Creating Learning Outcomes and Assignment Descriptions

Today’s Learning Outcomes  Respond to common misconceptions regarding the design of instruction  Identify and utilize resources for setting measurable and achievable course goals related to communication competency  Distinguish between activities and assignments  Develop appropriate assignments for measuring students’ achievement of learning outcomes  Develop appropriate activities for helping students to master learning outcomes  Communicate learning outcomes, assignments, and activities clearly to students

Confronting Misconceptions

Common Misconceptions 1.Teaching is about sharing content 2.Creating a class is about deciding what content to cover 3.I only write learning outcomes because they are required by administrators 4.Most of the time I devote to a class is spent actually in the classroom or grading assignments 5.There’s an ideal teaching strategy

The Reality 1.Teaching is about helping students to become competent in an area Both what they know and what they can do 2.Creating a class involves a process of deciding what skills students need and how best to teach them 3. Learning outcomes are the driving force of the course 4. Designing a great class requires a lot of time up front, but this can reduce the time you spend lecturing and re- teaching later. 5. How you teach depends on what you are trying to accomplish

Creating Learning Outcomes

Purpose?

Good, Better, Best Move from a focus on what you want students to “know” or “understand” to what you want students to be able to do as evidence

Avoid Phrases You Can’t Measure learn how to develop skills in discover appreciate value examine demonstrate understanding/knowledge of be aware gain the ability acquire grow/increase – unless you are really measuring this

Good, Better, Best Make sure you really capture what you want students to do as a result of your class.

Bloom’s Taxonomy 1.Knowledge2. Comprehension3. Application Recall informationInterpret information in one’s own words Use knowledge or generalization in a new situation arrange name define order duplicate recall label relate list repeat match reproduce memorize classify report describe restate discuss review explain select express sort identify tell indicate translate locate apply operate choose practice demonstrate prepare dramatize schedule employ sketch illustrate solve interpret use 4. Analysis5. Synthesis6. Evaluation Break knowledge into parts and show relationships Bring together parts to form whole and build relationships for new situations Make judgments based on criteria analyze differentiate appraise discriminate calculate distinguish categorize examine compare experiment contrast inventory criticize question diagram test arrange manage assemble organize collect plan compose prepare construct propose create set up design synthesize formulate write appraise evaluate argue judge assess predict attack rate choose score compare select defend support estimate value Morrison, Ross, Kalman, & Kemp (2011)

Expanded Performance-Content Matrix Content Performance RecallApplication Facts Concepts Principles and Rules Procedures Interpersonal Attitude (Morrison et al., 2011)

Norm Referencing National Communication Association National Communication Association Field-specific What does communication competency involve in your field?

Components of Learning Outcome Behavior Create a visual aid Context for a 3-5 minute speech on treating a health condition Performance criteria that shows an awareness of patient needs, is visually appealing and communicates treatment options clearly

Assignment s Activities Learning Outcomes Listening Reading Researching Writing Presenting Discussing Designing Building Drawing Graphing Evaluating Defending Etc Instruction

Developing Assignments Focus on learning outcomes What is proper evidence? Feasible for you? Feasible for your students?

Assignment Description What will students need to do What are you expecting Think about your student’s perspective Get some feedback from actual students - Be clear - Be explicit

Giving Feedback Good teaching requires good listening. Pre-assess Periodically check for understanding How will students know how they are doing?

Lesson Planning

Task Analysis Terminal Learning Outcomes Employ language that enhances the speaker's credibility, promotes the purpose, and the receiver's understanding. Enabling Learning Outcomes Define credibility Identify language that makes speakers appear more credible within a profession Identify the language that is understood by the audience Relate professional terminology to audience expectations

Task Analysis Terminal Learning Outcomes Communicate in a style appropriate to the professional nurse, through writing, speaking, and group participation. Enabling Learning Outcomes Choose appropriate technical vocabulary to communicate concepts Exhibit empathy for patients through nonverbal gestures Apply standard academic grammar principles to written reports Determine group members’ perspectives on a topic through active listening and identify points of consensus

Developing Activities No magic formula Round the learning cycle Match activity to outcome

Learning Strategies Content Strategies Facts Concepts Principles and Rules Procedures Interpersonal Attitude

Learning Strategies Content Strategies FactsDrills, lecture, mnemonic devices ConceptsHear/view examples, sort into categories, compare and contrast, lecture, drills Principles and RulesHear/view examples, complete worked examples, solve a problem, computer simulation, drills, paraphrase ProceduresView a demonstration, complete worked examples, solve a problem, computer simulation, list steps, paraphrase, practice InterpersonalView a demonstration, mental rehearsal, role- playing, computer simulation, practice AttitudeDefend a position, mental rehearsal

In General Don’t just do one thing Carefully sequence activities This requires: Clearly defining learning outcomes Listening to students Providing feedback

One Final Note

Evaluation How will you know your class was successful? Formative Evaluation – ongoing checkpoints Midterm evaluation Summative Evaluation – end of semester Student products? Student Feedback? Self-reflection?

References Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction. John Wiley & Sons, Inc. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 5, 1–22.

Questions?