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Peter Newbury and Beth Simon Center for Teaching Development University of California, San Diego 30 January 2014 collegeclassroom.ucsd.edu
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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
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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
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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
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…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
Topic-level
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Topic-
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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learning outcome
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Course-level LO #4
Learning Outcomes
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Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #1
Topic-level
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Course-level LO #4
Learning Outcomes
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Course-level LO #2
Course-level LO #3 Course-level
learning outcome (LO) #1
Topic-level
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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
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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…
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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
Bloom’s Taxonomy [2,3]
Learning Outcomes
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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 [2,3]
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
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Locate this question
on the pyramid
Multiplication quiz, Question 2 24
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Multiplication quiz, Question 3 25
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Multiplication quiz, Question 4 26
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Multiplication quiz, Question 4 27
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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
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
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Topic-level
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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 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
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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
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
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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
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