Karen Viskupic Department of Geosciences Boise State University (but you have to suffer through Stuart presenting) Writing Learning Outcomes June

Identify Course & Module Learning Goals Identify learning outcomes for individual lessons Determine how to assess and measure student success on outcomes Design teaching resources and materials to match assessments Plan Instructional Strategies to implement teaching resources Pilot materials and make changes Focus for this morning 2

Backwards Design When designing a course, module, lesson, or activity, start by thinking about what you want students to be able to do Statements of what students should be able to do as a result of your course (or module, or lesson, or activity) = Learning Outcomes (Goals) 3

Good Learning Outcomes (Goals) Clarify what you want students to accomplish Effectively communicate expectations to students Help you select methods, materials and assignments that are appropriate Help guide development of assessments that show what students have learned Let other faculty know what your module or course is about 4

What Should Learning Outcomes Look Like? Take 2 minutes to brainstorm with a partner…. What are the characteristics of good learning outcomes (goals) 5

Characteristics of Good Learning Outcomes Specific (include an active verb) Measurable Describe meaningful learning Attainable Written in clear, understandable language 6

Use Bloom’s taxonomy to select an action verb for your outcomes! Developing Good Outcomes Bloom’s Taxonomy modified by Anderson and Krathwohl, outcome/documents/Krathwohl.pdf 7

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Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce. Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Estimate, Defend. Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast. Good Module/Course Goal Verbs Note: It is best to avoid LOs that include verbs such as know, be aware, appreciate, learn, understand, comprehend or become familiar with because they are difficult to observe and measure. See 9

Think about the following: Is the outcome specific or vague/abstract? Is it written clearly? Would students understand it? Is it measurable? Could you design an activity/assignment/test questions that would allow you to determine whether student have met the goal or not? What Bloom’s level could be assigned to this outcome (low vs. high is fine) Let’s critique some outcomes 10

By the end of this course (or module) students should be able to…. Understand why geologic catastrophes happen in some places but not in others. Let’s critique some outcomes 11

By the end of this course (or module) students should be able to…. Apply geologic knowledge to municipal planning and land use decisions Let’s critique some outcomes 12

By the end of this course (or module) students should be able to…. Describe, using metamorphic processes, the mechanisms by which heat, mass and fluid are transported in the Earth’s crust, and relate them to their plate tectonic environment Let’s critique some outcomes 13

Explain how managing mineral resources depends on non- geological factors such as population, consumption, economics, existing and new technologies, recycling, reuse, and adoption of alternative materials. Some Good Examples Cognitive Level Low High 14

Assess coastal vulnerability using an integrated social and physical approach Some Good Examples Cognitive Level Low High 15

Predict agricultural challenges that might result from climate change using systems thinking Some Good Examples Cognitive Level Low High 16

Design a standards-based interdisciplinary lesson for the secondary classroom that embeds geoscientific thinking and content as part of biology, chemistry, Earth science and physics instruction Some Good Examples Cognitive Level Low High 17

Determine several things you want students to be able to do at completion of the course/module Select an appropriate upper- level Bloom's taxonomy action verb for each Specify performance criteria Write the goal Developing Good Outcomes Bloom’s Taxonomy modified by Anderson and Krathwohl, outcome/documents/Krathwohl.pdf 18

Course/module addresses one or more geoscience-related grand challenges facing society Course/module develops student ability to address interdisciplinary problems Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind Course/module makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry Course/module incorporates systems thinking Materials Development Rubric—Guiding Principles Must score 15/15 on this section 19

Determine several things you want students to be able to do at completion of the course/module Select an appropriate upper- level Bloom's taxonomy action verb for each Specify performance criteria Write the goal Developing Good Outcomes Bloom’s Taxonomy modified by Anderson and Krathwohl, outcome/documents/Krathwohl.pdf 20

Work Time! Talk with your team and write one course or module-level learning outcome If you have time, think about what assessment you could use to measure student attainment of that outcome 21

Outcomes specify learning that will occur That learning must be documented Graded assessments are the way we document learning (can have multiple parts) You will be submitting that student work to us as part of the pilot Assessment of Learning Outcomes Think about the assessments you will use to measure your outcomes before you finalize them 22

Continue working with your team to define module or course level learning outcomes Think about how you could assess that outcome Think about what activities will prepare students to meet that learning outcome Later today you’ll work on unit or activity level outcomes Module/Course Learning Outcomes What’s Next? 23

Climate Change Related Assessment The maps below illustrate the city of Providence, RI. Figure 1 shows the percentage of tree cover in different parts of the city. Figure 2 is a surface temperature map. (Data from Providence Urban Forest Report, 2008.) (1)Describe the general relationship illustrated by these maps. (2) Based on these data, provide a recommendation to the Providence City Council about climate change adaptation in their city. 24