Embed Size (px)
DESCRIPTION
Citation preview
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?
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.
