1. Teaching for Higher Order Outcomes Peter Ling June 2012

2. Blooms Taxonomy - Behavioural EVALUATION – developing of opinions; making judgments SYNTHESIS – Creating; combining ideas ANALYSIS – subdividing something; finding structure APPLICATION – problem solving; using facts, rules and principles COMPREHENSION – interpreting; describing; selecting facts and ideas KNOWLEDGE – memorizing; recognizing; recall

3. Graduate attributes imply higher order outcomes ability to work independently & collaboratively ability to communicate using a range of media & in varied contexts ability to critically understand innovations have research and problem solving skills have a capacity for flexibility & curiosity are culturally sensitive & have respect for multiple points of view e.g. some Swinburne graduate attributes:

4. Graduate Attributes/Teacher Attributes Much commonality across Australian universities (www.dest.gov.au/graduateattributes.html)www.dest.gov.au/graduateattributes.html – Team work – Inquiry research/problem solving skills – Critical thinking – Application – Analysis – Synthesis – Communication – Literacy and numeracy skills What do you claim for your graduates?

5. Implications for teaching Student attributes – Team work – Inquiry research/problem solving skills – Critical thinking – Application – Analysis – Synthesis – Communication – Literacy and numeracy skills Learning activities ? Learning activities Have the students practise what you preach

6. Blooms Taxonomy – Student: EVALUATION – argue, assess, compare, defend, predict, select SYNTHESIS – arrange, compose, construct, design, formulate, organize, plan ANALYSIS – analyze, calculate, categorize, compare, criticize, test APPLICATION – Demonstrate, illustrate, interpret, practice, solve COMPREHENSION – describe, discuss, explain, identify, KNOWLEDGE – define, duplicate, label, list, memorize What do you expect of your students?

7. John Biggs – verb hierarchy ENUMERATE DESCRIBE LIST COMBINE DO ALGORITHMS COMPARE /CONTRAST EXPLAIN CAUSES ANALYSE RELATE APPLY THEORIZE GENERALIZE HYPOTHESIZE REFLECT IDENTIFY DO SIMPLE PROCEDURE PRESTRUCTURAL UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL EXTENDED ABSTRACT QUALITATIVE PHASEQUANTITATIVE PHASE MISSES POINT

8. theorising applying relating explaining describing note-taking memorizing High level engagement Low level engagement John Biggs What the student does Passive (e.g. the standard lecture) Active (e.g. problem-based learning) Student activity required Teaching Method academic student slower student Consequences for teaching?

9. Learning objectives - verbs Create Construct Demonstrate Resolve Solve Compare Distinguish List Recognize How do we apply this to learning activities & assessment?

10. Have the students practise what you preach