The College Classroom (Wi14) Week 4: Learning outcomes

collegeclassroom.ucsd.edu #tccucsd

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Flight Deck by Wayan Volta on flickr CC

The College Classroom

January 28 and 30, 2014

Week 4: Learning Outcomes

What is the Value of Course-Specific

Learning Goals


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What was the most important thing you learned from

Simon & Taylor? [1]

Outcomes

What is the Value of Course-Specific

Learning Outcomes 4


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… 6

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.

several LOs giving big

picture, attitudes,

behaviors

(likely) can’t be

assessed with a single

exam question

supported by many

topic-level LOs

(if not, why not?)

many LOs defining

what it means to

“understand” at this

level (freshman, etc.)

can be (should be)

repeatedly assessed on

homework, exams

support one or more

course-level LOs

(if not, why not?)

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Learning Outcomes

Course-level LOs Topic-level LOs

Topic-level

LO

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level LO

Course-level LO #4

Learning Outcomes

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Course-level LO #2

Course-level LO #3 Course-level

learning outcome (LO) #1

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Course-level LO #2



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sync your LOs see ASTR 310 handout

Writing Learning Outcomes 14

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 Wrong Way


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Astro 101 Learning Outcomes

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?

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

trace 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 [2,3]

Learning Outcomes

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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


Learning Outcomes

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6 Create

5 Evaluate

4 Analyze

3 Apply

2 Understand

1 Remember

higher order thinking

lower order thinking


Learning Outcomes

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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…

Revised Bloom’s Taxonomy [5]

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Multiplication quiz, Question 1 23


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 Question [6] 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

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Course-level LO #2



Topic-level

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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 assessment

(Week 5)

alternatives

to lecture

(Week 9)


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Additional Taxonomies 32

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

Next time: Week 5 – Assessment

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Bloom’s Taxonomy of the Cognitive Domain

(Levels of Learning)

Adapted from Carl Wieman (2007)

www.cwsei.ubc.ca/resources/learn_goals.htm

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 collegeclassroom.ucsd.edu #tccucsd

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 (Wi14) Week 4: Learning outcomes

Education

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