Welcome to I+D Lab 2016

Session Outcomes:

At the end of this session, you will:

•  Have formulated a transformational goal/vision statement for your course.

•  Be able to explain the importance of outcomes for enhanced student learning.

•  Constructed an initial learning outcome for your course.

What is Backward Design? Emphasizes the use of learning outcomes as the driver in designing instruction, performance assessments and student learning experiences.

Learning Outcomes

Feedback & Assessment

Teaching and

Learning Activities

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.-Stephen R. Covey, The Seven Habits of Highly Effective People !

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3 Part Process

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3 Part Process

Identify desired results

Determine assessment evidence

Plan learning experiences and

instruction

What do I want the students to understand, know and be able to do?

How do I check they have learned?

Which learning activities will lead students to the desired end result and demonstrate learning?

Standard Course Planning

Backward Design

1.  Choose Textbook 2.  Write Syllabus 3.  Write/Revise lectures 4.  Prepare PowerPoint 5.  Write exams/learning

activities/problems sets

1.  Formulate broad learning goals

2.  Set specific learning

outcomes 3.  Design assessments 4.  Develop learning activities

(lectures, homework, projects, etc.)

Course Alignment

By the end of the class, the student will …

Learning Outcomes

Assessments Instructional Activities

Activity: Course Vision Statement In one sentence write your course vision

statement. Think, “what is the point of my course?” !

!Formulate the big goal that will result in

transformation. !! •  What lasting impact would I like this course to have on students?

•  How will this course change them?

•  Helps students learn more effectively•  Shifts focus from teaching to learning•  Identifies central aspects of the discipline•  Creates a cohesive curriculum•  Improves focus and strategy

The Role of Outcomes

Taking  a  course  without  learning  outcomes  is  like  …  

Driving  at  night  without  headlights.  

Going  to  a  restau

rant  and  being    

asked  to  order  w

ithout  a  menu.  

Walking  downstairs    with  a  blindfold  on.  

Running  a  race  with  no  finish  line.  

Reading  a  book  and  not  understanding  what  you  read  by  the  end.  

Climbing  Mount  Everest  in  a  Blizzard.  

Being  asked  to  find  a  needle  in  a  haystack.  

Goals, Objectives, and Outcomes

Bloom’s Taxonomy

Bloom’s Taxonomy

Remembering: can the student recall of remember the information?

Define, duplicate, list, memorize, recall, repeat, reproduce, state

Understanding: can the student explain ideas or concepts

Classify, describe, discuss, explain, identify, locate, recognize, report, paraphrase

Applying: can the student use the information in a new way?

Choose, demonstrate, dramatize, illustrate, interpret, operate, sketch, solve, use, write

Analyzing: can the student distinguish between the different parts?

Appraise, compare, contrast, criticize, differentiate, examine, question, test

Evaluating: can the student justify a stand or decision?

Appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create a new product or point of view?

Assemble, construct, create, design, develop, write

•  Specify a behavior that is observable and measureable

•  Use an action verb such as "describe" or "justify" versus verbs like "understand" or "appreciate"

•  State the criterion for acceptable performance

•  Describe the conditions under which the outcome is measured

A well-written learning outcome should be specific and clear versus generic and vague

By the end of the class/module/course, given a newspaper article on a scientific discovery, a student will be able to identify three sentences that illustrate characteristics of science, define those characteristics, and explain why the sentences are good examples.

Conditions

Behavior

Criterion

Learning Outcomes

Checklist for writing learning outcomes

q Does the outcome statement focus on what the student��� should know or be able to do?

q  Is the behavior observable and measureable?

q Are the criteria and conditions specified?

q  Is an active verb used (e.g., predict) versus a vague term��� (e.g., appreciate)?

q  Is the outcome statement specific and clear?

q  Is the outcome capable of being assessed?

q Do the outcomes reflect different levels in Bloom's taxonomy?

q Are the outcomes realistic given the time frame & resources?

Crafting Learning Outcome

Understand the principles of public speaking.

Find materials for and deliver an effective speech.

Crafting Learning Outcome Bad

Better

Understand the principles of public speaking.

Find materials for and deliver an effective speech.

Explain the principles of public speaking through the course discussion board.

Deliver a speech that follows the principles discussed in Module 3.

ACTIVITY: The good, the bad, and the ugly of outcomes

http://bit.ly/21E07zN

The following statement may get you started:

As a result of participating in (program or experience), students should be able to (action verb) + (defined by explicit and observable terms).

ACTIVITY: Write an Outcome