Learning outcomes 17 may 2011 revised

Learning outcomes 17 may 2011 revised

• 1.
  Creating clearer intendedlearning outcomes UWC Teaching and Learning Retreat Dr Melvyn November 16 May 2011
• 2.
  Learning outcomes At theend of the session, participants should be able to: 3. Identify the advantages of making learning outcomes explicit. 5. Integrate elements from an appropriate framework(s) to develop learning outcomes. 7. Apply the guidelines for creating learning outcomes to create clearer outcomes.
• 3.
  1. Learning outcomesare “ … the specific intentions of a programme or module, written in specific terms” (Smit, 2011). “ … statements that provide … a common understanding by course providers …for course takers … of what is to be achieved …” (Butcher, et al., 2006, p. 40). “We must have a clear idea of what we want students to be able to do at the end of a unit of study and communicate these intended learning outcomes to students to they can at least share in the responsibility of achieving them” (Houghton, 2004).
• 4.
  Benefits of learningoutcomes Learning outcomes: • Help students to focus what to study. • Give clarity about the scope of the curriculum. • Provide students with a set of expectations -what they should be able to do as a result of our teaching and their learning (Butcher, et al., 2006, pp. 40-1).
• 5.
  Curriculum alignment “We firsthave to be clear what we want students to learn, and then teach and assess accordingly in an aligned system of instruction” (Biggs, 1996).
• 6.
  2. Integrate Outcomes& Assessment Knowledge •Recall •Comprehension •Application •Analysis •Evaluation Attitudes Skills •Behaviour •Communication •Teamwork •Time Management •Key Personal Qualities •Problem Solving •Professionalism •Self Learning •Motivation • Source: Prof. Philip Hirschsohn
• 7.
  2. Frameworks Learning Type of learning Taxonomy of domain Cognitive Mental skills Knowledge Bloom Growth in feelings Affective or Attitude Krathwohl emotional areas Psycho-motor Manual or physical skills Skills Simpson
• 9.
  Bloom’s 3 higherorder thinking skills • Analysis List four ways of dealing with x and explain which ones have the highest benefits for SMMEs. Provide references to support your statements. • Synthesis Convert a negative trial balance for the company to a positive one replacing your choice of expenses. Explain the benefits of using the expenses you chose vs. the original ones. • Evaluation Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not? http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives. Accessed 17 July 2009
• 10.
  Krathwohl's Taxonomy ofAffective Domain
• 11.
  3. Guidelines forcreating ILOs Learning outcomes are characterised by being: S pecific - Provide details of aspect of expectation M eaningful - Written in understandable language A ppropriate - Suit the learners’ abilities & experience R ealistic - Are achievable given time constraints T estable - Some measure of progress/ achievement towards them can be made (Butcher, et al., p. 41, 2006)
• 12.
  Verbs to avoid •Action verbs introduce the learning outcomes, but reconsider the use of ‘discuss’ and ‘Demonstrate and understanding of’. • Avoid using verbs that are not active verbs: – Understand – Demonstrate an understanding of – Be aware of – Perceive – Appreciate – Discuss
• 13.
  “Learning outcomes allowall concerned to share an idea of the journey and landmarks en route…” (Butcher, et al., 2006).