Learning objectives and developing of learning ILOs

Learning objectives and developing of learning ILOs

• 1.
  OUTCOMES-BASED TEACHING AND LEARNING Whatis it, Why is it, How do we make it work?
• 2.
  OBTL based onsuch questions as: • What do I intend my students to be able to do after my teaching that they couldn’t do before, and to what standard? • How do I supply learning activities that will help them achieve those outcomes? • How do I assess them to see how well they have achieved them?
• 3.
  NOT what theteacher is going to teach, but WHAT the outcome of that teaching is intended to be in the form of a statement of what the learner is supposed to be able to do and at what standard: the Intended Learning Outcome (ILO)
• 4.
  When students attendlectures, however, their main activity is receiving, not doing. Hence we need to devise Teaching Learning Activities (TLAs) that require students to apply, invent, generate new ideas, diagnose and solve problems—or whatever other things they are expected to be able to do after they complete a course.
• 5.
  Assessment Tasks (ATs)that tell us, not to how well students have received knowledge, but how they can use it in academically and professionally appropriate ways, such as solving problems, designing experiments, or communicating with clients.
• 6.
  Designing Course LearningObjectives 6
• 7.
  Common Terminologies Outcomes: What skillsyou want students to acquire by the end of the course? Objectives: What is the purpose of a particular content/activity/assessment? Alignment: Outcome->Objective->Content->Activity->Assessment Assessment: How to determine that the objectives have been achieved? 7
• 8.
  Course Learning Objectives 8 • Shouldbe measurable and meaningful • Should indicate expected student learning across learning activities • Should align to the teaching/learning activities and assessments • Should include multiple levels of learning based on Bloom’s Taxonomy • Should be clearly stated and visible to students
• 9.
  Course Objectives 4 Course Outcomes •Courseoutcomes are broad goals that outline what the instructor intends to teach. •They content focus and on skills the general that students should learn. •Example: "To understand the fundamental concepts of ____." specific, •Course objectives are measurable statements detailing what students should be able to do by the end of the course. •They focus knowledge demonstrate. on the abilities and that students should •Example: "Students will be able to explain the process of ______." Outcomes vs. Objectives
• 10.
  •Course Outcomes: Instructor- centered,broad, content-focused. •Course Objectives: Student- centered, specific, performed- focused Objectives vs. Outcomes 10
• 11.
  Alignment Outcome -> Objective-> Content -> Activity -> Assessment 11
• 12.
  Writing Objectives 12 • Decidethe level of Bloom’s Taxonomy • Select a descriptive verb from the chosen level • Write the objective in a measurable and meaningful way • Include the performance, criteria and condition (if any)
• 13.
  Bloom’s Taxonomy Helpful Resource:https://leverageedu.com/discover/school-education/blooms-taxonomy/ 13
• 14.
  Bloom’s Taxonomy 14
• 15.
  Measurable & Meaningful Makeit Measurable! • How do you know if someone achieved it? • Avoid understand, learn, know etc Make it Meaningful! • Does it apply to real life? • Does it help them do something else that they do in real life? 15
• 16.
  The Whole Objective •Performance (do what?) • Criteria (to what standard?) • Conditions (under what conditions?) 16
• 17.
  Common Mistakes • Usingobjectives that are not measurable • Mistaking activities with objectives • Unrealistic expectations • Too simplistic! 17
• 18.
  Bingo or Ludo