Student Learning Outcomes Workbook
Preparing Future Faculty
Claremont Graduate University
Table of Contents
SLOS AND COURSE DEVELOPMENT CYCLE 3 COURSE DEVELOPMENT: BACKWARD DESIGN 4 BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES 5 BLOOM’S TAXONOMY OF VERBS 6 BLOOM’S DIGITAL TAXONOMY 7 FINK’S TAXONOMY OF SIGNIFICANT LEARNING 8 PLANNING STUDENT LEARNING OUTCOMES 9 OBJECTIVES VS. OUTCOMES 10 SMART AND SMARTER: SLO RUBRIC 11 SLO STRUCTURE 12 SLO AND SPECIFICITY 13 EXAMPLE OF SLO DEVELOPMENT FROM VAGUE TO SPECIFIC. 13 PRACTICE SPECIFICITY 13 PRACTISING SLO STRUCTURE 14 EXAMPLE: BLOOM’S TAXONOMY IN SLO DESIGN 15 EXAMPLE: FINK’S TAXONOMY IN SLO DESIGN 16 COURSE DESIGN 1: OVERVIEW OF COURSE CONTENTS 17 COURSE DESIGN 2: DESTINATION & EVIDENCE OF ARRIVAL 18 COURSE DESIGN 3: COURSE SLOS & INTERIM SLOS 20 FROM SLOS TO TEACHING-­‐LEARNING ACTIVITIES 22 BEYOND TRADITIONAL TEACHING-­‐LEARNING MODES 23 REFERENCES AND LINKS 24 Preparing Future Faculty •Student Success Center • Claremont Graduate University • www.cgu/edu/pff
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WHY STUDENT LEARNING OUTCOMES
Program and Curriculum Coherence. When SLOs across different courses are aligned and
sequenced in relation to each other, and connect to program level outcomes, students have a more
integrated, holistic, and coherent learning experience.
Evidence for Accreditation. Well-written SLOs help develop stronger assessment of student
learning that can help in university accreditation processes.
Student Engagement. Well-written SLOs give students a clear idea of what they should be able
to master by the end of a program. Clear expectations help students focus and engage.
Grades Transfer. SLOs help universities determine transfer of grades when student join a new
institution.
Student Centeredness. SLOs direct educators to think of students as their main concern rather
than “coverage of topics.”
Effective Student Feedback. Clear SLOs with accompanying assessment rubrics help students
monitor and take ownership of their progress through a course.
Effective Lesson Planning and Assessment. Well-written SLOs guide us in selecting a more
focused and varied range of learning activities, as well as strong feedback and evaluation methods.
Effective Program Monitoring. SLOs can be evaluated for effectiveness and adjusted constantly
so that courses and programs remain dynamic and keep evolving over time.
SLOs AND COURSE DEVELOPMENT CYCLE
1.
2.
3.
4.
5.
6.
7.
8.
Identify course outcomes (performance targets) and write SLOs.
Relate SLOs to program/department mission and objectives.
Determine acceptable, achievable performance targets.
Select methods for measuring key performance indicators.
Develop a sequence or activities to lead students in achieving all SLOs
Collect and analyze data to show progress in achieving the intended performance targets.
Apply data/observations to adjust SLOs in the next iteration.
Involve relevant stakeholders (colleagues, students, teaching-learning consultants) at all
stages to maximize success.
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3
COURSE DEVELOPMENT: BACKWARD DESIGN
It’s not really a new idea. Ralph Tyler (1949) discussed the idea of setting learning goals as part
of an approach to instruction. What changes do we want to see in students, and how can we plan
teaching in a way that will lead to these changes?
Wiggins and McTighe (1998) popularized backward design as a concept in curriculum design.
1. Identify desired results.
2. Select appropriate and acceptable types and levels of evidence that will indicate results
have been achieved.
REFLECT: Why do you assess student learning? Is it because YOU as teacher need to
know if they are learning? Consider also that assessment when done well is also a way
for STUDENTS to know if they are learning and thus, can be a powerful tool for student
engagement.
3. Design activities and processes to create desired results.
Students are more engaged and motivated when they have outcomes that are clear, learning
processes designed to take them toward those specific outcomes, and assessment methods that
give feedback to keep them on track toward achieving the outcomes.
