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Learning Outcomes:
Blueprints for Teaching and Learning
Peter Newbury, Ph.D.
Director, Centre for Teaching and Learning, a...
2
Flight Deck by
Wayan Volta
on flickr CC
Okay, but let’s look at
this checklist.
[trust and verify]
Do you understand
how...
Scholarly
approach to
teaching:
backwards
design
(Wiggins & McTighe)
3
What should
students
learn?learning
outcomes
assess...
(NASA) 4
Introductory “Astro 101”
TRADITIONAL COURSE SYLLABUS
COURSE WITH
LEARNING OUTCOMES
5
This course covers Chapters
1. Mercur...
Introductory “Astro 101”
COURSE WITH
LEARNING OUTCOMES
6
 completes the phrase,
“By this end of this
lesson/unit/course, ...
Learning outcomes are valuable to students
7
give big picture of the
next part of the course
reveal what the instructor is...
Learning outcomes are valuable to instructors
8
help the instructor select
instructional strategies and activities
crystal...
“help the instructor create assessments”
9
Astro 101 Final Exam
(10 marks) List 3 patterns of the Solar System as a
whole....
“help instructors select instructional activities”
10
ClassAction http://astro.unl.edu/classaction/
Does this peer instruc...
A course should have
COURSE-LEVEL
LEARNING OUTCOMES
several outcomes giving big
picture, attitudes, behaviors:
“How you w...
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
12
Course-level LO #2
Course-level LO #3Co...
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
13
Course-level LO #2
Course-level LO #3Co...
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
14
Course-level LO #2
Course-level LO #3Co...
Learning outcomes are valuable to programs
15
ensure program is
comprehensive, meets
accreditation standards
reduce risk o...
Writing learning outcomes is hard
because you have to
16
recognize
(through your
expert blindness)
declare
(and be
account...
Bloom’s Taxonomy [3,4]
17
transform or combine ideas to create something new
think critically about and defend a position
...
Bloom’s Taxonomy [3,4]
18
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
higher order thinking
lower order ...
Bloom’s Taxonomy [3,4]
19
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
develop, create, propose, formulat...
20(NASA)
The wrong way
21
Astro 101 Learning Outcomes
A. understand how Saturn’s rings formed
Really?
 “understand”? That could be...
From course outline
22
Work your way through the list of topics and decide, “What do I want
students to be able to do, to ...
“Back-engineer” from exams
Use last year’s (or several years’) final exam. For each good question, ask
yourself
 What is ...
24
What should
students
learn?learning
outcomes assessment
that supports
learning
active
learning
What should
students
lea...
Bloom’s Taxonomy
25
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
develop, create, propose, formulate, des...
Sample Class C Written Test
26
(California DMV)
Sample Class C Written Test
27
(California DMV)
Sample Class C Written Test
28
(California DMV)
Sample Class C Written Test
29
(California DMV)
Sample Class C Written Test
30
(California DMV)
Sample Class C Written Test
31
(California DMV)
Sample Class C Written Test
32
(California DMV)
Sample Class C Written Test
33
(California DMV)
Sample Class C Written Test
34
(California DMV)
Sample Class C Written Test
35
(California DMV)
9
8
36
3 6
10
7
5
4
2
1
recognize, interpret, and
obey all signs and signals
assess risk and select
actions to minimize ha...
9
8
37
assess risk and select
actions to minimize harm
recognize, interpret, and
obey all signs and signals
3 6
10
7
5
4
2...
9
8
38
assess risk and select
actions to minimize harm
safely operate a
motor vehicle
recognize, interpret, and
obey all s...
coffee break
39
Learning Outcomes:
Blueprints for Teaching and Learning
40
Part 2: Your Turn
1. Form groups of 2-3.
It really helps if you’re in similar disciplines and/or teach similar
courses because you have rich...
Topic-level
LO
Topic-level
LO
Topic-level
LO
Topic-
level LO
Course-level LO #4
42
Course-level LO #2
Course-level LO #3Co...
Learning outcomes:
43
program
course
topic
44
1st term
Ensures safety of
personnel on board
Trains in safety, firefighting
and search and rescue Ensures safety of
sh...
45
1st term
Ensures safety of
personnel on board
Ensures safety of
ship's cargo
Manages the deck
department and crew
Chief...
46
1st term
Ensures safety of
personnel on board
Ensures safety of
ship's cargo
Manages the deck
department and crew
Chief...
47
1st term
leadership
team work inclusion
career-ready
Airport Operations
2nd term
3rd term
accreditation
4th term
48
maintains
reconditions
rebuilds
overhauls
Transport Trailer
Technician
does diagnostic
troubleshooting
motorized commer...
Learning
Outcomes:
Blueprints for
Teaching and
Learning
Peter Newbury
peter.newbury@ubc.ca
49
What should
students
learn?
...
References
50
1. Wiggins, G. P., & McTighe, J. (2005). Understanding by design.
2. Excerpt from Wieman, C. (2007). Slides ...
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Learning Outcomes: Blueprints for Teaching and Learning

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Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.

