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Learning Outcomes
               Jeff Lindgren
            Assistant Director
    Center for Teaching and Learning
          lindg027@umn.edu
What are learning outcomes?
 “Learning outcomes or learning goals are goals that
 describe how students will be different because of a
 learning experience. More specifically, learning
 outcomes are the knowledge, skills, attitudes, and
 habits of mind that students take with them from a
 learning experience.”




 Suskie (2009, p. 116)
Avoid pitfalls.
• “Twin sins” of course design (Wiggins and McTighee
  (2005)
  – aimless coverage of content
  – Isolated (though possibly engaging) activities
    that are disconnected from goals
• Only “understand-and-remember” type of
  learning goals (Fink, 2003)
Try to integrate potential learning goals from
internal and external resources.

Possible internal resources:
  Your college’s mission statement, vision statement, and
  strategic goals.
  UM student learning and development outcomes

Possible external resources
  Goals from relevant disciplinary associations and acreditors


Suskie (2009, p. 116)
Begin your course design by
developing learning outcomes

                           Fink (2003)
Taxonomy of Significant Learning

• Write learning outcomes using the
  “Questions for Formulating Significant
  Learning Goals” worksheet.


•   Fink (2003)
Big ideas are like “conceptual velcro”
• Consider identifying a few big ideas and then
  design around them. Big ideas should
  answer:
  – What is most important here?
  – How do the pieces connect?
  – What are the priorities?
Clarifying content (and learning
goal) priorities
                   Worth being familiar with


                      Important to know and do



                          Big ideas and
                          core tasks




Wiggins and McTighee (2005)
Consider using questions to frame
big ideas
• Big idea: What are the three branches of
  government. (Question: How might a government
  guard against abuse of power? )




Wiggins and McTighee (2005)
Workshop
• Step 1: Clarify content priorities/identify big
  ideas
• Step 2: Use questions to frame the big ideas
Bibliography
• Fink, D. (2003) Creating Significant Learning Experiences: an
  Integrated Approach to Designing College Courses. San Francisco:
  Jossey Bass http://www.finkconsulting.info/publications.html
• Wiggins, G & McTighe, J. (2005). Understanding by Design (2nd ed.).
  Upper Saddle River: Pearson.
• Suskie, L. (2009). Assessing Student Learning: a Common Sense Guide
  (2nd ed.). San Francisco: Jossey-Bass.

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Course Design: Learning Outcomes

  • 1. Learning Outcomes Jeff Lindgren Assistant Director Center for Teaching and Learning lindg027@umn.edu
  • 2. What are learning outcomes? “Learning outcomes or learning goals are goals that describe how students will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.” Suskie (2009, p. 116)
  • 3. Avoid pitfalls. • “Twin sins” of course design (Wiggins and McTighee (2005) – aimless coverage of content – Isolated (though possibly engaging) activities that are disconnected from goals • Only “understand-and-remember” type of learning goals (Fink, 2003)
  • 4. Try to integrate potential learning goals from internal and external resources. Possible internal resources: Your college’s mission statement, vision statement, and strategic goals. UM student learning and development outcomes Possible external resources Goals from relevant disciplinary associations and acreditors Suskie (2009, p. 116)
  • 5. Begin your course design by developing learning outcomes Fink (2003)
  • 6. Taxonomy of Significant Learning • Write learning outcomes using the “Questions for Formulating Significant Learning Goals” worksheet. • Fink (2003)
  • 7. Big ideas are like “conceptual velcro” • Consider identifying a few big ideas and then design around them. Big ideas should answer: – What is most important here? – How do the pieces connect? – What are the priorities?
  • 8. Clarifying content (and learning goal) priorities Worth being familiar with Important to know and do Big ideas and core tasks Wiggins and McTighee (2005)
  • 9. Consider using questions to frame big ideas • Big idea: What are the three branches of government. (Question: How might a government guard against abuse of power? ) Wiggins and McTighee (2005)
  • 10. Workshop • Step 1: Clarify content priorities/identify big ideas • Step 2: Use questions to frame the big ideas
  • 11. Bibliography • Fink, D. (2003) Creating Significant Learning Experiences: an Integrated Approach to Designing College Courses. San Francisco: Jossey Bass http://www.finkconsulting.info/publications.html • Wiggins, G & McTighe, J. (2005). Understanding by Design (2nd ed.). Upper Saddle River: Pearson. • Suskie, L. (2009). Assessing Student Learning: a Common Sense Guide (2nd ed.). San Francisco: Jossey-Bass.