Learning Reconsidered Protocol Presentation

Learning Reconsidered

Protocol GroupChristine Braun,

Amy Dinise-Halter, Jessica Rehling, and Tony R. Smith

Why Learning Reconsidered?

Opening Video Refer to page 2 of Learning Reconsidered:

Heading - Toward A New Understanding of Students and Learning

The Four A’s

Break into groups 3-4 people per group 10 minutes for each question to follow. We will

prompt you for time.

The Four A’s

What Assumptions do the authors of the text hold?

What do you Agree with in the text?

What do you want to Argue with in the text?

What parts of the text do you want to Aspire to?

The Four A’s

What Assumptions do the authors of the text hold?

What do you Agree with in the text?

What do you want to Argue with in the text?

What parts of the text do you want to Aspire to?

Bringing Us Back…

Coming back together…

Putting Learning Reconsidered Into

Practice… Learning Outcomes

“Learning outcomes define the goals of learning experiences for students” Student should be able to “do, know or value” Not the same as student satisfaction

Multiple Levels with Outcomes Look up, down and around

Adapted from Keeling & Associates, 2007, Learning

Reconsidered Institute.

Outcome-based Thinking

From process-based thinking to outcome-based thinking

Shift in attention from satisfaction to learning

Shift from “just doing an activity” to defining what students will learning from the activity and why the activity is important to student learning

Adapted from Keeling & Associates, 2007, Learning

Reconsidered Institute.

Writing Learning Outcomes

Characteristics of Good Learning Outcomes: Observable Measurable

Assessment becomes key to defining and examining student learning

Action-oriented

According to Keeling and Associates learning outcomes should be: Very specific Practical Measurable Meaningful Consistent Sensible Credible

Adapted from Keeling & Associates, 2007, Learning

Reconsidered Institute.

Population Action

Activity

Measurement

Learning Assessment Tool

Let’s Practice…

Groups: Experiential Education High School to College Transitions Residential Life Leadership Development Transformative Learning

Let’s Process…

What questions do you have?

What are the implications to the field? To you?

What Amazing Opportunities

Closing Video

References

Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay.

Keeling, R. P. (2007, June). From reconsidering learning to promoting student success: Creating institutional effectiveness [PowerPoint slides]. Retrieved from http://www.keelingassociates.com/ka/presentationsrecent.

Kendal, P. L. (1994). The continuing education guide: The CEU and other professional development criteria. Lakeville, MN: Hunt. Retrieved June 18, 2007 from American Association of Law Libraries at http://www.aallnet.org/prodev/outcomes.asp.