The WHERE approach (Wiggins & McTighe, 2008)
W – Where are students heading, why are they heading there, what do they know, where
might they go wrong in the process, what is required of them. OUCOMES & CONTEXT.
H – How to hook students on the topic of study. LEARNING PROCESS
E – Exploring and experiencing ideas, being equipped with necessary understanding to
master the outcomes being taught. LEARNING PROCESS
R – Opportunities to rehearse, revise, refine work. TRACKING FEEDBACK
LEARNING PROCESS
E – Evaluation ASSESSMENT
ADDIE Analyze, Design, Develop, Implement, Evaluate
(Gustafson & Branch, 2002)
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4
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
1. Students master each level or unit moving from basic to advanced tasks (Bloom, 1985).
2. Clearly defined, observable objectives are sequenced taking students from basic to higher
levels of mastery. Note that this is a heuristic device. It is certainly possible in many contexts
to not follow this sequence.
Revised Taxonomy
Remembering
Understanding
Apply
Analyze
Evaluate
Create
Original Taxonomy
KNOWING INFORMATION
•
recalling and recognizing information
collect, define, describe, examine, identify, label, list, name, quote, show, tabulate, tell, when,
where, who
UNDERSTAND INFORMATION
•
Grasp meaning – able to use ideas without relating them to other ideas or subjects
•
Interpret facts – able to explain in own words / restate, translate from one level of
abstraction into another (e.g. create graphical representations of information and explain
graphical information in words)
•
Infer causes and predict consequences
interpret, exemplify, classify, summarize, infer (estimate, predict, extend), compare (connect,
contrast, differentiate, distinguish), explain
USE INFORMATION
•
Use information, ideas, and processes in new situations
•
Problem finding and solving using information, ideas, and processes.
apply, calculate, change, complete, demonstrate, discover, experiment, examine, illustrate,
modify, relate, show, solve
PATTERN INFORMATION
•
Explain why.
•
Re-organize facts and ideas into connected patterns. Classify components into
categories. Explain logical interconnections, cause and effect relationships.
•
Infer meaning from facts and patterns of information
analyze, arrange, classify, connect, divide, explain, group, infer, order, separate, select
ASSESS KNOWLEDGE
•
Compare and discriminate between ideas
•
Assess the value of ideas and perspectives, verify evidence value
•
Make choices based on reasoned argument
•
Recognize subjectivity
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
CONSTRUCT NEW KNOWLEDGE
•
Use old information to create new understanding and knowledge.
•
Generalize from available information
•
Predict and draw conclusions
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose,
formulate, prepare, generalize, rewrite
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Bloom’s Taxonomy of Verbs
Know
Comprehend
Apply
Analyze
Synthesize/Create
Evaluate
Remember
previously
learned
information.
Demonstrate
understanding of
the facts.
Apply knowledge
to actual
situations.
Break down
objects or ideas
into simpler parts
and find evidence
to support
generalizations.
Compile component
ideas into a new
whole or propose
alternative solutions.
Make and defend
judgments based
on internal
evidence or
external criteria.
Arrange
Define
Describe
Duplicate
Identify
Label
List
Match
Memorize
Name
Order
Outline
Recognize
Relate
Recall
Repeat
Reproduce
Select
State
Classify
Convert
Defend
Describe
Discuss
Distinguish
Estimate
Explain
Express
Extend
Generalize
Give
example(s)
Identify
Indicate
Infer
Locate
Paraphrase
Predict
Recognize
Rewrite
Review
Select
Summarize
Translate
Apply
Change
Choose
Compute
Demonstrate
Discover
Dramatize
Employ
Illustrate
Interpret
Manipulate
Modify
Operate
Practice
Predict
Prepare
Produce
Relate
Schedule
Show
Sketch
Solve
Use
Write
Analyze
Appraise
Breakdown
Calculate
Categorize
Compare
Contrast
Criticize
Diagram
Differentiate
Discriminate
Distinguish
Examine
Experiment
Identify
Illustrate
Infer
Model
Outline
Point out
Question
Relate
Select
Separate
Subdivide
Test
Arrange
Assemble
Categorize
Collect
Combine
Comply
Compose
Construct
Create
Design
Develop
Devise
Explain
Formulate
Generate
Plan
Prepare
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Set up
Synthesize
Appraise
Argue
Assess
Attach
Choose
Compare
Conclude
Contrast
Defend
Describe
Discriminate
Estimate
Evaluate
Explain
Judge
Justify
Interpret
Relate
Predict
Rate
Select
Summarize
Support
Value
VERBS TO AVOID. The following verbs are hard to observe or assess.