Peter Newbury
UBC Okanagan
CC-BY

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Learning Outcomes: Blueprints for Teaching and Learning

  1. 1. Learning Outcomes: Blueprints for Teaching and Learning Peter Newbury, Ph.D. Director, Centre for Teaching and Learning, and Senior Advisor for Learning Initiatives, UBC Okanagan peter.newbury@ubc.ca peternewbury.org @polarisdotca October 31, 2017 1 Goals Objectives
  2. 2. 2 Flight Deck by Wayan Volta on flickr CC Okay, but let’s look at this checklist. [trust and verify] Do you understand how to fly an airplane? Yes
  3. 3. Scholarly approach to teaching: backwards design (Wiggins & McTighe) 3 What should students learn?learning outcomes assessment that supports learning active learning What should students learn? What are students learning? What instructional strategies help students learn? (Wieman)
  4. 4. (NASA) 4
  5. 5. Introductory “Astro 101” TRADITIONAL COURSE SYLLABUS COURSE WITH LEARNING OUTCOMES 5 This course covers Chapters 1. Mercury 2. Venus … 8. Neptune 9. other objects 10. Formation of the Solar System A. deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. B. provide notable examples of how comets influenced history, art and science
  6. 6. Introductory “Astro 101” COURSE WITH LEARNING OUTCOMES 6  completes the phrase, “By this end of this lesson/unit/course, you should be able to…” A. deduce from patterns in the properties of the planets, moons, asteroids and other bodies that the Solar System had single formation event. B. provide notable examples of how comets influenced history, art and science  begins with an “action verb”
  7. 7. Learning outcomes are valuable to students 7 give big picture of the next part of the course reveal what the instructor is looking for: no more guessing what “understand” means or what will be on the exam allow students to check they’ve mastered the concepts (especially when they’re studying) allow students to monitor their own progress (metacognition)
  8. 8. Learning outcomes are valuable to instructors 8 help the instructor select instructional strategies and activities crystallize what the instructor cares about help the instructor create assessments
  9. 9. “help the instructor create assessments” 9 Astro 101 Final Exam (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.
  10. 10. “help instructors select instructional activities” 10 ClassAction http://astro.unl.edu/classaction/ Does this peer instruction (“clicker”) question support the learning outcomes? don’t use it use it yesno look for another question look for another question Woo-hoo! move to next topic!
  11. 11. A course should have COURSE-LEVEL LEARNING OUTCOMES several outcomes giving big picture, attitudes, behaviors: “How you will be different by the end of the course?” likely can’t be assessed with a single exam question TOPIC-LEVEL LEARNING OUTCOMES many outcomes defining what it means to “understand” at this level (1st term, 4th term, apprentice, etc.) should be repeatedly assessed in class, homework, exams 11 course-level and topic-level outcomes are related
  12. 12. Topic-level LO Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 12 Course-level LO #2 Course-level LO #3Course-level LO #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level LO Topic- level LO How are course-level and topic-level learning outcomes (LOs) related? Can you see 2 rules or patterns? Discuss with others in your group.
  13. 13. Topic-level LO Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 13 Course-level LO #2 Course-level LO #3Course-level LO #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level LO Topic- level LO What’s wrong here? (How do you fix it?)
  14. 14. Topic-level LO Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 14 Course-level LO #2 Course-level LO #3Course-level LO #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level LO Topic- level LO What’s wrong here? (How do you fix it?)
  15. 15. Learning outcomes are valuable to programs 15 ensure program is comprehensive, meets accreditation standards reduce risk of replicating content over and over create logical, transparent trajectory through program identify concepts that need to be seen again and again weave professional practices and standards throughout program
  16. 16. Writing learning outcomes is hard because you have to 16 recognize (through your expert blindness) declare (and be accountable for) what you want your students to be capable of doing. start with the action verb
  17. 17. Bloom’s Taxonomy [3,4] 17 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
  18. 18. Bloom’s Taxonomy [3,4] 18 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember higher order thinking lower order thinking
  19. 19. Bloom’s Taxonomy [3,4] 19 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember develop, create, propose, formulate, design, invent judge, appraise, recommend, justify, defend, criticize, evaluate compare, contrast, categorize, distinguish, identify, infer apply, use, compute, solve, predict, construct, modify describe, explain, summarize, interpret, illustrate define, list, state, label, name, describe
  20. 20. 20(NASA)
  21. 21. The wrong way 21 Astro 101 Learning Outcomes A. understand how Saturn’s rings formed Really?  “understand”? That could be a sentence, Certificate, or degree.  how does a student check they mastered the Saturn part of the course?  how does a student demonstrate to you they “understand”  what and how are you going to teach them about Saturn’s rings?
