1. CENTER FOR TEACHING AND LEARNING DECEMBER 3, 1-2PM ROCKVILLE CAMPUS Writing Great Learning Outcomes 1

2. Learning outcomes of this workshop: By the end of this workshop, participants will be able to: Differentiate between learning goals, objectives and outcomes Explain the pedagogical importance of having clear, measurable, learner-centered outcomes Write clear, measurable, learner-centered outcomes 2

3. Philosophical shift Teacher centered – learner centered Instructional objective – student learning outcome Resulting in Change in vocabulary and focus Change in instructional design process 3

4. Compare: Course objective: To teach pre-service teachers the essential characteristics of effective teachers Learning outcome: At the end of the course, students will be able to: Identify essential characteristics of effective teachers 4

5. Why write Student Learning Outcomes? Important communication tool between faculty and students Thus… It is advisable to share them explicitly with your students 5

6. What is a Student Learning Outcome? A precise statement that answers the question: What behavior can a learner demonstrate to indicate that s/he has mastered the knowledge or skills specified in the instruction? 6

7. How do you write an SLO? Two essential parts: Action verb describing student learning required Following action verb, reference to course content (to be mastered) 7

8. Bloom’s Taxonomy Benjamin Bloom, e.a. – University of Chicago, in the 1950s A classification scheme that assists with thinking about learning outcomes 3 domains: cognitive, affective and psychomotor 8

9. Bloom’s Cognitive Domain Six levels: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 9

10. Possible Pitfalls: Use of vague terms like “know” and “understand” * Omission of higher level thinking levels * Listing of activities * Listing of objectives of instructor * Confusion with learning goals 10

11. Goal versus SLO Goal: A broad statement of the intent of the course: it gives direction SLOs should flow from the course goals Often imbedded in a course description Often not attainable through one course 11

12. Assessment: Closing the Loop Linking SLOs to evaluation of student’s progress: How will we measure if outcomes are met? What types of classroom assessment techniques can be used, fit the cognitive domain level? 12

13. Small group work In pairs critique the provided SLO’s: Find the problem(s) Rewrite outcomes Own syllabus – including common core outcomes 13

14. Contact Info & more Some other CTL workshops (series) in Spring 2013 For basics: Designing Quality Courses For learning activities: Active and Collaborative Teaching Techniques Series Engaging Students through Simulations and Role Play For assessment: Realistic Rubrics Series CTL Professional Week workshops: Thursday January 24, 2013 For more info check our website: montgomerycollege.edu/ctl 14

15. The Center for Teaching and Learning 15 For further help and questions about student learning outcomes contact us: Instructional Designers: Carol Moore – TP/SS, RC110-a, 7-1677 Carol Annink – Germantown, GB 162, 7-2003

16. Activity Sheet 16 1. The learning experience in this course with the selected topics should enable each student to enhance pre-service teachers’ attitudes toward diverse communities and their abilities to work in them effectively 2. To learn processional design principles necessary to create effective web sites 3. To emphasize the role of good nutrition in the athlete, and to study the dietary practices that enhance athletic performance 4. To be introduced to roll-overs, behaviors, and style sheet capabilities 5. To learn project management skills 6. To investigate the connection between diet and disease 7. To consider the global perspectives of feeding the human population 8. To study the basic chemistry and molecular biology of nutrients and human nutrition 9. To grow in heart and mind 10. The course will give students strategies that will help them solve algebra problems

17. Activity Sheet 17 1. The learning experience in this course with the selected topics should enable each student to enhance pre-service teachers’ attitudes toward diverse communities and their abilities to work in them effectively 2. To learn processional design principles necessary to create effective web sites 3. To emphasize the role of good nutrition in the athlete, and to study the dietary practices that enhance athletic performance 4. To be introduced to roll-overs, behaviors, and style sheet capabilities 5. To learn project management skills 6. To investigate the connection between diet and disease 7. To consider the global perspectives of feeding the human population 8. To study the basic chemistry and molecular biology of nutrients and human nutrition 9. To grow in heart and mind 10. The course will give students strategies that will help them solve algebra problems

18. Activity Sheet - answers 18 1.. 2. 3. 4. 5. 6. 7. 8. 9. 10.