know, comprehend, understand, appreciate, familiarize, study, be aware, become acquainted with,
gain knowledge of, cover, learn, realize
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BLOOM’S DIGITAL TAXONOMY
Bloom’s taxonomy has been especially useful in integrating Information and Communication
Technology (ICT) in teaching and learning.
Visit: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
This wiki site has an excellent presentation of Bloom’s taxonomy and the adaptation to integrate
ICT. It is maintained by Andrew Church, a multi-time winner of the Microsoft Distinguished
educator award, and other awards of note in leading pedagogy that integrates technology.
Here is one graphical representation of extending Bloom’s taxonomy to include ICTs.
.
Preparing Future Faculty •Student Success Center • Claremont Graduate University • www.cgu/edu/pff
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FINK’S TAXONOMY OF SIGNIFICANT LEARNING
Significant learning …
1. Learning-centered rather than content-centered.
2. Integrated and transformative – there is significant change in the learner:
a. Integrated into the individual - lasts beyond the end of course
b. Transformative - impacts personal, professional, social, or civic dimensions.
Changes how students perceive, think, feel, or act in real life.
3. Six components. While many of the elements of these elements overlap with Bloom’s
taxonomy, this taxonomy includes elements that align with outcomes relevant to success
in a knowledge-based world where self-awareness, agency, learning how to learn,
collaboration, communication, and creativity are increasingly important.
Foundational Knowledge: Facts, principles, relationships (contents) students must understand
and remember.
Application: Engage in action (physical, cognitive, social). Engage in different ways of thinking
– critical, creative, practical. Learning to manage projects. Application therefore includes
communication, mastery of action skills, decision-making etc.
Integration: Understand connections between specific ideas, people, realms of life (for example,
between school and larger life).
Human Dimension: Discover the social implications of what they have learned in school.
Develop a new understanding of self (self-image) or what they want to be (self-ideal).
Understand others – how and why they act the way they do, and how to interact effectively with
others.
Caring: New feelings, perspectives, interests, or values about what they have learned – caring
about something more than they did before or in a different way.
Learning How To Learn: Learning about the process of learning – how to be a better student,
how to engage in a particular form of inquiry or use a certain method, or how to be a selfdirected learner.
Adapted from Fink (2003), p. 30 – 32.
REFLECT: No matter what subject you teach, consider what significant learning
outcomes you can build into your syllabus, and whether you can this as part of
developing content mastery or through your choices of learning-teaching processes. For
example, your content might be mathematics, but you can integrate outcomes in Human
Dimension if you have students work collaboratively in exploring how differential
calculus is visible and applied in the world around them (Integration).
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PLANNING STUDENT LEARNING OUTCOMES
No SLO is an island …..
Planning SLOs is an iterative, integrated process. You will find that you go back and forth as
constructing SLOs, designing teaching-learning processes, and determining appropriate feedback
and evaluation processes inform and affect each other. This is normal because teaching and
learning are complex human processes and there are many moving parts. In general, however,
one best begins with setting targets – establishing SLOs, which are the outcomes students will
achieve by the end of the course.
CONTEXT
Student Learning Outcomes
student
engagement
and success
Teaching
Learning
Processes
Feedback
Assessment
CONTEXT
Consider the contexts and identities in the teaching –learning process. You may not have all the
information you desire, but thinking through the following categories will help you be alert to
how these factors can change the SLOs you select and the teaching-learning processes you use.
1. Class Conditions: Size. Course level. Mode – live, online, hybrid. Meeting frequency.
2. External Connections & Expectations: Program, department, university goals.
Professional accreditation requirements.
3. Disciplinary Qualities: Nature of the subject (convergent in working toward a single
correct answer, divergent in seeking multiple interpretations, personal and reflective
involving students own lives and experiences etc.).
4. Student Profile: Prior knowledge, prior experiences, level of competence on entering,
interest level (mandatory course or self-selected), age and other demographics.
