Presentation on theme: "Centre for Teaching and Learning c o l l a b o r a t i v e r e s p o n s i v e p r a g m a t i c Preparing Learning Outcomes for Cyclical Program Review."— Presentation transcript:
Centre for Teaching and Learning c o l l a b o r a t i v e r e s p o n s i v e p r a g m a t i c Preparing Learning Outcomes for Cyclical Program Review Rylan Egan Centre for Teaching and Learning
Agenda Overview the role of Learning Outcomes in curriculum mapping Overview learning outcome development processes Develop/consolidate program and/or course level outcomes
Writing An Outcome Step 1. Choose a verb that describes the level of learning you intend. Step 2. State the content the student will be considering. Step 3. State what the student will be able to do as a result. Do What, With What, For What
Program Level Do WhatWith WhatFor What Interpretart worksto establish a perspective on the subject matter and the meaning of their imagery (iconography). applyprobability teststo establish the likelihood of events occurring in the natural world. Students will…
Course Level Do WhatWith WhatFor What compare and contrast 16 th and 17 th century Scandinavian sculptures to interpret the influence of changing cultural norms of the time. applyBaysian probabilityto draw valid conclusions from complex data sets. Students will…
Chemistry- Students will apply quantitative principles to effectively describe the nature of chemical reactions. Chemistry- Students will implement and analyze a Kastle-Meyer test to determine the presence of blood. Course Program Class “We help our students formulate problems or tasks, and they solve or execute them in their own way, individually, in teams…” Institution Granularity General Specific Province“Depth and Breadth of Knowledge” “Application of Knowledge” Chemistry- Students will evaluate the nature of chemical reactions to determine secondary substances.
Learners will identify and describe the philosophies of John Locke and Thomas Hobbes to contrast 17 th Century thinking on civic governance. Connotes memory based learning and basic communication of ideas. Verb Choice
Learners will evaluate and articulate the philosophies of John Locke and Thomas Hobbes to contrast 17 th Century thinking on civic governance. Connotes deep learning and improving judgment and communication. Verb Choice
Learners will identify with the philosophies of John Locke or Thomas Hobbes to contrast 17 th Century thinking on civic governance. Connotes personal philosophical judgment and reflection. Verb Choice
Describe the outcome not the activity. ReconsiderBetter Students will write a paper on societal advantages of sustainability in regard to biological systems. Students will adopt a sustainability perspective to maintain future biological systems.
Focus on students’ learning outcomes, not instruction. ReconsiderBetter Students will learn about Tversky and Kahneman’s theories of cognitive bias. Students will evaluate Tversky and Kahneman’s theories of cognitive bias to predict human decision making behaviours.
Avoid jargon. ReconsiderBetter Students will identify metacognitive cues to effectively self-regulate their learning. Students will identify academic challenges to improve their choice of study strategies.
Quality Council Queen’sProgram Course Class Degree Level Expectations Academic Plan Program Learning Outcomes (CPR) Course Learning Outcomes Lesson Outcomes The role of outcomes across the institution