The College Classroom Week 4 - Learning Outcomes

Week 4: Learning Outcomes
The College Classroom
January 30, 2013

What is the Value of Course-Specific
2
Learning Goals Outcomes
What was the most important thing you learned from Simon
& Taylor? [1]
 helped instructor as well as students – gave a framework
 contract btw instructor & students
 students know the expectations
 do it right! don’t be misleading
 what students should be able to *do*
 some students don’t find them valuable
 majority of students actually cared about them, and
were able to reflect on them
collegeclassroom.ucsd.edu #tccucsd

What is the Value of Course-Specific
3
Learning Outcomes


Introductory “Astro 101”
4

Traditional Course Syllabus Course with Learning Outcomes

This course covers Chapters  deduce from patterns in the
1. Mercury properties of the planets, moons,
asteroids and other bodies that the
2. Venus Solar System had single formation
… event.
8. Neptune  reconstruct the formation and
9. other objects evolution of various bodies in the
Solar System by interpreting the
10. Formation of the Solar System
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…
5

 the students
 big picture of the next part of the course
 justification for why they jump around textbook
 the instructor
 crystallizes what prof actually cares about
 helped prof
 choose clicker questions for class
 write the final exam


…choose clicker questions for class
6

collegeclassroom.ucsd.edu #tccucsd ClassAction http://astro.unl.edu/classaction/

…write the final exam
7

(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
8

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
9

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
10

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
11

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]
12

Evaluation think critically about and defend a position
transform or combine ideas to create
Synthesis something new

Analysis break down concepts into parts

Application apply comprehension to unfamiliar situations
demonstrate understanding of ideas and
Comprehension concepts

Factual Knowledge remember and recall factual information


Bloom’s Taxonomy – action verbs [3]
13

judge appraise recommend justify defend
Evaluation criticize evaluate
develop create propose formulate design
Synthesis invent
compare contrast categorize distinguish
Analysis identify infer
apply demonstrate use compute solve
Application predict construct modify

Comprehension describe explain summarize interpret illustrate

Factual Knowledge define list state label name describe


Bloom’s Taxonomy
14

Evaluation
Synthesis higher order thinking
Analysis
Application
Comprehension lower order thinking
Factual Knowledge


Bloom’s Revised Taxonomy [4]
15

Create generating planning producing

Evaluate checking critiquing

Analyze differentiating organizing attributing

Apply executing implementing

interpreting exemplifying classifying
Understand summarizing inferring comparing explaining

Remember recognizing recalling


Bloom’s Revised Taxonomy [4]
16

Create Evaluation
generating planning producing

Evaluate Synthesis
checking critiquing

Analyze Analysis
differentiating organizing attributing

Apply Application
executing implementing

interpreting exemplifying classifying
Understand Comprehension
summarizing inferring comparing explaining

Remember Factual Knowledge
recognizing recalling


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

Revised Bloom’s Taxonomy [5]
18


Introducing a new task…
19

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…


Use your laser pointer to point to
20
where you’re from.

collegeclassroom.ucsd.edu #tccucsd (Image: Wikimedia Commons, CC)

Multiplication quiz, Question 1
21

Point your laser to
the location of the
learning outcome
you feel this
question assesses.


22


23


24


25


DriEd 101: How to Drive in CA
Please gather in groups of 3 around a whiteboard.

The whiteboards are numbered. Your group will
concentrate on the DMV Test Question6 matching your
board’s number.

Task: Write a learning outcome
that your group’s question assesses.
(If necessary, refer to Wieman handout [7])

27


Additional Taxonomies
28

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
29

Bloom’s SOLO
Assesses QUESTIONS that Assesses student’s
the instructor asks. RESPONSE to questions.

Works on any type Works for free-response
question (multiple-choice, questions (that is, checking
open ended,…) a box in a multiple-choice
question is not the skill
being assessed)


SOLO Taxonomy
Structure of Observed Learning Outcomes
30

1. Prestructural
2. Unistructural
3. Multi-structural
4. Relational
5. Extended Abstract


1. Pre-structural
31

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


2. Unistructural
32

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


3. Multistructural
33

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


4. Relational
34

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


5. Extended Abstract
35

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.


Algebra: Patterns in number [10]
36

Houses 1 2 3
Given:
Sticks 5 9 __

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

References
37

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


38

Next time: Week 5 – Assessment
Watch the blog for next week’s readings and
assignments

See you Wednesday, February 6.


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

SOLO Taxonomy
40

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

The College Classroom Week 4 - Learning Outcomes

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