5. Educator Profile: My beliefs and values about the subject, my preferred pedagogy,
experience teaching this subject
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9
OBJECTIVES VS. OUTCOMES
Objectives and outcomes are often used inter-changeably, but it is useful to think of them
separately.
• Course Objectives: MY GOALS. What I want my students to learn in this course.
Sometimes, objectives can be overly teacher-centered without providing sufficient
information about what students will be able to actually do/know.
•
Learning Outcomes: THEIR LEARNING.
Learning outcomes are student-focused. They specify concretely what students will be
able to know and do by the end of the course. They are observable/measurable so that
both student and teacher can determine the extent to which the outcomes have been
achieved. Thinking in terms of learning outcomes also moves us toward thinking about
activities that will best help students achieve these outcomes, feedback that will support
the development of mastery, and assessments that will evaluate their level of achievement.
Objectives
Outcomes
The goals and intentions of the teacher.
What students will achieve at the end of the course
and that they can, in some way, demonstrate
Often focus on the contents and skills of the course.
Actions, output, or products that embody or capture
the skills and knowledge construction that have
resulted from the teaching-learning processes in the
course.
Objectives may not be measurable or observable.
For example, a course objective could be that
students “understand the principles of motion and
acceleration”.
Outcomes are bounded by criteria – measurable,
observable - that help us assess mastery. For
example, “build mobiles that demonstrate principles
of motion and acceleration”.
Notice that in crafting these SLOs, we also think of
the kind of activities or processes and assessments
we will use in teaching.
Examples of Course Objectives
Examples of Related SLOs
1.
Students will appreciate real-life applications of
the theories we read
1.
Students will be able to identify and classify
real-life scenarios that demonstrate theories-inaction
2.
Students will understand the historical
significance of the spice trade.
2.
Students will be able to analyze and connect
the spice trade to the development of western
political relationships.
3.
Students will develop an appreciation of
Romantic era poetry and poets
3.
Students will be able to dramatize Romantic
poetry in a multi-media presentations
Students will be able to do close readings of
Romantic era poetry
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10
SMART and SMARTER: SLO Rubric
This is a useful framework to check SLOs. Consider each SLO you create against the following
questions. Note, however, that “measurable” must be interpreted according to the subject matter
and type of outcome.
For example, a vague outcome would be “develop an appreciation of Shakespearean sonnets”.
It’s hard – for both student and instructor - to say what exactly “appreciation” looks like. This is
not really about quantifying. But we can create SLOs that engage the student closely with the
material, and in achieving these outcomes, there is a greater certainty of claiming the student has
an “appreciation”. For example:
•
•
•
“… will be able to describe the structure of a Shakespearean sonnet” ! knowledge, factual
“… will be able to do a close reading of Shakespearean sonnets” ! application, interpretation
“… will be able to direct a peer in a dramatic performance of a sonnet” ! interpretation,
application, creation
S
M
A
R
T
E
R
Specific Simple Singular
SLOs should be specific. Each SLO should focus on one, concrete outcome.
Measurable Meaningful
What observable, measurable criteria will tell you the outcome has been attained?
Achievable Attainable, Actionable
Is the outcome achievable given students’ levels of competence and time available?
Results oriented, Relevant to the course/unit’s mission
Is the outcome written with a focus on results?
Time-bound Trackable
Is there a time frame within which the outcome should be attained?
Extending
Does the SLO stretch students’ abilities?
Rewarding
Is the process of achieving the SLO fun and engaging?
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11
SLO STRUCTURE
This structure can help you generate SLOs. As with other planning structures, use it flexibly.
ACTION VERB (Performance)
What students will be able to know, think, or do as a result of their learning process.
Use specific and directed action verbs that indicate expectations of the type and level of
performance one might see if the student achieves the outcome.
" Students will be able to write a critical response
TOPIC / CONDITION / PARAMETER (optional)
SLOs should state the conditions under which the student is expected to perform a task – the
situation, tools, materials, and performance parameters.
" given a previously unseen Shakespearian sonnet
MASTERY CRITERION (How we gauge learning)
In designing your SLOs think of criteria for evaluating the level of attainment of outcomes. To
what extent must a student be able to do something for it to be regarded as mastery? SLOs must
indicate the level of accuracy/correctness/precision that can be measured.