  22. 22. From course outline 22 Work your way through the list of topics and decide, “What do I want students to be able to do, to demonstrate they ‘get’ this topic?” Astro 101 Learning Outcomes - Saturn 1. give a detailed description of the size and structure of Saturn’s rings 2. trace the gravitational feedback cycle that keeps Saturn’s rings so thin
  23. 23. “Back-engineer” from exams Use last year’s (or several years’) final exam. For each good question, ask yourself  What is the learning outcome I want students to demonstrate to properly answer this question?  Is this the outcome I want for my class? 23
  24. 24. 24 What should students learn?learning outcomes assessment that supports learning active learning What should students learn? What are students learning? What instructional strategies help students learn? 1. Write a learning outcome that your group’s question assesses. (Refer to Bloom’s Taxonomy handout for verbs.) 2. Think of a strategy you could use to teach it.  Driving School (Wieman)
  25. 25. Bloom’s Taxonomy 25 6 Create 5 Evaluate 4 Analyze 3 Apply 2 Understand 1 Remember develop, create, propose, formulate, design, invent judge, appraise, recommend, justify, defend, criticize, evaluate compare, contrast, categorize, distinguish, identify, infer apply, use, compute, solve, predict, construct, modify describe, explain, summarize, interpret, illustrate define, list, state, label, name, describe 1. Write a learning outcome that your group’s question assesses. 2. Think of a strategy you could use to teach it.
  26. 26. Sample Class C Written Test 26 (California DMV)
  27. 27. Sample Class C Written Test 27 (California DMV)
  28. 28. Sample Class C Written Test 28 (California DMV)
  29. 29. Sample Class C Written Test 29 (California DMV)
  30. 30. Sample Class C Written Test 30 (California DMV)
  31. 31. Sample Class C Written Test 31 (California DMV)
  32. 32. Sample Class C Written Test 32 (California DMV)
  33. 33. Sample Class C Written Test 33 (California DMV)
  34. 34. Sample Class C Written Test 34 (California DMV)
  35. 35. Sample Class C Written Test 35 (California DMV)
  36. 36. 9 8 36 3 6 10 7 5 4 2 1 recognize, interpret, and obey all signs and signals assess risk and select actions to minimize harm
  37. 37. 9 8 37 assess risk and select actions to minimize harm recognize, interpret, and obey all signs and signals 3 6 10 7 5 4 2 1 safely operate a motor vehicle
  38. 38. 9 8 38 assess risk and select actions to minimize harm safely operate a motor vehicle recognize, interpret, and obey all signs and signals 3 6 10 7 5 4 2 1 Topic-level LOTopic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic- level LO
  39. 39. coffee break 39
  40. 40. Learning Outcomes: Blueprints for Teaching and Learning 40 Part 2: Your Turn
  41. 41. 1. Form groups of 2-3. It really helps if you’re in similar disciplines and/or teach similar courses because you have rich conceptual frameworks to share. 41 2. Identify one concept or skill you all agree is important. 3. Write a topic-level learning outcome for that concept or skill. (Refer to Bloom’s Taxonomy hand-out of action verbs.) 4. Think about how you’d assess it and how you’d teach it. 5. Be prepared to share your outcome, and give feedback to others.
  42. 42. Topic-level LO Topic-level LO Topic-level LO Topic- level LO Course-level LO #4 42 Course-level LO #2 Course-level LO #3Course-level LO #1 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic- level LO Topic-level LO Topic-level LO Topic- level LO
  43. 43. Learning outcomes: 43 program course topic
  44. 44. 44 1st term Ensures safety of personnel on board Trains in safety, firefighting and search and rescue Ensures safety of ship's cargo Manages the deck department and crew Chief Mate 2nd term 3rd term Ensures ship's maintenance
  45. 45. 45 1st term Ensures safety of personnel on board Ensures safety of ship's cargo Manages the deck department and crew Chief Mate 2nd term 3rd term Ensures ship's maintenance Trains in safety, firefighting and search and rescue
  46. 46. 46 1st term Ensures safety of personnel on board Ensures safety of ship's cargo Manages the deck department and crew Chief Mate 2nd term 3rd term Ensures ship's maintenance Trains in safety, firefighting and search and rescue
  47. 47. 47 1st term leadership team work inclusion career-ready Airport Operations 2nd term 3rd term accreditation 4th term
  48. 48. 48 maintains reconditions rebuilds overhauls Transport Trailer Technician does diagnostic troubleshooting motorized commercial truck, bus, and road transport equipment Industry Training Authority itabc.ca
  49. 49. Learning Outcomes: Blueprints for Teaching and Learning Peter Newbury peter.newbury@ubc.ca 49 What should students learn? What should students learn? What are students learning? What instructional strategies help students learn?
  50. 50. References 50 1. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. 2. Excerpt from Wieman, C. (2007). Slides from the Wieman Learning Goals Workshop. www.cwsei.ubc.ca/resources/learn_goals.htm 3. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. 4. Revised Bloom’s Taxonomy www.celt.iastate.edu/teaching/RevisedBlooms1.html 5. California DMV Sample Class C Written Test 5 www.dmv.ca.gov/pubs/interactive/tdrive/clc6written.htm

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