S1: Difference between revisions
From The Eco-STEM Wiki
mNo edit summary |
Corinbowen (talk | contribs) |
||
| (One intermediate revision by the same user not shown) | |||
| Line 1: | Line 1: | ||
= ''[[Structure]]'' S1: Provides clear goals/outcomes = | = ''[[Structure]]'' S1: Provides clear goals/outcomes = | ||
=== Practices === | |||
* | * Great structure starts with clear goals. It is a good idea to review the learning goals of the course to ensure that they are clear, measurable and generate significant learning experiences. | ||
* | === Activities === | ||
* There are many tools available for instructors to use to design the learning goals and outcomes. [https://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf L. Dee Feek's "What is Significant Learning?"] can help instructors design learning goals in six categories: fundamental knowledge, application, integration, learning skills, caring, and human dimension. <ref>Feek, L. D. ''What is Significant Learning?'' https://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf</ref> | |||
* To develop measurable learning outcomes, you can also employ Bloom’s Taxonomy, which is a system that divides analytical tasks and learning into different levels of difficulty. [https://www.valamis.com/hub/blooms-taxonomy This link] provides an overview of the original and revised taxonomies, as well as a list of action verbs <ref>''Bloom's taxonomy: Revised levels, verbs for objectives''. Valamis. (2022). https://www.valamis.com/hub/blooms-taxonomy</ref>. [https://www.clearhq.org/resources/2020%20AEC/Revised%20Blooms%20Taxonomy%20Action%20Verbs.pdf Action verbs] <ref>Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-%20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf</ref> are used to describe desired student activities. Another resource for Overview and history of Bloom’s taxonomy, with revisions, is [https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ here] <ref>Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/</ref>. [https://nrich.maths.org/5826 Here], you can find a helpful description of the different levels of Bloom's Taxonomy <ref>Piggott, J. (2017). ''Bloom's Taxonomy.'' University of Cambridge: Faculty of Mathematics. https://nrich.maths.org/5826</ref>. | |||
[[File:Bloom's_Revised_Taxonomy.jpg|center|thumb|848x848px]] | |||
* After developing the learning goals/outcomes, it is good to articulate them with your students. One way to do this is to provide a visual syllabus. Here is an example: | |||
[[File:VisualSyllabus.png|alt=|Example of a Visual Syllabus|center|frame]] | [[File:VisualSyllabus.png|alt=|Example of a Visual Syllabus|center|frame]] | ||
| Line 19: | Line 19: | ||
[[S1.3|S1.3: Gives clear instructions on activities and assignments and tied them to student learning outcomes]] | [[S1.3|S1.3: Gives clear instructions on activities and assignments and tied them to student learning outcomes]] | ||
---- | |||
Latest revision as of 14:30, 11 August 2022
Structure S1: Provides clear goals/outcomes
Practices
- Great structure starts with clear goals. It is a good idea to review the learning goals of the course to ensure that they are clear, measurable and generate significant learning experiences.
Activities
- There are many tools available for instructors to use to design the learning goals and outcomes. L. Dee Feek's "What is Significant Learning?" can help instructors design learning goals in six categories: fundamental knowledge, application, integration, learning skills, caring, and human dimension. [1]
- To develop measurable learning outcomes, you can also employ Bloom’s Taxonomy, which is a system that divides analytical tasks and learning into different levels of difficulty. This link provides an overview of the original and revised taxonomies, as well as a list of action verbs [2]. Action verbs [3] are used to describe desired student activities. Another resource for Overview and history of Bloom’s taxonomy, with revisions, is here [4]. Here, you can find a helpful description of the different levels of Bloom's Taxonomy [5].
- After developing the learning goals/outcomes, it is good to articulate them with your students. One way to do this is to provide a visual syllabus. Here is an example:
Example of a Visual Syllabus
Observable Behaviors:
S1.1: Provides purpose and learning outcomes of the lesson
S1.2: Places the lesson into the overall arc of the course
- ↑ Feek, L. D. What is Significant Learning? https://www.wcu.edu/WebFiles/PDFs/facultycenter_SignificantLearning.pdf
- ↑ Bloom's taxonomy: Revised levels, verbs for objectives. Valamis. (2022). https://www.valamis.com/hub/blooms-taxonomy
- ↑ Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-%20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf
- ↑ Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
- ↑ Piggott, J. (2017). Bloom's Taxonomy. University of Cambridge: Faculty of Mathematics. https://nrich.maths.org/5826
