Lecture-scale learning goals(2-3 per class period) Example:Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components. Check-list for creating lecture-scale learning goals: Is goal expressed in terms of what the student will achieve?Does it identify what students will be able to do after the topic is covered? Is the Bloom's level of the goal aligned with your expectations for students'learning ..Is this what students will be able to do if they "understand"the topic at the level you want? If you expect reasoning for "why",does it convey that? Could you expect a higher level goal? vIs it well-defined?Is it clear how you would test achievement? Do chosen verbs have a clear meaning? VIs terminology familiar/common?If not,is the terminology a goal? Not every goal can achieve the following,but if you can express it to address these,that is better: Is it relevant and useful to students?(e.g.connected to their everyday life,or does it represent a useful application of the ideas). 11
11 Lecture-scale learning goals (2-3 per class period) Example: Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components. Check-list for creating lecture-scale learning goals: Is goal expressed in terms of what the student will achieve? Does it identify what students will be able to do after the topic is covered? Is the Bloom’s level of the goal aligned with your expectations for students’ learning … Is this what students will be able to do if they “understand” the topic at the level you want? If you expect reasoning for “why”, does it convey that? Could you expect a higher level goal? Is it well-defined? Is it clear how you would test achievement? Do chosen verbs have a clear meaning? Is terminology familiar/common? If not, is the terminology a goal? Not every goal can achieve the following, but if you can express it to address these, that is better: Is it relevant and useful to students? (e.g. connected to their everyday life, or does it represent a useful application of the ideas).
Introduction to Molecular and Cell Biology Original L.G. Problems Describe how the process of Low level goal-explicitly extracting information from encourages students to genetic material is regulated memorize the steps from at each step of conversion DNA to protein of DNA to RNA to protein. NewL.G. Advantages Propose two different ways Higher level goal-encourages that an abnormal protein student to think about how could be made in a cell, proteins work,how they are resulting in disease produced,and how they can symptoms. be altered by mutations in DNA. 12
12 Low level goal—explicitly encourages students to memorize the steps from DNA to protein Describe how the process of extracting information from genetic material is regulated at each step of conversion of DNA to RNA to protein. Original L.G. Problems Introduction to Molecular and Cell Biology Higher level goal—encourages student to think about how proteins work, how they are produced, and how they can be altered by mutations in DNA. Propose two different ways that an abnormal protein could be made in a cell, resulting in disease symptoms. New L.G. Advantages
What level is this and do you have suggestions for improving You should know how to apply Ohm's Law,and be able to calculate v,l,and R for various circuit configurations. 13
13 What level is this and do you have suggestions for improving ? • You should know how to apply Ohm’s Law, and be able to calculate V, I, and R for various circuit configurations
Levels of learning goals Topic Provincial Government/Democracy With partner write two specific learning goals: -1 learning goal at Blooms Level (1 or 2)and decide what level it is. -1 learning goal at Blooms Level (3-6)and decide what level it is. Goals: To be able to use Bloom's taxonomy to help craft and to identify learning goals at various cognitive levels. To be able to debate the limitations of relying solely on the verb to define the level. 14
14 Levels of learning goals • With partner write two specific learning goals: – 1 learning goal at Blooms Level (1 or 2) and decide what level it is. – 1 learning goal at Blooms Level (3-6) and decide what level it is. Topic = Provincial Government/Democracy Goals: To be able to use Bloom’s taxonomy to help craft and to identify learning goals at various cognitive levels. To be able to debate the limitations of relying solely on the verb to define the level
Next Activity: Work on your learning goals with your table group e Share with each other some of the learning goals(LG)that you have for a class that you teach. Pick one that you feel could be improved. Use your white boards to work on revising the LG. Compare the current wording of the LG to the quidelines we have provided (identify the "level"of this LG,and whether it is too broad or too narrow). - Discuss how the LG could be rewritten to better state your true goal. 15
15 Next Activity: Work on your learning goals with your table group • Share with each other some of the learning goals (LG) that you have for a class that you teach. • Pick one that you feel could be improved. • Use your white boards to work on revising the LG. – Compare the current wording of the LG to the guidelines we have provided (identify the “level” of this LG, and whether it is too broad or too narrow). – Discuss how the LG could be rewritten to better state your true goal