The College Classroom Week 4: Learning Outcomes

The College Classroom

October 22 and 24, 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]

you have to tell the students

students appreciate the learning goals

when the Ss know LGs, they achieve higher

LGs are a contract between teacher and Ss

Ss were relieved to have guidelines, what to focus on

first, know what to know

easier for Ss and instructors to prepare for tests

Outcomes


Learning Goals


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What was the most important thing you learned from Simon & Taylor? [1]

let the students know what they should learn, study, expect

positive response from students

Organize the instructor/instruction

Contract between instructor/students

Encourages metacognition in instructor and students

Sets up the next instructor

Fits with university/dept objectives

Outcomes


Learning Outcomes 4


Topic-level

LO

Topic-level

LO

Topic-

level LO

Course-level LO #4


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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

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… 7

the students

big picture of the next part of the course

justification for why they jump around textbook

tells the students what the instructor thinks is important

the instructor

crystallizes what prof actually cares about

helped instructor

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 Outcomes 10

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?

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 thin

Assess 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] 14

Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation think critically about and defend a position

transform or combine ideas to create something new

break down concepts into parts

apply comprehension to unfamiliar situations

demonstrate understanding of ideas and concepts

remember and recall factual information


Bloom’s Taxonomy 15

Factual Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

higher order thinking

lower order thinking


Bloom’s Taxonomy – action verbs [3] 16

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 Revised Taxonomy [4] 17

Remember

Understand

Apply

Analyze

Evaluate

Create generating planning producing

checking critiquing

differentiating organizing attributing

executing implementing

interpreting exemplifying classifying summarizing inferring comparing explaining

recognizing recalling


Please get out your multiplication quizzes.

Let’s try it…

Revised Bloom’s Taxonomy [5] 19


Introducing a new task… 20

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…


Where are you sitting?


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Alphanumeric answer:

1. click to refresh

2. click 1st letter A – E

3. click arrow to

advance the cursor

4. click 2nd letter A-D

5. click SEND

D B SEND

A B C D E

A

B

C

D

first letter

seco

nd

le

tter

DB

Multiplication quiz, Question 1 22


Locate this question

on the pyramid

Driver’s Ed 101: How to Drive in CA

The whiteboards are numbered. Your group will

concentrate on the DMV Test Question6 matching your

board’s number.

Task: In a moment but not yet,

write a learning outcome

that your group’s question assesses.

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


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Topic-level

LO

Topic-level

LO

Topic-

level LO

Course-level LO #4


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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

Scholarly approach to teaching:


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Carl Wieman

Science Education Initiative

cwsei.ubc.ca

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

learning

outcomes

(goals, objectives)

assessment


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Additional Taxonomies 31

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

understanding


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 Taxonomy

Structure of Observed Learning Outcomes

1. Prestructural

2. Unistructural

3. Multi-structural

4. 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 organization 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

generalize 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.

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

4. 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 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

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/about.htm



Watch the blog for next week’s readings and assignments

See you Tuesday, October 29 or Thursday, October 31.

Next time: Week 5 – Assessment

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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.


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The College Classroom Week 4: Learning Outcomes

Education

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