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8/2/2019 Learning Outcomes Workshop QEP Web
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WritingLearning
OutcomesBest Practices
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Workshops LearningOutcomes
A ttendees will:
Summarize the role of learningoutcomes in instruction, in order toillustrate an understanding of assessments importance.
Why we are writing learning outcomes The role of learning outcomes in
assessment Why it is important to assess student
learning
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Workshops LearningOutcomes
A ttendees will:
Recognize the levels of BloomsTaxonomy, in order to select verbsthat map to instruction objectives.
Levels of behavioral outcomes Cognitive domain Levels of Blooms Taxonomy Blooms group activity
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Workshops LearningOutcomes
A ttendees will:
Construct learning outcomesfrom learning objectives, inorder to develop assessablelearning outcomes for QEPproposals.
Learning outcomes formula Characteristics of good learning
outcomes
Example learning outcomes
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What are learningoutcomes?
Formal statements that articulate: What students are able to do after
instruction
Why students need to do this
Objectives vs. Outcomes
Process/Fluid
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Why assess?
It builds evidence for accountability,accreditation and improvement.
Show evidence of how well our students learn.
Use evidence for continuousimprovement.
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S imply put
Know what you are doing
Know why you are doing it
Know what students are learningas a result
Changing because of thatinformation
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S hifting from
Teaching to learning
Teaching effectiveness to learningresults
Private affair to community property
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S ome benefits of learningoutcomes
select content
develop of instructional strategy
develop and select instructionalmaterials
construct tests and other instruments for assessing and evaluating
improve you as a teacher, and our
overall program
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Writing LearningOutcomes
Learning Outcomes Formula
Blooms Taxonomy
Characteristics of GoodLearning Outcomes
Learning Outcomes Exercise
Write Your Learning Outcomes
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T heory Into Practice5 Questions for Instructional Design
1 . What do you want the student to beable to do? (Outcome)
2. What does the student need to know inorder to do this well? (Curriculum)
3. What activity will facilitate the learning?(Pedagogy)
4. How will the student demonstrate thelearning? ( A ssessment)5. How will I know the student has done
this well? (Criteria)
A CRLs IIL Immersion Summer 2005
8/2/2019 Learning Outcomes Workshop QEP Web
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1. What do you want thestudent to be able to do?This question asks you to
develop the outcome.
For Example:Student identifies, consults and
evaluates reference books
appropriate to the topic inorder to locate backgroundinformation and statistics.
A CRLs IIL Immersion Summer 2005
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Learning OutcomesFormula
Verb
Or
A ction PhraseIn Order To
=GreatLearningOutcomes
What students need
to know?Student identifies,consults and evaluatesreference booksappropriate to the topic
Why do they need to
know this?locate background information and statistics.
In Order To
+
OR
Why?
A CRLs IIL Immersion Summer 2005
8/2/2019 Learning Outcomes Workshop QEP Web
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I mportance of Verbs
Behavioral Outcomes
A ffective Domain
Psychomotor Domain
Cognitive DomainBlooms Taxonomy
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C ognitive Domain
Involves knowledge and thedevelopment of intellectual skills
Blooms Taxonomy Hierarchy of objectives according to
cognitive complexity
Higher-level objectives include, andare dependant on lower levelcognitive skills
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B looms Taxonomy
KnowledgeComprehension
ApplicationA nalysis
Synthesis
Evaluation
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B looms Lower Levels
Knowledge Recalling previously learned
information such as facts,
terminology, rules, etc.
A nswers may be memorized or closely paraphrased from assignedmaterial.
Define, list, name, recall
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B looms Lower Levels
C ompre h ension A bility to comprehend the meaning of
material.
A nswers must be in the students ownwords while still using terminologyappropriate to the course material.
Explain, summarize, distinguishbetween, restate
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B looms Lower Levels
Demonstrate rote or surface learning
Declarative or Procedural Knowledge
A nswers found in the assigned materials
80% of HS teachers test at these levels
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B looms Higher Levels
A pplic at ion Requires recognizing, identifying, or
applying a concept or principle in a new
situation or solving a new problem.
May require identifying or generatingexamples not found in assigned materials.
Demonstrate, arrange, relate, adapt
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B looms Higher Levels
A n a lysis A bility to break material down into its component
parts and to understand its underlying structure
May require students to compare and contrastor explain how an example illustrates a givenconcept or principle.
Require students to identify logical errors or todifferentiate among facts, opinions,assumptions, hypotheses and conclusions
Expected to draw relationships between ideas
Differentiate, estimate, infer, diagram
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B looms Higher Levels
S yn th esis Opposite of A nalysis
A bility to combine parts to form a new whole; to
synthesize a variety of elements into an originaland significant whole.
Produce something unique or original
Solve some unfamiliar problem in a unique way
Combine, create, formulate, construct
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B looms Higher Levels
Ev a lu at ion A bility to e v a lu at e a total situation, to judge
the value of material for a certain purpose,combining elements of all the other categories and also value judgments basedon defined, fixed criteria.
