learning outcomes: blueprints for teaching and learning
TRANSCRIPT
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)
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What shouldstudents
learn?learningoutcomes
assessment that supports
learning
activelearning
What shouldstudents
learn?
What arestudentslearning?
What instructional strategies
help studentslearn?
(Wieman)
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
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.
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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
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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
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8
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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
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Topic-level LOTopic-level
LO
Topic-level LO
Topic-level LO
Topic-level LO Topic-
level LO
Topic-level LO
Topic-level LO
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
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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
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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
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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]
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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