" linking variations of rhyme, meter, and imagery to mood and meaning
Examples:
Action
Topic/Condition/Parameter
Identify and correct
Teacher created sample research
paper in sociology
Analyze and match extracts of
fiction
List and define
selected by peers
Describe characteristics of tragic
plays
Lead peer discussions
Without reference to books and
notes
Mastery Criteria
APA documentation style errors
of In-text citations, direct quotes,
and seriation.
Genres of folktale, fantasy,
science fiction
At least 8 parts of a cell and their
functions
Key differences between Classic
Greek and modern plays
critical thinking questions that
avoid polarized debate
1. Given a sample sociology research paper, students will be able to identify and correct errors
of in-text citations, direct quotes, and seriation.
2. Using peer selected extracts of text, students will be able to analyze and match them to the
literary genres of folktale, fantasy, and science fiction.
3. Students will be able to define a minimum of 8 parts of a cell and state the function of each
part without reference to notes and books.
4. Students will be able to describe the characteristics of tragic plays in terms of key differences
between Classic Greek and modern tragic structure.
5. Students will be able to lead peers in discussion on class topics using critical thinking
questions that avoid polarized debate.
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12
SLO AND SPECIFICITY
Example of SLO development from vague to specific.
As you read this sequence, note how the SLO gives both teacher and student a clear idea of what
actions/activities will take place in the course, and how progress and mastery can be assessed.
Will appreciate the benefits of literature
Will value literature as social critique
This does not help the student understand expectations. Nor does it tell the teacher and
student how to tell if the student is appreciating or valuing literature.
Will be able to analyze literary texts at the level of theme and structure to demonstrate
connections to social issues of its day.
Will be able to find and analyze contemporary popular literature at the level of theme
and structure to demonstrate connections to current social issues.
Will be able to select a current social issue and craft a creative response to it.
These SLOs are specific with respect to the actions/processes the student will engage in,
the types and levels of skills they will work at, the outcomes or products of the teachinglearning process (demonstrate connections to X, creative response)
PRACTICE SPECIFICITY
Here are some SLOs that are vague. How can you re-write each one or generate a few specific
SLOs for each that will capture what the over-arching but vague SLO is trying to do?
Students will have …
1. gained a strong understanding of the research paper writing process
2. developed an appreciation of the importance of macroeconomic theory
3. deepened their knowledge of the Civil Rights movement in the United States
4. understood the importance of democratic ideals
5. become familiar with strategies for marketing with web-based technology
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13
PRACTISING SLO STRUCTURE
Try your hand at creating SLOs that are SMART(ER). The hardest criteria are the first two – that
the SLO be specific and measurable. This is easier in some disciplines, as well as with lower
order skills of recall and comprehension.
However, trying to be as specific as possible and thinking of ways in which the attainment of the
outcome can be measured or observed in some way helps both student and teacher. When
students have some means of gauging their progress, they are more engaged and motivated to
learn. When we think of outcomes that are specific and observable in some way, we gain clarity
on ways to provide feedback to students to help them succeed.
Action
Conditions
Mastery Criteria
Write your SLOs as sentences:
Did writing these SLOs help you think of ways in which you might assess progress along the way
and provide feedback (formative assessment) and ways in which you might do the final
(summative) evaluation for a grade?
Did writing these SLOs help you think of progress and mastery criteria that you could share with
students to help them navigate their own learning and mastery?
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14
EXAMPLE: BLOOM’S TAXONOMY IN SLO DESIGN
Here are some examples of SLOs at all levels of Bloom’s taxonomy.
By the end of this course students will be able to:
List key authors of postmodern picture books through the 20th and 21st centuries.
Define postmodern picture books by describing key characteristics of form and
narrative, and image.
Remember
Explain the rise of postmodern picture books from aesthetic, technological, and
sociological perspectives.
Understand
Grasping meaning,
interpreting facts, infer
causes and consequences
Apply
Predict the future development of postmodern picture book in terms of
technological innovation and subject matter.
Demonstrate the evolution of postmodern picture books through the interaction
of social, technological, and aesthetic factors.
Identify and classify disparities of power and control in the narratives and
structure of postmodern picture books.
