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transcript
Academy for Student-Centered Learning – Workshop TwoMelia Fritch, Shawna Jordan, & Shannon Washburn
October 28, 2013
CREATING STUDENT-CENTERED LEARNING OUTCOMES
Goals/ValuesGoals/Values
OutcomesOutcomes
PlansPlans
ActionAction
MeasuresMeasures
What do we want our students to learn?What do we want our students to learn?
What do we want students to be able to know, do?What do we want students to be able to know, do?
Given what we know, what is the problem we need to address in order to achieve the outcome?
Given what we know, what is the problem we need to address in order to achieve the outcome?
What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?
How will we know that we are successful?How will we know that we are successful?
Goals/ValuesGoals/Values
OutcomesOutcomes
PlansPlans
ActionAction
MeasuresMeasures
What do we want our students to learn?What do we want our students to learn?
What do we want students to be able to know, do?What do we want students to be able to know, do?
Given what we know, what is the problem we need to address in order to achieve the outcome?
Given what we know, what is the problem we need to address in order to achieve the outcome?
What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?
How will we know that we are successful?How will we know that we are successful?
Thinking about overall goals –
Write three things students will learn from: •your course? •your service? •your office?
Learning Goals• Communication• Arts & Humanities• Science• Social Science• Civic Responsibility• Respect Diversity• Global Awareness• Personal Awareness
Goals/ValuesGoals/Values
OutcomesOutcomes
PlansPlans
ActionAction
MeasuresMeasures
What do we want our students to learn?What do we want our students to learn?
What do we want students to be able to know, do?What do we want students to be able to know, do?
Given what we know, what is the problem we need to address in order to achieve the outcome?
Given what we know, what is the problem we need to address in order to achieve the outcome?
What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?
How will we know that we are successful?How will we know that we are successful?
Student Learning Outcomes
S Specific
M Measurable
A Action-Oriented / Attainable / Appropriate
R Results-Oriented / Results-Focused
T Timely / Teachable
Student Learning Outcomes
• FORMAT:
Students should be able to<<action verb>> <<something>>
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Cite Associate Apply Analyze Arrange Appraise
Count Classify Calculate Appraise Assemble Assess
Define Compare Classify Calculate Collect Choose
Draw Compute Demonstrate Categorize Compose Compare
Identify Contrast Determine Classify Construct Criticize
List Differentiate Dramatize Compare Create Determine
Name Discuss Employ Debate Design Estimate
Point Distinguish Examine Diagram Formulate Evaluate
Quote Estimate Illustrate Differentiate Integrate Grade
Read Explain Interpret Distinguish Manage Judge
Recite Express Locate Examine Organize Measure
Record Extrapolate Operate Experiment Plan Rank
Repeat Locate Order Inspect Prepare Rate
Select Predict Practice Inventory Prescribe Recommend
State Report Restructure Question Produce Revise
Tabulate Restate Schedule Separate Propose Score
Tell Review Solve Summarize Specify Select
Trace Tell Translate Test Synthesize Standardize
Underline Translate Use Utilize Write Validate
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Cite Associate Apply Analyze Arrange Appraise
Count Classify Calculate Appraise Assemble Assess
Define Compare Classify Calculate Collect Choose
Draw Compute Demonstrate Categorize Compose Compare
Identify Contrast Determine Classify Construct Criticize
List Differentiate Dramatize Compare Create Determine
Name Discuss Employ Debate Design Estimate
Point Distinguish Examine Diagram Formulate Evaluate
Quote Estimate Illustrate Differentiate Integrate Grade
Read Explain Interpret Distinguish Manage Judge
Recite Express Locate Examine Organize Measure
Record Extrapolate Operate Experiment Plan Rank
Repeat Locate Order Inspect Prepare Rate
Select Predict Practice Inventory Prescribe Recommend
State Report Restructure Question Produce Revise
Tabulate Restate Schedule Separate Propose Score
Tell Review Solve Summarize Specify Select
Trace Tell Translate Test Synthesize Standardize
Underline Translate Use Utilize Write Validate
Lower Division Courses
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Cite Associate Apply Analyze Arrange Appraise
Count Classify Calculate Appraise Assemble Assess
Define Compare Classify Calculate Collect Choose
Draw Compute Demonstrate Categorize Compose Compare
Identify Contrast Determine Classify Construct Criticize
List Differentiate Dramatize Compare Create Determine
Name Discuss Employ Debate Design Estimate
Point Distinguish Examine Diagram Formulate Evaluate
Quote Estimate Illustrate Differentiate Integrate Grade
Read Explain Interpret Distinguish Manage Judge
Recite Express Locate Examine Organize Measure
Record Extrapolate Operate Experiment Plan Rank
Repeat Locate Order Inspect Prepare Rate
Select Predict Practice Inventory Prescribe Recommend
State Report Restructure Question Produce Revise
Tabulate Restate Schedule Separate Propose Score
Tell Review Solve Summarize Specify Select
Trace Tell Translate Test Synthesize Standardize
Underline Translate Use Utilize Write Validate
Upper Division Courses and Program Outcomes
Student Learning Outcomes
• FORMAT:
Students should be able to<<action verb>> <<something>>
Student Learning Outcomes
• Students should be able to comprehend, interpret, analyze and critically evaluate material in a variety of written and visual formats.
