From Syllabus/Topic list To Learning Goals Familiar ..good place to start .expand this into learning goals Learning goals: Course-scale learning goals (~5 to 10 per course) Syllabus/Topic List-Topic-scale learning goals (~2-5 per topic) Lecture-scale learning goals (~2-3 per class period) (~learning objectives) Consistency,Alignment 6
6 Learning goals: Course-scale learning goals (~5 to 10 per course) Topic-scale learning goals (~2-5 per topic) Lecture-scale learning goals (~2-3 per class period) (~learning objectives) From Syllabus/Topic list To Learning Goals Syllabus/ Topic List Familiar … good place to start … expand this into learning goals Consistency, Alignment
Course-scale learning goals (5-10) One Lecture-scale Learning CONTENT Goal could touch upon SKILLS several course-level goals HABITS OF MIND AFFECTIVE BELIEFS Course-scale learning goals Lecture-scale learning goals Recognize that the behavior of the Be able to design a fluorescent world around you is not magical and light bulb and to explain and mysterious,but rather can be justify the requirements on the understood and predicted using various basic components. certain fundamental principles. Understand the properties and motion of electric charges and use this knowledge to predict and explain various aspects of electricity. 7
7 Course-scale learning goals (5-10) CONTENT SKILLS HABITS OF MIND AFFECTIVE & BELIEFS Lecture-scale learning goals Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components. One Lecture-scale Learning Goal could touch upon several course-level goals Course-scale learning goals Recognize that the behavior of the world around you is not magical and mysterious, but rather can be understood and predicted using certain fundamental principles. Understand the properties and motion of electric charges and use this knowledge to predict and explain various aspects of electricity
Course-scale learning goals (5-10) CONTENT:Be able to analyze,explain,and predict the motion of ob jects in the world around you SKILLS:Cognitive/Process skills: Reasoning,Problem Solving,Evaluating,Critiquing.. Technical skills: Computer skills(debugging,software specific,.. HABITS OF MIND:Think like a Use alternative representations;Compare and contrast;Reflect;Strategize,justify,and plan; AFFECTIVE:Appreciate,Enjoy,Value, (e.g.Recognize that the behavior of the world around you is not magical and mysterious,but rather can be understood and predicted using certain fundamental principles.) BELIEFS:About nature of learning and doing (e.g.Believe that learning and doing physics is more about reasoning and making sense,not memorizing.) 8
8 Course-scale learning goals (5-10) CONTENT: SKILLS: HABITS OF MIND: AFFECTIVE: BELIEFS: Be able to analyze, explain, and predict the motion of objects in the world around you Cognitive/Process skills: Reasoning, Problem Solving, Evaluating, Critiquing… Technical skills: Computer skills (debugging, software specific, … Think like a _______: Use alternative representations; Compare and contrast; Reflect; Strategize, justify, and plan; Appreciate, Enjoy, Value, (e.g. Recognize that the behavior of the world around you is not magical and mysterious, but rather can be understood and predicted using certain fundamental principles.) About nature of learning and doing ______: (e.g. Believe that learning and doing physics is more about reasoning and making sense, not memorizing.)
Bloom's Taxonomy of the Cognitive Domain (~content+skills+habits of mind) 1.Factual Knowledge:remember and recall factual information 2.Comprehension:demonstrate understanding of ideas,concepts 3.Application:apply comprehension to unfamiliar situations 4.Analysis:break down concepts into parts 5.Synthesis:transform,combine ideas to create something new 6.Evaluation:think critically about and defend a position 9
9 Bloom's Taxonomy of the Cognitive Domain (~= content+skills+habits of mind) 1. Factual Knowledge: remember and recall factual information 2. Comprehension: demonstrate understanding of ideas, concepts 3. Application: apply comprehension to unfamiliar situations 4. Analysis: break down concepts into parts 5. Synthesis: transform, combine ideas to create something new 6. Evaluation: think critically about and defend a position
Bloom's Taxonomy of the Cognitive Domain (~content+skills+habits of mind) 1.Factual Knowledge:remember and recall factual information Define,List,State,Label,Name,Describe 2.Comprehension:demonstrate understanding of ideas,concepts Describe,Explain,Summarize,Interpret,Illustrate 3.Application:apply comprehension to unfamiliar situations Apply,Demonstrate,Use,Compute,Solve,Predict,Construct,Modify 4.Analysis:break down concepts into parts Compare,Contrast,Categorize,Distinguish,Identify,Infer 5.Synthesis:transform,combine ideas to create something new Develop,Create,Propose,Formulate,Design,Invent 6. Evaluation:think critically about and defend a position Judge,Appraise,Recommend,Justify,Defend,Criticize,Evaluate Higher level:Require deeper conceptual understanding 10
10 Bloom's Taxonomy of the Cognitive Domain (~= content+skills+habits of mind) 1. Factual Knowledge: remember and recall factual information 2. Comprehension: demonstrate understanding of ideas, concepts 3. Application: apply comprehension to unfamiliar situations 4. Analysis: break down concepts into parts 5. Synthesis: transform, combine ideas to create something new 6. Evaluation: think critically about and defend a position Define, List, State, Label, Name, Describe Describe, Explain, Summarize, Interpret, Illustrate Apply, Demonstrate, Use, Compute, Solve, Predict, Construct, Modify Compare, Contrast, Categorize, Distinguish, Identify, Infer Develop, Create, Propose, Formulate, Design, Invent Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate Higher level: Require deeper conceptual understanding