getsi development approach & learning goals
TRANSCRIPT
This work is supported by the National Science Foundation’s Transforming Undergraduate Education in STEM program within the Directorate for Education and Human Resources (DUE-1245025).
GETSI/INTEGRATE DEVELOPMENT APPROACH
& WRITING LEARNING GOALS
MODIFIED FROM PRESENTATIONS BY
JOSHUA CAULKINS (U OF RI) AND DAVID STEER (U OF AKRON)
The webinar begins at:10 am PT | 11 am MT | 12 pm CT | 1 pm ET
For audio, call: 1-877-668-4490(or 1-408-792-6300)
Access Code: 579 751 284Password: mar13
Press *6 to mute and unmute(but hopefully we won’t need any muting)
GOALS FOR THIS WEBINAR
By the end of the webinar you will be able to:
1. Describe how the InTeGrate/GETSI design approach aligns to the Materials Development Rubric
2. Develop and evaluate learning goals and outcomes1. Give examples of an overarching module-level goal and a more
specific unit-level learning outcome.
2. Describe the difference between the cognitive levels in Bloom’s Taxonomy and why curriculum authors should know this difference.
3. List at least two characteristics of well-designed learning goals and state why they are important.
4. Defend why learning goals should align with assessments for a given module or activity.
3. Access the SERC Content Management System (CMS)
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
A. Grand ChallengesB. Interdisciplinary problems
(geoscience & social science tied together)
C. Nature and methods of scienceD. Authentic geodesy data and
inquiryE. [System thinking]
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
Guiding Principles
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
LEARNING GOALS/OUTCOMES
Learning goals identify significant and essential learning that students can demonstrate by the end of the module or course.
– Student centered
– Measurable
– Align with one more assessment elements
LEARNING GOALS: WHAT AND WHY
• What is a “level” for a learning goal?
– How are module-level goals (also called “overarching goals”) different from unit-level or activity-level goals/outcomes?
• So a module-level goal is still measurable but has a broader focus. Unit-level or activity-level goals will be more specific and will mention specific tasks or practices that students will master or least become proficient in.
EXAMPLE OF MODULE GOALS
• F
EXAMPLE OF MODULE GOALS
• G
UNIT-LEVEL LEARNING GOALS
BLOOM’S TAXONOMY – COGNITIVE LEVELS
Three (3) Domains of learning:
1. Cognitive (Knowledge)
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
2. Affective (Feelings, Emotion)
--Attitude, Sense of Self
Higher CognitiveOrders (HOCs)
Lower CognitiveOrders (LOCs)
3. Psycho-motor (Skills)
--Manual or Physical Skills
BLOOM’S TAXONOMY: ACTION VERBS
– Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Propose, Devise, Formulate, Combine, Hypothesize, Synthesize, Forecast.
– Evaluating - Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend.
– Analyzing - Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Deduce.
– Applying - Solve, Show, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Apply, Produce, Translate, Calculate.
– Understanding - Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize.
– Remembering - List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize.
Note: There is some overlap in the verbs, it depends on the level of the activity you are attempting to capture with the goal.
Low
er-O
rder
Hig
her
-Ord
er
WRITING LEARNING GOALS
• An action verb identifying performance
• A learning statement specifying the learning
• A standard for acceptable performance
Students will be able to solve interdisciplinary problems.
Students will be able to describe how economic, social and political issues bear on scientific problems.
At the end of the course, students will be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.
For
Exam
ple
EVALUATING LEARNING GOALS (ADAPTED FROM ACTIVITY BY B.
TEWKSBURY AND H. MACDONALD)
Understand the fundamental concepts of fluid dynamics.How would you evaluate this goal?
1. Student-centered? (rather than teacher-centered)
2. Concrete? (or vague and abstract)
3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create)
4. What level is it? (module-level? unit-level? activity-level?)
5. Make this goal more challenging? (Hint: think “verb”)
6. Measureable? How? (Suggested activity/exercise to measure?)
EVALUATING LEARNING GOALS
Describe the seven major disasters covered in the course and explain the geologic process associated with the disasters.
1. Student-centered? (rather than teacher-centered)
2. Concrete? (or vague and abstract)
3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-Apply, 4-Analyze, 5-Evaluate, 6-Create)
4. What level is it? (module-level? unit-level? activity-level?)
5. Make this goal more challenging? (Hint: think “verb”)
6. Measureable? How? (Suggested activity/exercise to measure?)
EVALUATING LEARNING GOALS
Examine three seismograms from different stations, locate the arrival of P-waves and S-waves and, given a uniform time axis and a map of the three stations, be able to estimate the location of the epicenter.
1. Student-centered? (rather than teacher-centered)2. Concrete? (or vague and abstract)3. What Bloom’s Taxonomy level? (1-Remember, 2- Understand, 3-
Apply, 4-Analyze, 5-Evaluate, 6-Create)4. What level is it? (module-level? unit-level? activity-level?)5. Make this goal more challenging? (Hint: think “verb”)6. Measureable? How? (Suggested activity/exercise to measure?)
OVERARCHING GOALS & LEARNING OUTCOMES
Goal: At the end of the course, students be able to convincingly make the case that economic, social and political issues are relevant when addressing problems related to climate change.
Learning Outcomes: At the end of this unit, students will be able to correctly:• Describe five economic impacts of climate change• Describe three social impacts of climate change• Compare and contrast two major political positions related to
climate change
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
The Approach
Measure the learning outcomes Criterion referenced Consistent with course activities and resources Sequenced, varied and appropriate Address various cognitive levels
• Which part of the world is
represented on this map?
• Does the ocean surface display El
Niño, ENSO normal, or La Niña
conditions and how do you know?
• Where will precipitation fall if these
anomalous temperatures remain in
place?
ASSESSMENT AND MEASUREMENT
ASSESSMENT AND MEASUREMENT
Learning Outcome: Compare and contrast two major political positions related to climate change
Assessment: You just accepted a position as a Congressional intern for the Speaker of the House, John Boehner (R), Ohio. As Speaker, he is responsible for maintaining Republican Party unity. He is preparing for hearings on proposed EPA regulations related to CO2 emissions. Write a one page summary comparing and contrasting the two main political views related to climate change that he will have to contend with during these hearings.
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
TEACHING MATERIALS & RESOURCES
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH
INSTRUCTIONAL STRATEGIES
Support learning goals Promote student engagement Develop student metacognition Opportunities to practice
communicating geoscience Scaffold learning
INSTRUCTIONAL STRATEGIES
What are instructional strategies you find most effective?Implementation challenges?Intentional reflection (metacognition)?•
Identify Module
Learning Goals
Identify teaching &
learning outcomes for
individual units
Determine how to assess and measure
student success on goals and outcomes
Design teaching
resources and materials to
match assessments
Plan Instructional Strategies to implement
teaching resources
THE APPROACH:PHASE 2
LINKING GOALS AND PROCESS: THE MATERIALS DESIGN RUBRIC
1. Guiding Principles
2. Learning Goals and Outcomes
3. Assessment and Measurement
4. Resources and Materials
5. Instructional Strategies
6. Alignment
7. GETSI-specific Instructional Strategies
SERC CONTENT MANAGEMENT SYSTEM
• Great tutorialsare available
http://serc.carleton.edu/dev/getsi/index.html
FOLLOW UP WORK
• Navigate to “Reports” page in your module and fill in “Team Member Information” for you (near the bottom of the page)