learning outcomes: blueprints for teaching and learning

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Learning Outcomes: Blueprints for Teaching and Learning Peter Newbury, Ph.D. Director, Centre for Teaching and Learning, and Senior Advisor for Learning Initiatives, UBC Okanagan [email protected] peternewbury.org @polarisdotca October 31, 2017 1 Goals Objectives

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Learning Outcomes: Blueprints for Teaching and Learning

Peter Newbury, Ph.D.Director, Centre for Teaching and Learning, andSenior Advisor for Learning Initiatives, UBC Okanagan

[email protected] peternewbury.org @polarisdotca

October 31, 2017

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Goals Objectives

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Flight Deck by Wayan Volta on flickr CC

Okay, but let’s look at this checklist.[trust and verify]

Do you understand how to fly an airplane? Yes

Scholarly approach to

teaching:backwards

design

(Wiggins & McTighe)

3

What shouldstudents

learn?learningoutcomes

assessment that supports

learning

activelearning

What shouldstudents

learn?

What arestudentslearning?

What instructional strategies

help studentslearn?

(Wieman)

(NASA) 4

Introductory “Astro 101”

TRADITIONAL COURSE SYLLABUSCOURSE WITH

LEARNING OUTCOMES

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This course covers Chapters

1. Mercury

2. Venus

8. Neptune

9. other objects

10. Formation of the Solar System

A. deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.

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

Introductory “Astro 101”COURSE WITH

LEARNING OUTCOMES

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completes the phrase, “By this end of this lesson/unit/course, you should be able to…”

A. deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event.

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

begins with an “action verb”

Learning outcomes are valuable to students

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give big picture of the next part of the course

reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam

allow students to check they’ve masteredthe concepts (especially when they’re studying)

allow students to monitor their own progress (metacognition)

Learning outcomes are valuable to instructors

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help the instructor select instructional strategies and activities

crystallize what the instructor cares about

help the instructor create assessments

“help the instructor create assessments”

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Astro 101 Final Exam

(10 marks) List 3 patterns of the Solar System as awhole. Then, outline in some detail the currentmodel for the formation of the Solar System. Inparticular, make sure you explain how theobserved patterns and regularities are related tothis theory of formation.

“help instructors select instructional activities”

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

Does this peer instruction (“clicker”) question support

the learning outcomes?

don’t use it

use it

yesno

look for another question

look for another question

Woo-hoo! move to

next topic!

A course should haveCOURSE-LEVEL

LEARNING OUTCOMES

several outcomes giving big picture, attitudes, behaviors: “How you will be different by the end of the course?”

likely can’t be assessed with a single exam question

TOPIC-LEVELLEARNING OUTCOMES

many outcomes defining what it means to “understand” at this level (1st term, 4th term, apprentice, etc.)

should be repeatedly assessedin class, homework, exams

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course-level and topic-level outcomes are related

Topic-level LO

Topic-level LO

Topic-level LO

Topic-level LO

Course-level LO #4

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Course-level LO #2

Course-level LO #3Course-level 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-levelLO

Topic-level LO

How are course-level and topic-level learning outcomes (LOs) related?Can you see 2 rules or patterns? Discuss with others in your group.

Topic-level LO

Topic-level LO

Topic-level LO

Topic-level LO

Course-level LO #4

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Course-level LO #2

Course-level LO #3Course-level 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-levelLO

Topic-level LO

What’s wrong here?(How do you fix it?)

Topic-level LO

Topic-level LO

Topic-level LO

Topic-level LO

Course-level LO #4

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Course-level LO #2

Course-level LO #3Course-level 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-levelLO

Topic-level LO

What’s wrong here?(How do you fix it?)

Learning outcomes are valuable to programs

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ensure program is comprehensive, meets accreditation standards

reduce risk of replicating content over and over

create logical, transparent trajectory through program

identify concepts that need to be seen again and again

weave professional practices and standards throughout program

Writing learning outcomes is hard because you have to

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recognize(through your

expert blindness)

declare(and be

accountable for)

what you want your studentsto be capable of doing.

startwith the

action verb

Bloom’s Taxonomy [3,4]

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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 [3,4]

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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 [3,4]

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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, use, compute, solve, predict, construct, modify

describe, explain, summarize, interpret, illustrate

define, list, state, label, name, describe

20(NASA)

The wrong way

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Astro 101 Learning Outcomes

A. understand how Saturn’s rings formed

Really?

