1. GETSI/InTeGrate Development Approach & Writing Learning Goals Modified from presentations by Joshua Caulkins (U of RI) and David Steer (U of Akron)

2. Linking Goals and Process: The Materials Design Rubric
Grand Challenges
Interdisciplinary problems
Nature and methods of science
Authentic geodesy field methods and data
Quantitative skills
Guiding Principles
Learning Goals and Outcomes
Assessment and Measurement
Resources and Materials
Instructional Strategies
Alignment

3. The Approach Guiding Principles Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach
This is not the only way to do it, but for GETSI we will be following the InTeGrate structure of using:
Goals = module-level overarching goals
Learning Outcomes = unit-level specific learning that you are aiming for the students to have
Teaching Objectives = unit-level specific teaching that you are aiming for

4. The Approach Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

5. Learning Goals/Outcomes
Learning goals identify significant and essential learning that students can demonstrate by the end of the module or course.
Student centered
Measurable
Align with one more assessment elements

6. Learning Goals: What and Why
What is a “level” for a learning goal?
How are module-level goals (also called “overarching goals”) different from unit-level or activity-level goals/outcomes?
So a module-level goal is still measurable but has a broader focus. Unit-level or activity-level goals will be more specific and will mention specific tasks or practices that students will master or least become proficient in.

7. Example of Module Goals

8. Likely Goals for GPS module
Students will be able to design and conduct campaign and/or kinematic GPS survey to address a geologic research question.
Students will be able to articulate the societal impetus for answering a given research question and justify why campaign or kinematic GPS is the appropriate method in some circumstances.

9. Unit-level Learning Goals

10. Bloom’s Taxonomy – Cognitive levels
Three (3) Domains of learning:
Cognitive (Knowledge)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Higher Cognitive
Orders (HOCs)
Lower Cognitive
Orders (LOCs)
Affective (Feelings, Emotion)
--Attitude, Sense of Self
Behavioral (Skills)
--Manual or Physical Skills

11. Bloom’s Taxonomy: Action Verbs
Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast.
Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend.
Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce.
Applying - Solve, Show, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Apply, Produce, Translate, Calculate.
Understanding - Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize.
Remembering - List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize.
Higher-Order
Lower-Order
Note: There is some overlap in the verbs, it depends on the level of the activity you are attempting to capture with the goal.

12. Writing Learning Goals
An action verb identifying performance
A learning statement specifying the learning
A standard for acceptable performance
Students will be able to solve interdisciplinary problems.
Students will be able to describe how economic, social and political issues bear on scientific problems.
For Example
At the end of the course, students will be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.

13. Evaluating Learning Goals (adapted from activity by B. Tewksbury and H
Evaluating Learning Goals (adapted from activity by B. Tewksbury and H. MacDonald)
Understand the fundamental concepts of fluid dynamics.
How would you evaluate this goal?
Student-centered? (rather than teacher-centered)
Concrete? (or vague and abstract)
What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create)
What level is it? (module-level? unit-level? activity-level?)
Make this goal more challenging? (Hint: think “verb”)
Measureable? How? (Suggested activity/exercise to measure?)

14. Evaluating Learning Goals
Describe the seven major disasters covered in the course and explain the geologic process associated with the disasters.
Student-centered? (rather than teacher-centered)
Concrete? (or vague and abstract)
What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create)
What level is it? (module-level? unit-level? activity-level?)
Make this goal more challenging? (Hint: think “verb”)
Measureable? How? (Suggested activity/exercise to measure?)

15. Evaluating Learning Goals
Examine three seismograms from different stations, locate the arrival of P-waves and S-waves and, given a uniform time axis and a map of the three stations, be able to estimate the location of the epicenter.
Student-centered? (rather than teacher-centered)
Concrete? (or vague and abstract)
What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create)
What level is it? (module-level? unit-level? activity-level?)
Make this goal more challenging? (Hint: think “verb”)
Measureable? How? (Suggested activity/exercise to measure?)

16. Overarching Goals & Learning Outcomes
Goal: At the end of the course, students be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.
Learning Outcomes: At the end of this unit, students will be able to correctly:
Describe five economic impacts of climate change
Describe three social impacts of climate change
Compare and contrast two major political positions related to climate change

17. The Approach Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

18. Assessment and Measurement
Measure the learning outcomes
Criterion referenced
Consistent with course activities and resources
Sequenced, varied and appropriate
Address various cognitive levels
Which part of the world is represented on this map?
Does the ocean surface display El Niño, ENSO normal, or La Niña conditions and how do you know?
Where will precipitation fall if these anomalous temperatures remain in place?

19. Assessment and Measurement
Learning Outcome: Compare and contrast two major political positions related to climate change
Assessment: You just accepted a position as a Congressional intern for the Speaker of the House, John Boehner (R), Ohio. As Speaker, he is responsible for maintaining Republican Party unity. He is preparing for hearings on proposed EPA regulations related to CO2 emissions. Write a one page summary comparing and contrasting the two main political views related to climate change that he will have to contend with during these hearings.

20. The Approach Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

21. Teaching Materials & Resources

22. The Approach Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

23. Instructional Strategies
Support learning goals
Promote student engagement
Develop student metacognition
Opportunities to practice communicating geoscience
Scaffold learning

24. Instructional Strategies
What are instructional strategies you find most effective? Implementation challenges?
Intentional reflection (metacognition)?

25. Pilot Materials, Make changes
Identify Module Learning Goals
Identify teaching & learning outcomes for individual units
Determine how to assess and measure student success on goals and outcomes
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
Pilot Materials, Make changes
The Approach: Phase 2
ALIGNMENT!

26. Linking Goals and Process: The Materials Design Rubric
Guiding Principles
Learning Goals and Outcomes
Assessment and Measurement
Resources and Materials
Instructional Strategies
Alignment

27. SERC Content Management System
Great tutorials are available

28. Follow up work
Navigate to “Reports” page in your module and fill in “Team Member Information” for you (near the bottom of the page)