Assess postmodern picture books as tools for developing critical and creative
thinking abilities.
Determine the extent to which postmodern picture books in the 20th century
reproduce or query racial stereotypes.
Produce a postmodern picture book about a topic relevant to a local community.
Recalling and
recognizing information
Use information, ideas,
and processes in new
situations; Problem
finding and solving using
information, ideas, and
processes.
Analyze
Explain why. Reorganize facts and ideas
into connected patterns.
Classify components into
categories. Logical
interconnections, cause &
effect relationships. Infer
meaning.
Evaluate
Compare and
discriminate between
ideas. Assess the value of
ideas and perspectives;
verify evidence value.
Make choices based on
reasoned argument
Create
Use old information to
create new understanding
and knowledge.
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15
EXAMPLE: FINK’S TAXONOMY IN SLO DESIGN
It’s easier to use Bloom’s taxonomy in crafting SLOs than Finks. Here are some examples using
Fink’s taxonomy of Significant Learning. Even if I do not use them all, the exercise of crafting
them helps me think about deeper levels of learning for my students, as well as different ways to
teach, assess, and provide feedback.
Notice the following:
•
•
•
Many items that address Bloom’s mastery levels also address Fink’s dimensions of
learning.
When working with Fink’s dimensions, we tend to craft learning outcomes that suggest
more active and engaging teaching-learning activities.
The categories of Human Dimension, Caring, and Life-Long Learning force us to think
of how we can make the learning experience meaningful while building human capacity
beyond content mastery.
By the end of this course students will be able to:
List key authors of postmodern picture books through the 20th and 21st centuries.
Define postmodern picture books by describing key characteristics of form and
narrative, and image.
Notice that these are the same as Bloom’s Remember/Knowledge level.
Foundational
knowledge
Develop publisher’s guidelines for author submissions of postmodern picture
books.
Create a blog that showcases postmodern picture books from different countries
and cultures.
Complex application
Skills; Engaging in
action; Critical, creative,
and practical thinking;
Managing projects.
Integration
Create infographics that map postmodern picture book evolution in parallel to
developments in technology and art.
Assess postmodern picture books as tools for developing critical and creative
thinking abilities. (Bloom’s Evaluate level)
Predict the future development of postmodern picture book in terms of
technological innovation and subject matter. (Bloom’s Apply level)
Understanding and
remembering:
Information and ideas
Connecting ideas, people,
and realms of life.
Connecting between
school and larger life.
Interdisciplinary.
Collaborate to plan, write, storyboard, and produce a postmodern picture book
about a topic relevant to the local community. (Bloom’s Create level)
Determine the extent to which postmodern picture books in the 20th century
reproduce or query racial stereotypes. (Bloom’s Evaluate level)
Human dimension
Visit an elementary classroom to share/read postmodern picture books with
children.
Write a reflective essay on the value of postmodern picture books from both the
literary and educational perspectives.
Create a postmodern picture book about a turning point in one’s life.
Caring
Engage in peer review to revise project material and written papers.
Document their learning process through the development of a personal portfolio
of written and visual work.
Life-long learning
Learning about oneself
and others. Discovering
the social implications of
what they have learned.
Developing new feelings,
interests, values about
what they have learned.
Learning about learning –
inquiring about a subject,
self-directed learning
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16
COURSE DESIGN 1: OVERVIEW OF COURSE CONTENTS
NB: you will find yourself changing the details as you develop a course, as choices in each category can
affect and change choices in another category. This is normal, especially when first designing courses.
Be patient, and be kind to yourself.
1. List course topics, concepts, ideas, theories, or terminology – what content or topic areas
do you want to cover in this course? This captures your teaching objectives at a high level.
2.
List skills and capacities you want students to develop.
Here you are starting to think of learning outcomes or mastery destinations for your students. What
must they be able to DO and KNOW by the end of the course? Remember to consider larger skills sets
that equip students to become better learners both individually and collaboratively so that you are
preparing them for success beyond your course content. Review both Bloom’s and Fink’s taxonomies.
3. List essential and optional readings.
This may not come directly into your course design and development of learning outcomes, but will
have a bearing as these often point to the range of outcomes you plan for. For instance, if your reading
list includes technical documents of some sort, one of your outcomes could be that students understand
the structure and key words used in certain types of documents. This means you will be mindful of
teaching students how to work effectively with these documents.