“understand”? That could be a sentence, Certificate, or degree.

how does a student check they mastered the Saturn part of the course?

how does a student demonstrate to you they “understand”

what and how are you going to teach them about Saturn’s rings?

From course outline

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Work your way through the list of topics and decide, “What do I want students to be able to do, to demonstrate they ‘get’ this topic?”

Astro 101 Learning Outcomes - Saturn

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

“Back-engineer” from exams

Use last year’s (or several years’) final exam. For each good question, ask yourself

What is the learning outcome I want students to demonstrate to properly answer this question?

Is this the outcome I want for my class?

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What shouldstudents

learn?learningoutcomes assessment

that supportslearning

activelearning

What shouldstudents

learn?

What arestudentslearning?

What instructional strategies

help studentslearn?

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 it.

Driving School

(Wieman)

Bloom’s Taxonomy

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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, use, compute, solve, predict, construct, modify

describe, explain, summarize, interpret, illustrate

define, list, state, label, name, describe

1. Write a learning outcome that your group’s question assesses.

2. Think of a strategy you could use to teach it.

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

30

(California DMV)

Sample Class C Written Test

31

(California DMV)

Sample Class C Written Test

32

(California DMV)

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

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(California DMV)

Sample Class C Written Test

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(California DMV)

9

8

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3 6

10

7

5

4

2

1

recognize, interpret, and obey all signs and signals

assess risk and select actions to minimize harm

9

8

37

assess risk and select actions to minimize harm

recognize, interpret, and obey all signs and signals

3 6

10

7

5

4

2

1

safely operate amotor vehicle

9

8

38

assess risk and select actions to minimize harm

safely operate amotor vehicle

recognize, interpret, and obey all signs and signals

3 6

10

7

5

4

2

1

Topic-level LOTopic-level

LO

Topic-level LO

Topic-level LO

Topic-level LO Topic-

level LO

Topic-level LO

Topic-level LO

coffee break

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Learning Outcomes: Blueprints for Teaching and Learning

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Part 2: Your Turn

1. Form groups of 2-3.

It really helps if you’re in similar disciplines and/or teach similar courses because you have rich conceptual frameworks to share.

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2. Identify one concept or skill you all agree is important.

3. Write a topic-level learning outcome for that concept or skill.(Refer to Bloom’s Taxonomy hand-out of action verbs.)

4. Think about how you’d assess it and how you’d teach it.

5. Be prepared to share your outcome, and give feedback to others.

Topic-level LO

Topic-level LO

Topic-level LO

Topic-level LO

Course-level LO #4

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Course-level LO #2

Course-level LO #3Course-level 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-levelLO

Topic-level LO

Learning outcomes:

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program

course

topic

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1st term

Ensures safety ofpersonnel on board

Trains in safety, firefightingand search and rescue Ensures safety of

ship's cargo

Manages the deck department and crew

Chief Mate

2nd term

3rd term

Ensures ship'smaintenance

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1st term

Ensures safety ofpersonnel on board

Ensures safety ofship's cargo

Manages the deck department and crew

Chief Mate

2nd term

3rd term

Ensures ship'smaintenance

Trains in safety, firefightingand search and rescue

46

1st term

Ensures safety ofpersonnel on board

Ensures safety ofship's cargo

Manages the deck department and crew

Chief Mate

2nd term

3rd term

Ensures ship'smaintenance

Trains in safety, firefightingand search and rescue

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1st term

leadership

team work inclusion

career-ready

Airport Operations

2nd term

3rd term

accreditation

4th term

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maintains

reconditions

rebuilds

overhauls

Transport Trailer Technician

does diagnostictroubleshooting

motorized commercial truck, bus, and road transport equipment

Industry Training Authority itabc.ca

Learning Outcomes: Blueprints for Teaching and

Learning

Peter [email protected]

49

What shouldstudents

learn?

What shouldstudents

learn?

What arestudentslearning?

What instructional strategies

help studentslearn?

References

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1. Wiggins, G. P., & McTighe, J. (2005). Understanding by design.

2. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm

3. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

4. Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html

5. California DMV Sample Class C Written Test 5www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm