The College Classroom Week 4: Learning Outcomes

Week 4: Learning Outcomes
The College Classroom
October 22 and 24, 2013

What is the Value of Course-Specific
Learning Goals Outcomes
2

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
collegeclassroom.ucsd.edu

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Learning Goals Outcomes
3

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

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Learning Outcomes
4


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Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level level LO
Topic-level
LO
LO
LO
Topic-level
TopicTopic-level
Topic-level
LO
level
learning outcomeLO TopicLO
level LO
TopicTopicTopic- Topic-level
level LO
level LO
level LO
LO
5

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Course-level LO #4

Topic-level
LO
Topic-level
LO
Topic-level
LO

Topic-level
LO
Topiclevel LO

Topiclevel LO

Introductory “Astro 101”
6

Traditional Course Syllabus

Course with Learning Outcomes

This course covers Chapters

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

1.

Mercury

2.

Venus

…
8.

Neptune

9.

other objects

10. Formation of the Solar System


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 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

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


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…choose clicker questions for class
8


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

…write the final exam
9

(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.


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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.

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Writing LOs – The Easy Way
11

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?

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Writing LOs – More Effective Way
12

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?

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Deciding on the level of a LO
13

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:

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Bloom’s Taxonomy [2]
14

Evaluation

think critically about and defend a position

Synthesis

transform or combine ideas to create
something new

Analysis

break down concepts into parts

Application

apply comprehension to unfamiliar situations

Comprehension

demonstrate understanding of ideas and
concepts

Factual Knowledge

remember and recall factual information


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Bloom’s Taxonomy
15

Evaluation

Synthesis

higher order thinking

Analysis
Application
Comprehension

Factual Knowledge


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lower order thinking

Bloom’s Taxonomy – action verbs [3]
16

Evaluation

judge appraise recommend justify defend
criticize evaluate

Synthesis

develop create propose formulate design
invent

Analysis

compare contrast categorize distinguish
identify infer

Application
Comprehension

Factual Knowledge


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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

Create

generating planning producing

Evaluate

checking critiquing

Analyze

differentiating organizing attributing

Apply

executing implementing

Understand

interpreting exemplifying classifying
summarizing inferring comparing explaining

Remember

recognizing recalling


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Let’s try it…
Please get out your multiplication quizzes.

Revised Bloom’s Taxonomy [5]
19


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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…

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Where are you sitting?
21

D
second letter

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

C
B

DB

A
A

D

B SEND
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B

C

D

first letter

E

Multiplication quiz, Question 1
22

Locate this question
on the pyramid


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23


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24


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25


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26


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Driver’s Ed 101: How to Drive in CA
27

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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Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level level LO
Topic-level
LO
LO
LO
Topic-level
TopicTopic-level
Topic-level
LO
level
learning outcomeLO TopicLO
level LO
TopicTopicTopic- Topic-level
level LO
level LO
level LO
LO
28

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Course-level LO #4

Topic-level
LO
Topic-level
LO
Topic-level
LO

Topic-level
LO
Topiclevel LO

Topiclevel LO

Scholarly approach to teaching:
29

What should
students
learn?

learning
outcomes
(goals, objectives)

What are
students
learning?

assessment

What instructional
approaches
help students
learn?

Carl Wieman
Science Education Initiative
cwsei.ubc.ca

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30


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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


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Comparing Taxonomies
32

Bloom’s

SOLO

Assesses QUESTIONS that
the instructor asks.

Assesses student’s
RESPONSE to questions.

Works on any type
question (multiple-choice,
open ended,…)

Works for free-response
questions (that is, checking
a box in a multiple-choice
question is not the skill
being assessed)


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SOLO Taxonomy
Structure of Observed Learning Outcomes
33

1.
2.
3.
4.
5.

Prestructural
Unistructural
Multi-structural
Relational
Extended Abstract


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1. Pre-structural
34

Students are simply acquiring bits of unconnected
information, which have no organization and make no
sense.


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2. Unistructural
35

simple and obvious connections are made, but their
significance is not grasped.


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3. Multistructural
36

a number of connections may be made, but the metaconnections between them are missed, as is their
significance for the whole.


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4. Relational
37

the student is now able to appreciate the significance of
the parts in relation to the whole.


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5. Extended Abstract
38

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.


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Algebra: Patterns in number [10]
39

Houses
Sticks

Given:

1
5

2
9

3
__

1. How many sticks are needed for 3 houses? unistructural
2. How many sticks are there for 5 houses? multistructural
3. If 52 houses require 209 sticks, how many sticks do you
need to be able to make 53 houses?

relational

4. Make up a rule to count how many sticks are needed for
any number of houses.

extended abstract


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References
40

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


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41

Next time: Week 5 – Assessment
Watch the blog for next week’s readings and
assignments
See you Tuesday, October 29 or Thursday, October 31.


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42

Carl Wieman (2007)
Carl Wieman Science Education Initiative
www.cwsei.ubc.ca/resources/learn_goals.htm
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SOLO Taxonomy
43

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.
http://www.learningandteaching.info/learning/solo.htm

#tccucsd

The College Classroom Week 4: Learning Outcomes

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