1. Learning Outcomes: The Fundamentals

2. Session outcomes By the end of this session participants will be expected to be able to: … describe the components of learning outcomes … discuss the benefits of learning outcomes … write a learning outcome for a specific lesson

3. Learning outcomes: why bother? … it’s in our best interests to be clear about where we are going!

4. Each team to set a goal based on the total number of successful shots (max 3 each) it anticipates achieving To allow participants to set and achieve goals Bounce tennis ball in front of chair so that it clears the chair and drops into the container Activity Objective: Process: Group:

5. Discussion How well did you do in accomplishing your goal? How did you determine the goal?4

6. Group questions What is a Learning Outcome? Why are Learning Outcomes important? Write a Learning Outcome for the tennis ball game.

7. Learning outcome defined … the specification of what a student should learn as the result of a period of specified study … is concerned with the achievements of the learner rather than the intentions of the teacher (Adam, 2004)

8. Shifts the focus to the potential learning of the student as opposed to the behaviours of the lecturer Provide a systematic framework for focusing and structuring teaching and assessment Provide a statement of course goals that can be shared by lecturer and students Provide a basis for developing assessment tasks and criteria (Adapted from Spiller, 2011) Benefits of learning outcomes

9. On successful completion of this course, a student will be able to: 1. Knowledge 2. Skills 3. Attitudes (Adapted from Spiller, 2011)

10. Writing a learning outcome A verb to indicate as precisely as possible the nature of the learning that is expected A word to indicate the topic or skill level required Words to indicate the context or standard of performance that is expected (Adapted from Spiller, 2011)

11. For example… On successful completion of this course, a student will be able to: demonstrate the use of a gas welding torch to weld a joint to industry standard

12. Cautions Much learning is unpredictable and unplanned for and cannot be controlled by outcomes Should not be too rigid so that teachers can still be critically responsive to the dynamics of the classroom and the needs of students Can be difficult to capture all forms of learning in precise language Outcomes indicate desired learning, but there are no guarantees that it will take place (Adapted from Spiller, 2011)

13. Activity In small groups write a learning outcome for an area/subject/unit/lesson that you are familiar with – be prepared to feed back to the whole group

14. ‘Levels’ of learning outcomes Taxonomies – Blooms (revised) taxonomy Blooms – Dave’s Psychomotor Domain Dave’s

15. Dave’s action verbs per stage (level) 1.Copy, follow, replicate, repeat, adhere, observe, identify, mimic, try, re-enact, and imitate 2.Re-create, build, perform, execute, and implement 3.Demonstrate, complete, show, perfect, calibrate, control, and practice 4.Construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master, improve, and teach 5.Design, specify, manage, invent, and project-manage Source: http://en.wikiversity.org/wiki/Introduction_to_the_Psychomotor_Behaviors

16. Additional resources http://www.waikato.ac.nz/tdu/pdf/booklets/2 _CourseDesign.pdf http://www.waikato.ac.nz/tdu/pdf/booklets/2 _CourseDesign.pdf

17. Session outcomes revisited By the end of this session participants will be expected to be able to: … describe the components of learning outcomes … discuss the benefits of learning outcomes … write a learning outcome for a specific lesson

18. Questions?

19. Thank you