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17
COURSE DESIGN 2: DESTINATION & EVIDENCE OF ARRIVAL
Now you are ready to get specific and identify specific outcomes (what they will know and be
able to do) and corresponding products, processes, and interim outcomes.
Notice in the example how thinking of what students will be able to DO also helps you better
generate ideas for activities and teaching-learning processes that can be assessed. Also, depending
on the verbs you use (and the teaching-learning processes the verbs imply), you will also be
addressing Fink’s dimensions even when working with the lower levels of Bloom’s taxonomy.
What students will KNOW at the end of the
course
What will students DO / VALUE?
How will my students and I tell that they know or
take a position on? What are the observable
products or processes?
REMEMBER major motivation theories
UNDERSTAND major motivation theories
REMEMBER
•
match theory to researcher
•
build timeline of development of theories
• define key terms in each theory
UNDERSTAND - ANALYZE
•
Identify and trace similarities across theories
represent visually, a conceptual map showing
alignment and separation of theories
EVALUATE – ANALYZE - SYNTHESIZE
•
UNDERSTAND and EXPLAIN
Hardy’s innovation with tragic heroes
•
Select appropriate theory to explain a learning
motivation scenario
•
Select appropriate theory to justify an approach
to solving a learning-motivation scenario
REMEMBER
Create visual map of key events in tragic plot
timeline
UNDERTAND – ANALYZE - SYNTHESIZE
•
•
Create contrastive table of plot development
in Hardy’s novel and Greek tragedy
Find examples in popular media of divergence
from and convergence to Greek tragedy
EVALUATE
•
•
APPLY AND EVALUATE
The use of postmodern picture books
The value of postmodern picture books
Debate the merits of diverging from epic hero
model using examples classic and popular
tragic hero.
APPLY
Predict the future development of postmodern
picture book in terms of technological
innovation and subject matter.
EVALUATE
•
•
Assess postmodern picture books as tools for
developing critical and creative thinking
abilities.
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COURSE DESIGN 2: DESTINATION & EVIDENCE OF ARRIVAL
YOUR TURN. Generate a list of things students should KNOW and a corresponding list of what
they might DO to demonstrate that they know.
What students will KNOW at the end of the
course
What will students DO?
How will my students and I tell that they know?
What are the observable products or processes?
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COURSE DESIGN 3: COURSE SLOs & INTERIM SLOs
Depending on your course, you may or may not have many interim outcomes. This happens when
you have an over-arching outcome that requires the mastery of interim skills before students can
effectively mastery the main outcome. For example, for students to be able to write a literature
review on a course related topic, they must first master interim skills such as being able to: Craft
a focused research question, conduct effective database searches, evaluate sources, read research
critically, synthesize research on a topic.
Thinking of interim skills for your SLOs helps you develop a checklist to plan your teachinglearning processes. This, thus, ensures your teaching processes, assessment plans, and learning
outcomes are well aligned.
Example
End of course SLO: Students will be able to demonstrate the continuing relevance of Hardy’s
social themes.
In order to achieve this end of course SLO, students must maser these interim outcomes:
1. Summarize the key social themes in the novel.
2. Demonstrate connections between themes and current global issues
Here is an example of an Excel spreadsheet that shows course SLOs across the top and the
interim outcomes that support students’ progress toward achieving each course SLO.
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YOUR TURN: List your end of course SLOs
For each end of course SLO, list interim learning outcomes students must master. (or do
this on a spreadsheet as in the example above)
End of course SLOs
Interim learning outcomes
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FROM SLOs TO TEACHING-LEARNING ACTIVITIES
Good SLOs help you think of appropriate, relevant, and varied teaching and learning activities
that cater to different learning formats (whole class, groups, pairs, individuals), as well as using
different modes such as written work, quizzes, role play, presentations etc.
Use this template to think in an integrated manner in designing teaching and learning.
