creating learning outcomes and assignment descriptions
TRANSCRIPT
Creating Learning Outcomes and Assignment Descriptions
Today’s Learning Outcomes
Respond to common misconceptions regarding the design of instruction
Identify and utilize resources for setting measurable and achievable course goals related to communication competency
Distinguish between activities and assignments
Develop appropriate assignments for measuring students’ achievement of learning outcomes
Develop appropriate activities for helping students to master learning outcomes
Communicate learning outcomes, assignments, and activities clearly to students
Confronting Misconceptions
Common Misconceptions
1. Teaching is about sharing content
2. Creating a class is about deciding what content to cover
3. I only write learning outcomes because they are required by administrators
4. Most of the time I devote to a class is spent actually in the classroom or grading assignments
5. There’s an ideal teaching strategy
The Reality
1. Teaching is about helping students to become competent in an area• Both what they know and what
they can do2. Creating a class involves a
process of deciding what skills students need and how best to teach them
3. Learning outcomes are the driving force of the course4. Designing a great class requires a lot of time up front, but this can reduce the time you spend lecturing and re-teaching later.5. How you teach depends on what you are trying to accomplish
Creating Learning Outcomes
Purpose?
Good, Better, Best
Move from a focus on what you want students to “know” or “understand” to what you want students to be able to do as evidence
Example: Faculty will understand how a learning outcome is structured
Better: Faculty will:define learning outcomes
identify action verbs that they can use in creating learning outcomes
Avoid Phrases You Can’t Measure
• learn how to
• develop skills in
• discover
• appreciate
• value
• examine
• demonstrate understanding/knowledge of
• be aware
• gain the ability
• acquire
• grow/increase – unless you are really measuring this
Good, Better, Best
Make sure you really capture what you want students to do as a result of your class.
Best: Faculty will create measurable learning outcomes appropriate for their courses
Bloom’s Taxonomy1. Knowledge 2. Comprehension 3. Application
Recall information Interpret information in one’s own words
Use knowledge or generalization in a new situation
arrange namedefine orderduplicate recalllabel relatelist repeatmatch reproducememorize
classify reportdescribe restatediscuss reviewexplain selectexpress sortidentify tellindicate translatelocate
apply operatechoose practicedemonstrate preparedramatize scheduleemploy sketchillustrate solveinterpret use
4. Analysis 5. Synthesis 6. Evaluation
Break knowledge into parts and show relationships
Bring together parts to form whole and build relationships for new situations
Make judgments based on criteria
analyze differentiateappraise discriminatecalculate distinguishcategorize examinecompare experimentcontrast inventorycriticize questiondiagram test
arrange manageassemble organizecollect plancompose prepareconstruct proposecreate set updesign synthesizeformulate write
appraise evaluateargue judgeassess predictattack ratechoose scorecompare selectdefend supportestimate value
Morr
ison,
Ross
, K
alm
an
, &
Kem
p
(201
1)
Expanded Performance-Content Matrix
ContentPerformance
Recall Application
Facts
Concepts
Principles and Rules
Procedures
Interpersonal
Attitude(Morrison et al., 2011)
Components of Learning Outcome
Behavior• Create a visual aid
Context• for a 3-5 minute speech on
treating a health condition
Performance criteria• that shows an awareness of
patient needs, is visually appealing and communicates treatment options clearly
Norm Referencing• National Communication As
sociation
• Field-specific
• What does communication competency involve in your field?
Types of Teaching Knowledge
• Content knowledge• General pedagogical knowledge• Curriculum knowledge• Pedagogical content knowledge• Knowledge of learners and their
characteristics• Knowledge of educational contexts• Knowledge of educational ends, purposes,
and values(Shulman, 1987)
Task Analysis
Terminal Learning Outcomes
Employ language that enhances the speaker's credibility, promotes the purpose, and the receiver's understanding.
Enabling Learning Outcomes
• Define credibility• Identify language that makes speakers
appear more credible within a profession
• Identify the language that is understood by the audience
• Relate professional terminology to audience expectations
Task Analysis
Terminal Learning Outcomes
Communicate in a style appropriate to the professional nurse, through writing, speaking, and group participation.
Enabling Learning Outcomes• Choose appropriate technical vocabulary to
communicate concepts• Exhibit empathy for patients through nonverbal
gestures• Apply standard academic grammar principles to
written reports• Determine group members’ perspectives on a
topic through active listening and identify points of consensus
Assignments vs. Activities
Assignments
Activities
Learning Outcomes
• Listening• Reading• Researching• Writing• Presenting• Discussing• Designing• Building• Drawing• Graphing• Evaluating• Defending
Etc
Instruction
Developing Assignments• Focus on learning
outcomes
• What is proper evidence?
• Feasible for you?
• Feasible for your students?
Developing Activities
No magic formula
Round the learning cycle
Match activity to outcome
Learning Strategies
Content StrategiesFacts
Concepts
Principles and Rules
Procedures
Interpersonal
Attitude
Learning Strategies
Content StrategiesFacts Drills, lecture, mnemonic devices
Concepts Hear/view examples, sort into categories, compare and contrast, lecture, drills
Principles and Rules
Hear/view examples, complete worked examples, solve a problem, computer simulation, drills, paraphrase
Procedures View a demonstration, complete worked examples, solve a problem, computer simulation, list steps, paraphrase, practice
Interpersonal View a demonstration, mental rehearsal, role-playing, computer simulation, practice
Attitude Defend a position, mental rehearsal
In General
• Don’t just do one thing
• Carefully sequence activities
• This requires:• Clearly defining
learning outcomes• Listening to
students• Providing feedback
Communicatingwith Students
Assignment Description
• What will students need to do
• What are you expecting
• Think about your student’s perspective
• Get some feedback from actual students
- Be clear
- Be explicit
Giving Feedback
Good teaching requires good listening. • Pre-assess
• Periodically check for understanding
• How will students know how they are doing?
One Final Note
Evaluation
How will you know your class was successful?
• Formative Evaluation – ongoing checkpoints• Midterm evaluation
• Summative Evaluation – end of semester• Student products?• Student Feedback?• Self-reflection?
References
Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction. John Wiley & Sons, Inc.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 5, 1–22.
Questions?