1. Using Learning Objectives Kathy Williams San Diego State University to give your students a roadmap to learn.

2. The current class topic The carbon cycle and its role in ecosystem ecology  Assignment: Read the short paper.  At the beginning of the next class you will be asked to answer a basic question on the basic concepts in the paper you read. [Take 5 minutes to read the paper.]

3. … continued next class 1.What is the largest pool of actively cycling carbon? a) in terrestrial plants and soil, b) in animals, c) in ocean water 2.Briefly explain in words how plants use carbon, and diagram where C atoms go when they leave the plant. [Place your responses in center of table when done - keep a copy for yourself. Names optional.]

4. Answers? 1.What is the largest pool of actively cycling carbon? a) in terrestrial plants and soil, b) in animals, c) in ocean water 2.Explain how plants use carbon in words and diagram where C atoms go when they leave the plant. - via photosynthesis -> for growth and metabolism - herbivory, decomposition, respiration …

5. Learning objectives as a roadmap Half of you got the learning objectives along with the paper - and half of you didn’t. Half of you got the learning objectives along with the paper - and half of you didn’t. Learning objectives: Students should be able to … 1 - compare the relative sizes of actively cycling carbon pools, and their rates of turnover (fast, intermediate, slow). 2 - explain how plants obtain carbon. 3 - trace the route of carbon from the atmosphere, through a plant, and back to the atmosphere. Discuss the following question in your groups for 5 min so your group reporter can share your ideas. Discuss the following question in your groups for 5 min so your group reporter can share your ideas. Did having the learning objectives before doing the reading assignment help? In what way(s)?

6. Using learning objectives to help students learn Benefits and costs … :Increased engagement; read more effectively. :Students focus on challenging concepts at heart of your learning goals right away - learning how to learn. —Takes time - you have to provide them before classtime! :You have most of your exam written early. — / : Students are demanding - they like this strategy and empowered by it!

7. Writing learning objectives … What are your specific learning objectives for each lecture or topic? In other words, what’s the topic of your exam or problem set questions? What are your specific learning objectives for each lecture or topic? In other words, what’s the topic of your exam or problem set questions? What do you expect students to do that would convince you that they have achieved the learning objectives? What do you expect students to do that would convince you that they have achieved the learning objectives?

8. Writing learning objectives … Example 1: Students should use their knowledge of the cell cycle to make predictions about the effectiveness of a new treatment for cancer. Example 1: Students should use their knowledge of the cell cycle to make predictions about the effectiveness of a new treatment for cancer. Other examples of applications/synthesis phrases for exam/homework questions: Other examples of applications/synthesis phrases for exam/homework questions: - interpret data (“variable x increases as variable y increases”) - evaluate data (“Does this make biological sense?”) - make conclusions about data (“What implications are there?”) - design an experiment to test the prediction that … - make a plausible prediction about the outcome of a situation

9. Guidelines … Use action verbs - tell students what you want them to be able to do. Use action verbs - tell students what you want them to be able to do. Include quantitative outcomes. Include quantitative outcomes. Emphasize providing evidence. Emphasize providing evidence. Now you try it …

10. Write 2 learning objectives for your paper Addressing different levels of knowledge/understanding Addressing different levels of knowledge/understanding - Individually - Share, by group - Report out

12. Assessment Gradient High Ease of Assessment Low Multiple Choice, T/F Diagrams, Concept maps, Quantitative response Short answer Essay, Research papers/ reports Oral Interview Low Potential for Assessment of Learning High