Day 1 Handouts: 1)Bloom's taxonomy 2)Learning goal checklist 3)Course-scale goal slide 4)Tactics 5)Question Goals 1
1 Day 1 Handouts: 1) Bloom’s taxonomy 2) Learning goal checklist 3) Course-scale goal slide 4) Tactics 5) Question Goals
Are your students learning the main concepts? Defining learning goals and assessing as you go. Carl Wieman Value of explicit learning goals: 1)better define and guide what you want to teach. 2)define for students what they should be learning (and why). 3)essential for measuring what students are learning-- to guide improvement of instruction 2
2 Value of explicit learning goals: Carl Wieman Are your students learning the main concepts? Defining learning goals and assessing as you go. 1) better define and guide what you want to teach. 2) define for students what they should be learning (and why). 3) essential for measuring what students are learning -- to guide improvement of instruction
Plan of attack Wk 1:Developing and using topic and lecture learning goals Developing questions to assess learning goals Wk 2:More on assessing learning goals. Examining broader(course-scale)and longer term goals, better assessment through homework and exams Have found no substitute for discussion with peers and iteration. general and small group discussion and revisions. 3
3 Plan of attack Wk 1: Developing and using topic and lecture learning goals Developing questions to assess learning goals Wk 2: More on assessing learning goals. Examining broader (course-scale) and longer term goals, better assessment through homework and exams Have found no substitute for discussion with peers and iteration. ⇒ general and small group discussion and revisions
Explicit learning goals Basic definition:What should students be able to do after completing course? (How general attitudes or thinking are changed by course?) 。 Requirement of a learning goal:Must be measurable assessment and goals tightly linked Wide range of possible goals: From memorizing terminology to complex problem solving skills transferring ideas to new contexts thinking like a scientist (including interest and see relevance) (Reflection of what you want students to learn and at what level) 4
4 Explicit learning goals • Wide range of possible goals: From memorizing terminology to complex problem solving skills transferring ideas to new contexts thinking like a scientist (including interest and see relevance) (Reflection of what you want students to learn and at what level) • Basic definition: What should students be able to do after completing course? (How general attitudes or thinking are changed by course?) • Requirement of a learning goal: Must be measurable ⇒ assessment and goals tightly linked
Syllabus/Topic list Vs.Learning Goals Familiar >expand into learning goals. …good place to start Syllabus/Topic List Learning goals: Material covered (and time Outcome and student oriented: spent) Identifies what students will be able to do as a result of learning Defines what students are expected to learn 5
5 Learning goals: Outcome and student oriented: • Identifies what students will be able to do as a result of learning • Defines what students are expected to learn Syllabus/Topic list Vs. Learning Goals Syllabus/ Topic List • Material covered (and time spent) Familiar … good place to start expand into learning goals