After today's activities, you will able to: identify and discuss the elements of a well-constructed student learning outcome (an objective) begin drafting at least one objective that incorporates aspects of sustainability into your class

Backward Course Design Identify desired results Determine acceptable evidence Plan learning experiences

Bloom’s Taxonomy Blooms is important as it is a way to think about the tasks that you are asking people to perform; with this model, you can analyze your planning to be sure to include critical and creative thinking. Present this idea, refer to Bb for handout Use questions on handout for tech reflection fodder Larger question: what kinds of tasks are you asking your students to perform? Repeat the ideal gas law Paraphrase the ideal gas law With some values for P and V, find T --- How does the ideal gas law compare to real findings? Are there other ways to describe the behavior of gasses in different conditions? Advantages/disadvantages to each? Measuring the actual behavior of real gasses at different P, T, V, “discover” the gas law In a real experiment, evaluate the usefulness of the ideal gas law, given your conditions **Take a minute to sketch and label this diagram**

Objectives Are these good? Clearly articulate the stages of cell division to the students. Understand the role of DNA in cell division List the geologic eras of the earth Write a research proposal Audience: objectives are what students should be able to do, not teachers… Behavior: what is the observable result, “explain, describe, summarize…”, not understand, know, appreciate, etc. Condition: any specific situation during which the objective must be met: orally in small groups, as sections of a written paper, etc. Degree: how well the student must do to be considered proficient: an outline, a draft, one appropriate for a dissertation, or publication, etc.

Draft a basic research proposal that meets the satisfactory (3) levels for each criterion described in the rubric.

Objective Draft Identify an objective that will include an element of sustainability. Write/rewrite it using ABCD criteria.

Elements of an Objective Audience: objectives are what students should be able to do, not teachers… Behavior: what is the observable result: explain, describe, summarize, create…, (not understand, know, appreciate, etc.) Condition: any specific situation during which the objective must be met: orally in small groups, as sections of a written paper, etc. Degree: how well the student must do to be considered proficient: an outline, a draft, one appropriate for a dissertation, or publication, etc.

After today's activities, you will able to: identify and discuss the elements of a well-constructed student learning outcome (an objective) begin drafting at least one objective that incorporates aspects of sustainability into your class

CIT Course Design Institute August 14-16, 2017 You will leave the institute with a brand new syllabus and ideas for assessments and in-class activities. Participants receive a $500 stipend. Open to Duke University faculty of any rank, or to academic staff, who teach undergraduates Applications are due by Friday, July 14 at 5:00 PM https://cit.duke.edu/