The most important part of the answer is the
justification and rationale for the conclusion
Judge, critique, justify, discriminate
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B looms Higher Levels
Meaningful or deep learning
Go beyond textual material in that they must beinferred or extrapolated from the material in the
assigned material.
Students creativity, originality and criticalthinking is required at higher levels
More authentic than lower levels Thinking at this level is more likely to represent
types of performances required in the real world
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A ctivity
Break into groups. You will each beassigned a level of Blooms taxonomy.
Develop an activity to teach the rest of us the topic on the next slide usingtechniques common to your assignedlevel in Blooms.
You have 5-7 minutes to prepare your lesson/activity, and then you willpresent it to the rest of us.
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The Pledge of A llegiance
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T heory Into Practice5 Questions for Instructional Design
1 . What do you want the student to beable to do? (Outcome)
2. What does the student need to know inorder to do this well? (Curriculum)
3. What activity will facilitate the learning?(Pedagogy)
4. How will the student demonstrate thelearning? ( A ssessment)
5. How will I know the student has donethis well? (Criteria)
A CRLs IIL Immersion Summer 2005
8/2/2019 Learning Outcomes Workshop QEP Web
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1. What do you want thestudent to be able to do?This question asks you to
develop the outcome.
For Example:Student identifies, consults and
evaluates reference books
appropriate to the topic inorder to locate backgroundinformation and statistics.
A CRLs IIL Immersion Summer 2005
8/2/2019 Learning Outcomes Workshop QEP Web
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Learning OutcomesFormula
Verb
Or
A ction PhraseIn Order To
=GreatLearningOutcomes
What students need
to know?Student identifies,consults and evaluatesreference booksappropriate to the topic
Why do they need to
know this?locate background information and statistics.
In Order To
+
OR
Why?
A CRLs IIL Immersion Summer 2005
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Characteristics of GoodLearning Outcomes
Measurable/ A ssessableClear to the student & instructorIntegrated, developmental, transferableUse discipline-specific
competencies/standards as a basis notan endSimilar scope and scaleIn order to gets to the uniquenessand real world application of the
learningUse a variety of Blooms Taxonomylevels
A CRLs IIL Immersion Summer 2005
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E xample 1
Bad Outcome Students will name the three types of
rock in order to differentiate among
the three.
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E xample 1
Good Learning Outcome Students will compare and contrast
the characteristics of the three types
of rocks in order to differentiateamong the three.
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E xample 2
Bad Learning Outcome Discover that UT A rlington offers a
welcoming and helpful environment
which can fulfill their educational,cultural and social needs in order torecognize the universitys role inlifelong learning.
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E xample 3
Bad Outcome Use Illiad and Texshare in order to
access materials not available at UT A rlington Library.
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E xample 3
Good Outcome Utilize retrieval services in order to
obtain materials not owned by UT A rlington Library.
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Last E xample I Promise
Bad Outcome Students will construct bibliographies
and in-text references using discipline
appropriate styles in order tocontribute to academic discourse intheir discipline.
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Last E xample I Promise
Good Outcome Construct bibliographies and in-text
references using discipline
appropriate styles in order to correctlyattribute others' work and ideas.
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Lets Write a LearningOutcome
Were taking a friend camping for the first time (not roughing it toomuch).What do they need to know?
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Lets Write a LearningOutcome
Well concentrate on how to build afireWhy do we want our friend to beable to properly build a fire?
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Lets Write a LearningOutcome
Now lets write the learningoutcomeWhat is our verb (use Blooms)?Why?
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Lets Write an A ssignment-S pecific Learning
OutcomePick a major theme or issue from T he KiteRunner as the topic for your essay, discussthat topic using specific passages from thebook, and relate that topic to at least one other context. For instance, you may relate the topicto one or more essays, to personal experience,and/or to a real-life situation. Explore the topicin depth by looking for conflicts, relationshipsbetween ideas, and differing points of view.
Your submission must be 3-5 pages in length, double-spaced, using Times New Roman font and 1 inchmargins. Use proper ML A style for documentation of your sources, including parenthetical in-text citationsand a Works Cited page if you used outside sources.
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Lets Write an A ssignment-S pecific Learning
OutcomeWhat does the student need toknow?
Why do they need to know this?
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N ow the FU N B egins
Youll need the information sheetyou completed prior to theworkshop
Group together similar items fromyour list of objectivesUse Blooms taxonomy and thelearning outcomes formula tocreate learning outcomes thataddress your grouped objectives
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A Look I nto the Future
5 Questions for Instructional Design
1. What do you want the student to beable to do? (Outcome)
2 . What does the student need toknow in order to do this well?(Curriculum)
3 . What activity will facilitate thelearning? (Pedagogy)
4 . H ow will the student demonstratethe learning? (Assessment)
5 . H ow will I know the student hasdone this well? (Criteria)