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Backwards Design When designing a course, module, lesson, or activity, start by thinking about what you want students to be able to do Statements of what students should be able to do as a result of your course (or module, or lesson, or activity) = Learning Outcomes (Goals)
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Karen Viskupic
Department of Geosciences
Boise State University
Writing Learning Outcomes
November 2014
Identify Course & Module
Learning Goals
Identify learning
outcomes for individual lessons
Determine how to assess and measure
student success on outcomes
Design teaching
resources and materials
to match assessments
Plan Instructional Strategies to implement teaching
resources
Pilot materials and make changes
Focus for this morning
Backwards DesignWhen designing a course, module, lesson, or activity, start by thinking about what
you want students to be able to do
Statements of what students should be able to do as a result of your course (or
module, or lesson, or activity) = Learning Outcomes (Goals)
Good Learning Outcomes (Goals)
• Clarify what you want students to accomplish• Effectively communicate expectations to
students• Help you select methods, materials and
assignments that are appropriate• Help guide development of assessments that
show what students have learned• Let other faculty know what your module or
course is about
What Should Learning Outcomes Look Like?
• Take 2 minutes to brainstorm with a partner….
• What are the characteristics of good learning outcomes (goals)
Characteristics of Good Learning Outcomes
• Specific (include an active verb)• Measurable• Describe meaningful learning• Attainable• Written in clear, understandable language
• Use Bloom’s taxonomy to select an action verb for your outcomes!
Developing Good Outcomes
Bloom’s Taxonomy modified by Anderson and Krathwohl, 2001http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
• Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce.
• Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Estimate, Defend.
• Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast.
Good Module/Course Goal Verbs
Note: It is best to avoid LOs that include verbs such as know, be aware, appreciate, learn, understand, comprehend or become familiar with because they are difficult to observe and measure.
See http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf
Think about the following:• Is the outcome specific or vague/abstract?• Is it written clearly? Would students understand
it?• Is it measurable? Could you design an
activity/assignment/test questions that would allow you to determine whether student have met the goal or not?
• What Bloom’s level could be assigned to this outcome (low vs. high is fine)
Let’s critique some outcomes
By the end of this course (or module) students should be able to….
Understand why geologic catastrophes happen in some places but not in others.
Let’s critique some outcomes
By the end of this course (or module) students should be able to….
Apply geologic knowledge to municipal planning and land use decisions
Let’s critique some outcomes
By the end of this course (or module) students should be able to….
Describe, using metamorphic processes, the mechanisms by which heat, mass and fluid are transported in the Earth’s crust, and relate them to their plate tectonic environment
Let’s critique some outcomes
Explain how managing mineral resources depends on non-geological factors such as population, consumption, economics, existing and new technologies, recycling, reuse, and adoption of alternative materials.
Some Good ExamplesC
ogni
tive
Leve
lLo
wH
igh
Assess coastal vulnerability using an integrated social and physical approach
Some Good ExamplesC
ogni
tive
Leve
lLo
wH
igh
Predict agricultural challenges that might result from climate change using systems thinking
Some Good ExamplesC
ogni
tive
Leve
lLo
wH
igh
Design a standards-based interdisciplinary lesson for the secondary classroom that embeds geoscientific thinking and content as part of biology, chemistry, Earth science and physics instruction
Some Good ExamplesC
ogni
tive
Leve
lLo
wH
igh
• Determine several things you want students to be able to do at completion of the course/module
• Select an appropriate upper-level Bloom's taxonomy action verb for each
• Specify performance criteria• Write the goal
Developing Good Outcomes
Bloom’s Taxonomy modified by Anderson and Krathwohl, 2001http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
• Course/module addresses one or more geoscience-related grand challenges facing society
• Course/module develops student ability to address interdisciplinary problems
• Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind
• Course/module makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry
• Course/module incorporates systems thinking
Materials Development Rubric—Guiding Principles
Must score 15/15 on this section
• Determine several things you want students to be able to do at completion of the course/module
• Select an appropriate upper-level Bloom's taxonomy action verb for each
• Specify performance criteria• Write the goal
Developing Good Outcomes
Bloom’s Taxonomy modified by Anderson and Krathwohl, 2001http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
Work Time!
Talk with your team and write one course or module-level learning outcome
If you have time, think about what assessment you could use to measure student attainment of that outcome
• Outcomes specify learning that will occur• That learning must be documented• Graded assessments are the way we document that
learning (can have multiple parts)• You will be submitting that student work to us as
part of the pilot
Assessment of Learning OutcomesThink about the assessments you will use
to measure your outcomes before you finalize them
• Continue working with your team to define module or course level learning outcomes
• Think about how you could assess that outcome• Think about what activities will prepare students to
meet that learning outcome• Later today you’ll work on unit or activity level
outcomes
Module/Course Learning Outcomes
What’s Next?
Climate Change Related AssessmentThe maps below illustrate the city of Providence, RI. Figure 1
shows the percentage of tree cover in different parts of the city. Figure 2 is a surface temperature map. (Data from Providence Urban Forest Report, 2008.)(1)Describe the general relationship illustrated by these maps.
(2) Based on these data, provide a recommendation to the Providence City Council about climate change adaptation in their city.
Teacher Prep AssessmentPreparing an Interdisciplinary Lesson Plan that Uses the
Methods of Geoscience
To cement their understanding of the methods of geoscience, pre-service teachers are given the assignment of constructing an interdisciplinary lesson plan. They will select one of the instructional resources that they evaluated in Activity 3 Part 1 and prepare an interdisciplinary lesson plan (including any student materials) that addresses at least one of the big ideas or supporting concepts from either the state's curriculum for Earth Science or from the Earth Science Literacy Principles (ESLI 2010) or the Next Generation Science Standards and at least one big idea or supporting concept from either biology, chemistry or physics. Lesson plans will be evaluated with the Rubric for Activity 3 Part 2: Lesson Plan and Student Handout
