Presenting and designing skill goals by using learning outcomes descriptions In the curriculum planning for the academic year 2015-2016 the aim is to focus.

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Presentation transcript:

Presenting and designing skill goals by using learning outcomes descriptions In the curriculum planning for the academic year the aim is to focus especially on describing skill goals/aims and learning outcomes, and further, on the ways to support students’ learning of important academic skills. Next slide includes a picture of the components of an academic degree of high quality. As you write the skill goals and learning outcomes for your course, think, how your own course will support students in learning these academic skills. You can find also a short introduction to writing learning outcomes attached. Happy curriculum work for you all! Dos., KT, yoleht. Laura Hirsto, Helsingin yliopisto/ Teologinen tiedekunta

Components of an academic degree of high quality (UH , HY’s manual of processes) Dos., KT, yoleht. Laura Hirsto, Helsingin yliopisto/ Teologinen tiedekunta

What is a learning outcome? (Source) Learning outcomes are statements of what students will learn in a class, course or in a session. The statements are focused on student learning (What will students learn today?) rather than instructor teaching (What am I going to teach today?). These statements should include a verb phrase and an impact ("in order to") phrase -- what students will do/be able to do and how they will apply that skill or knowledge. An example: A teaching goal/aim: Theory X will be be covered during the course. (Opintojaksolla käydään läpi teoria X.)  Translation to a learning outcome: Learning outcome: After the course student will be able to apply theory X in order to analyze operations Y. (Opintojakson jälkeen opiskelija osaa soveltaa teoriaa X operaatioiden Y analysointiin.) Dos., KT, yoleht. Laura Hirsto, Helsingin yliopisto/ Teologinen tiedekunta

How do I write learning outcomes? Bloom's Taxonomy of Educational Objectives (published in 1956 and revised in 2001) gives you a way to express learning outcomes in a way that reflects cognitive skills. There are five levels (lowest to highest cognitive skills): Knowledge/remembering Comprehension/understanding Application/applying Analysis/analyzing Evaluation/evaluating Synthesis/creating You can use Bloom's taxonomy to identify verbs to describe student learning on different levels. Examples: Knowledge/Remembering: define, list, recognize Comprehension/Understanding: characterize, describe, explain, identify, locate, recognize, sort Application/Applying: choose, demonstrate, implement, perform Analysis/Analyzing: analyze, categorize, compare, differentiate Evaluation/Evaluating: assess, critique, evaluate, rank, rate Synthesis/Creating: construct, design, formulate, organize, synthesize Dos., KT, yoleht. Laura Hirsto, Helsingin yliopisto/ Teologinen tiedekunta

Osaamistavoitteen osat /Parts in writing learning outcomes Dos., KT, yoleht. Laura Hirsto, Helsingin yliopisto/ Teologinen tiedekunta After the course Student will be able to..create....evaluate....analyze....apply....name....list.. Certain academic or professional piece of knowledge/ skill/ attitude Learning outcome (ILO)