page is for any notes you’d like to make as you prepare for this afternoon’s session.


Microteaching Observation RecordPlease hand this to the person being observed at the end of the feedback time.

Name of person being observed

Topic

Points of good practice

Suggestions for areas to develop

You might like to comment on ... Pace and structure Engaging style Appropriate mix of learning and teaching activities Effective review and checking for learning


Microteaching reflectionIn pairs, take 3-min turns to share thoughts on your experience of the microteaching session you just delivered, and the feedback you received after it from your peers.

GOO

D PO

INTS

What went well in your microteaching session?

POIN

TS F

OR

IMPR

OVE

MEN

T

What did not go so well?

FEED

FO

RWAR

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What would you do differently?

What one thing would you take away from the

experience and/or feedback you received?


Discussion Panel

You might like to use this space to jot down your thoughts during the discussion.


Teaching Questions Task

Your three main things:

1.

2.

3.

Final thoughts:

Notes:

[email protected]

mailto:[email protected]

Questions about your engagement and learning in this session:

1. Which one thing of importance to you did this session cover well?

2. When during this session did you feel most engaged/interested? Why?

3. When during this session did you feel least engaged/interested? Why?

4. Any questions raised or remaining unanswered by the session?

Questions about the session’s content, structure, and delivery:

5. What did you like about this session?

6. What would you change if you were this session’s tutor?

Overall impression of the session

5 (Excellent) 4 (Good) 3 (OK) 2 (Poor) 1 (Very poor)

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