SLO (Course SLO or
Interim SLO)
Identify literacy devices on
the levels of sound, syntax,
semantics, and form
Summarize the novel’s plot
structure
Trace novel’s alignment
and divergence from
classic Greek tragedy
Teaching-Learning
Activities
Format/Process
Feedback &
Assessment
Teacher modeling
Interactive demo
- whole class
Oral questioning
Cooperative learning
Group work expert groups for
each analysis
category
Literary devices quiz
Close reading posters –
display analysis and
interpretation of texts
Pairs – public
exhibition
Peer review
Teacher feedback
Close reading
assignment
Solo paper
Peer review
Teacher feedback
Plot haiku
Group work
Fact check quiz
Storytelling circle
Pairs – Groups
Short response exam
Response paper to
articles on Hardy and
Greek tragedy
Pair Essay
Peer review
Teacher feedback
Lecture on Hardy and
Greek tragedy
Lecture – whole
class
Post-lecture quiz
Role play panel
presentation
Group work
Peer review
Teacher feedback
Preparing Future Faculty •Student Success Center • Claremont Graduate University • www.cgu/edu/pff
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BEYOND TRADITIONAL TEACHING-LEARNING MODES
As you design SLOs and begin designing courses, consider alternatives to teaching-learning
activities and assessments. This is not to say there isn’t a place for lectures and written
assignments. But being mindful of alternatives that work with a range of learning styles, as well
as of the many opportunities digital tools offer us can help us design courses that engage and
inspire both teacher and students.
Gathering Information (Input). What alternatives to reading (in and outside of class) and
lectures are there that students can use to gather, explore, and present information? Consider
interviews and observations, experiments, Internet searches and evaluation, images and video,
publicly available data.
Creating Learning Experiences. What modes of learning can you integrate into your teaching
process? Consider case studies, problem solving, decision making, role-playing, hearing and
telling stories, community engagement projects, creating wikis and blogs, using social media
platforms like Facebook, Twitter, and YouTube, using data visualization tools such as GIS and
Google Ngrams.
Reflecting on Learning and Learning Experiences. What processes can you integrate into your
teaching that will help students reflect on and review what they have learned or experienced?
This will help deepen learning, build greater self-awareness as learners, as well as develop lifelong learning skills. Consider things like daily/weekly journals (solo and group), portfolios, quick
writes and one-minute papers, peer review, teacher-student conferences, fishbowl discussions.
Preparing Future Faculty •Student Success Center • Claremont Graduate University • www.cgu/edu/pff
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REFERENCES AND LINKS
Bloom, B. S. (1984). Taxonomy of educational objectives (1956). Boston, MA: Allyn and Bacon.
Bloom, B. S. (1980). All our children learning. New York: McGraw-Hill.
Fink, L. D. (2003). Creating significant learning experiences. An integrated approach to designing college
courses. San Francisco: Jossey Bass.
McTighe, J., & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5),
52–55.
Wiggins, G. & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41
Wiggins, G. & McTighe, J. (2005). Understanding by design. (2nd. Ed.) Alexandria, VA: Association for
Supervision and Curriculum Development.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago
Press.
Brigham Young University has a well established website in their teaching learning center that presents
learning outcomes organized by College, Department, and Program.
https://learningoutcomes.byu.edu/
This page shows you how the BYU English BA program outcomes are organized and connected.
https://learningoutcomes.byu.edu/#college=AsrV_k2zdNk&department=qZJzFPLRnI7r&program=jNNOyXf0j-gW
National Institute of Learning Outcomes Assessment
Established in 2008, based at the University of Illinois and Indiana University. Guided by a National
Advisory Panel. Supported by Lumina Foundation for Education, Teagle Foundation, Collage of
Education University of Illinois. NILOA’s aim is to develop methods and practices for effective use of
student learning outcomes and approaches for using assessment data to inform and strengthen
undergraduate education and inform policy. The weblink below is the SLO page with excellent links to
institutions to show a range of program and course level outcomes.
http://www.learningoutcomeassessment.org/TFComponentSLOS.htm#assess
Instructional Design Central
Private organization located in Utah, dedicated to creating knowledge and know-how on instructional
design for different communities, especially educators.
This webpage has great models and explanations of the following:
Merrill’s First Principles of Instruction
ADDIE Model
Dick & Carey Model
Kemp Instructional Design Model
Gagne’s Nine Events of Instruction
Bloom’s Taxonomy
Kirkpatrick’s Four Levels of Training Evaluation.
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
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