Student Learning Outcomes
• Identify four resources on campus for support.
Student Learning Outcomes
• Demonstrate the ability to communicate clearly and effectively.
Student Learning Outcomes
• Articulate the ethical standards of the profession.
Student Learning Outcomes
• Students will be able to describe, analyze and interpret…..
Student Learning Outcomes
• RULE OF THUMB:
If you have more than one action verb, keep the one that represents the highest order
of thinking.
Writing successful outcomes –
At your tables, you have an outcome that needs to be rewritten – work together at the large post-it notes along the wall to write a SMART outcome.
You’ll share with the group when when done!
Co-Curricular: Advising
"Good advising may be the single most underestimated characteristic of a successful
college experience."
Light, R.J. (2001) Making the most of college. Cambridge, MA: Harvard University Press.
Co-Curricular: Advising
•Student learning outcomes of academic advising are guided by our mission, goals, curriculum and co-curriculum.•Academic advising is more than selecting classes.
Turning Learning Goals and Outcomes into Plans
Goals/ValuesGoals/Values
OutcomesOutcomes
PlansPlans
ActionAction
MeasuresMeasures
What do we want our students to learn?What do we want our students to learn?
What do we want students to be able to know, do?What do we want students to be able to know, do?
Given what we know, what is the problem we need to address in order to achieve the outcome?
Given what we know, what is the problem we need to address in order to achieve the outcome?
What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?
How will we know that we are successful?How will we know that we are successful?
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Okay, now YOU try it!
•Action Verb Handouts•Template for Outcome Creation + Plans
Work together to write an outcome for a program/class at your table
Utilizing Course Outcomes
• Support Student Learning Outcomes• Reinforce the course description• State broad course results (what students will
learn)• Lead to course units (what teacher will teach)– Further defined by unit objectives
• Measured by assignments (what students will do)
Course Outcome Magic!
• Process vs. Product• Programmatic discussions/decisions– Creates value for Student Learning Outcomes– Course progression / curriculum spiraling
• Logical structure and sequence• Meaningful assessments
What’s Next?
Goals/ValuesGoals/Values
OutcomesOutcomes
PlansPlans
ActionAction
MeasuresMeasures
What do we want our students to learn?What do we want our students to learn?
What do we want students to be able to know, do?What do we want students to be able to know, do?
Given what we know, what is the problem we need to address in order to achieve the outcome?
Given what we know, what is the problem we need to address in order to achieve the outcome?
What specific actions will we take to achieve the outcome?What specific actions will we take to achieve the outcome?
How will we know that we are successful?How will we know that we are successful?
Measuring Student Learning11:15 a.m. to noon Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute for Student Learning Assessment
Building from sessions I and II, this session will focus on measuring student learning. At the end of this session, participants will be able to develop plans to effectively measure student learning outcomes, implement strategies to ensure an efficient and encompassing measurement process that is integrated in their work, and utilize various techniques to ensure reliability of measurements. Participants will also discuss how their measures tie into program, department, college, and institution outcomes.
Continual Improvement of Student Learning1:00 to 1:45 p.m. Tuesday, November 12, K-State Student Union Grand BallroomPart of the Institute for Student Learning Assessment
This final session focuses on using the knowledge, skills, and abilities developed in sessions I through III to put student-centered learning concepts into practice. At the end of this session, participants will be able to utilize evidence to improve student learning within programs and curricula, enhance departmental/unit student learning improvement plans, and persuade others to incorporate a student-centered mindset. Particular emphasis will be placed on high-impact practices and utilizing multiple sources of evidence to continually improve student learning.
Questions?
Melia Fritch – melia@ksu.eduShawna Jordan – jordan@ksu.eduShannon Washburn – sgw@ksu.edu
Credit for some ideas & slides to Higher Learning Commission: http://www.ncahlc.org/