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Learning Outcomes “If I’m your student, what do I have to do to convince you that I’m where you want me to be at the end of this lesson, unit or course?”(Diamond, 2008, 155) What are learning outcomes? • • • • Statements about what a student should be able to do by the end of the course, unit, or lesson Flow from program and department expectations (consult OCAV degree level outcome guidelines, and your program curriculum map, curriculum committee, or chair for assistance), broad course objectives, and instructor expectations Begin with an action verb that describes the knowledge, skills, and attitudes students should be able to demonstrate by the end of the learning period Are aligned to the course assessments (allowing students to demonstrate that they have achieved the learning outcome) and activities (which provide opportunities for the student to practice and learn step-by-step) How can I write Learning Outcomes? 1. Start by creating a concept map detailing the big ideas or major concepts of the course. Think about what is important or essential? What is the point of this course? You can use concepts already identified in the course objectives. For example here is a concept map of SY332: SY332 Race and Enthnic Groups Colonialism and Racism in Canada Racism as oppression Dismantaling Racism Race and Ethnicity Sociological Theories of Race and Enthnicity Intersectional Approach Apply to Canada and globally 2. Take the major concepts and operationalize them into learning outcomes by: Describing the tangible evidence of learning. Use action verbs to detail how students will demonstrate that they have successfully learned the concepts in the course. Ensure action verbs are demonstrable by being specific and measurable. For example: Do not use: Use: Understand Know Appreciate Familiarize Grasp Summarize Explain Compare Predict Appraise Bloom’s taxonomy provides a hierarchically organized learning framework which can be helpful for determining the action verbs you would like to use. Bloom’s taxonomy addresses student’s knowledge (cognitive), skills (cognitive, affective, and psychomotor), and attitudes (affective). 3. Write out learning outcomes from the perspective of the student detailing what the student should be able to do by the end of the course. For example: By the end of this course (SY332) you should be able to … 1) Explain the history of colonialism and racism in Canada 2) Identify and describe the dominant sociological theories and discourses in the field of race and ethnicity 3) Apply critical sociological theories and concepts to understand how race and ethnicity operates in Canada and globally 4) Analyze how racism and whiteness operate as systems of oppression 5) Apply an intersectional approach to understand how race and ethnicity intersect with other forms of social difference 6) Assess the progress of grassroots and mainstream institutions in dismantling racism and other forms of oppression. 7) Research a topic using peer reviewed library sources and be able to write a 6-8 page research paper using APA citation 8) Display self-reliance when working independently and cooperate in group activities Learning Outcomes Checklist Once you have drafted a set of learning outcomes for your course, check to ensure that they: □ Are written from the point of view of the student describing what they should be able to do □ Begin with a verb that describes how students will demonstrate learning □ Use only one verb for each statement □ Student’s attainment of the learning outcome can be assessed □ Avoids vague terms: Know Understand Learn □ Achievable during learning period □ Describes the cognitive, affective, or psycho-motor skill level required in the course (Bloom’s) □ Aligns with course assessments and learning activities □ Specific enough to assess □ Avoids granulation where list of learning outcomes is too long and/or detailed □ Avoids complicated sentences by breaking down into two or more sentences □ Learning outcomes are related to overall outcomes of the program □ Are observable and measurable □ Cognitive or affective domain level is appropriate and there is a variety □ Proof read by a colleague Resources: http://www.nwlink.com/~donclark/hrd/bloom.html http://www.procesbolonski.uw.edu.pl/dane/learning-outcomes.pdf References: Atherton, J. S. (2011) Teaching and Learning Objectives. Retrieved 14 August 2013 retrieved from http://www.learningandteaching.info/teaching/objectives.htm Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.