How to make sure your Students Learn

what you want them to

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor, Ph.D.Software and Systems Section IT University of Copenhagen, Denmark

An Introduction toConstructive Alignment and The SOLO Taxonomy

Claus Brabrand((( brabrand@itu.dk )))((( http://www.itu.dk/people/brabrand/ )))

Associate Professor, Ph.D.Software and Systems Section IT University of Copenhagen, Denmark

[ 3 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

"What is good teaching?"

Exercise:T

[ 4 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Outline (Oct 10, 2013)

1) Introduction Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy

3) In Practice Concrete recommendations Alignment implementation process

[ 5 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

“Teaching for Quality Learning at University

- What the student does”

“Teaching for Quality Learning at University

- What the student does”

Constructive Alignment & SOLO Taxonomy:

Introduction to…

“Teaching Teaching & Understanding Understanding”

“Teaching Teaching & Understanding Understanding”19 min award-winning short-film on Constructive Alignment(available on DVD in 7 languages, epilogue by John Biggs)

John Biggs’ popular and heavily cited book:

[J. Biggs & C. Tang, 2007]

[ 6 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

"What are the film'smain messages

(in your opinion)"?

Neighbour Discussion:T

[ 7 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Outline (Oct 10, 2013)

1) Introduction Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy

3) In Practice Concrete recommendations Alignment implementation process

[ 8 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

From Content to Competence

My old course descriptions (Concurrency 2004): Given in terms of a 'content description'.

Essentially:

This is a bad ideafor two reasons...!

Goal is…:

To understand: deadlock interference synchronization ...

[ 9 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Goal is…:

To understand: deadlock interference synchronization ...

Problem 1 !

Problem with 'content' as goals ! analyze ...theorize ...

define deadlockdescribe solutions

name solutionsrecite conditons

Stud. C

Stud. A

Stud. B

analyze systemsexplain causes

Censor

Teacher

agreem

ent

analyze systemsexplain causes

tacit kno

wled

ge fro

m a

research-b

ased trad

ition

no

t kno

wn

by stu

den

t

[ 10 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Problem 2 !

Problem with 'understanding' as goals !

The answer is simple:

'concept of deadlock' ?!

Goal is…:

To understand: deadlock interference synchronization ...

It cannot be measured !

[ 11 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Competence !

'Competence' as goals !

Have the student do something;and then observe (evaluate) the product and/or process

'SOLO' = Structure of the Observed Learning Outcome

Note': inherently operational (~ verbs)

Objective !

To learn how to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...

Note: 'understanding' is of course

pre-requisitional !

Competence := knowledge + capacity to act upon it

[ 12 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Neighbour Discussion

"How does thiscontent vs competence

relate to YOUR courses?"

T

[ 13 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

SOLO (elaborated)Note: the list is non-exhaustive

SOLO 2”uni-structural”

SOLO 3“multi-structural”

SOLO 4“relational”

SOLO 5“extended abstract”

theorize generalize hypothesize predict judge reflect transfer theory

(to new domain) …

analyze compare contrast integrate relate explain causes apply theory

(to its domain) …

combine structure describe classify enumerate list do algorithm apply method …

define identify count name recite paraphrase follow (simple)

instructions …

Graphic Legend

problem / question / cue known related issue - given! hypothetical related issue - not given! student response

Q

R

QUANTITATIVE QUALITATIVE

R

R'Q

RQRQRQ

[ 14 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

SOLO verbs

Mapped by: B. Dahl & C. Brabrand

(Natural science context!)

With help from: 3 Educational research

colleagues (medicine) J. Biggs & C. Tang

[ 15 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

SOLO Advantages

Advantages of The SOLO Taxonomy: Linear hierarchical structure (good for progression) Aimed at evaluating student learning Converges on research (at SOLO 5)

Research:Production ofnew knowledge

[ 16 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Exercise

"Key competences in YOUR course?"

T

Concurrency:

analyze systemscompare models

Concurrency:

analyze systemscompare models

[ 17 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

The BLOOM Taxonomy (1956)

The BLOOM Taxonomy:

Knowledge

Comprehension

Application

Analysis EvaluationSynthesis

Qualitative

Quantitative

SO

LO 4

+5

SO

LO 2

+3

”[…] really intended to guide the selection of items for a test rather than to evaluate the quality of a student’s response to a particular item”

-- (Biggs & Collis, 1982)”

[ 18 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Outline (Oct 10, 2013)

1) Introduction Constructive Alignment The SOLO Taxonomy

2) From Content to Competence Advocate a shift in perspective Elaborate on The SOLO Taxonomy

3) In Practice Concrete recommendations Alignment implementation process

[ 19 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Implementation Process

1) Think carefully about: overall goal of course (what students learn to do?)

2) Operationalize these goals and formulate them as SOLO intended learning outcomes

3) Choose carefully the form(s) of assessment (~ intended learning outcomes)

4) Choose carefully the form(s) of teaching (~ intended learning outcomes)

alignmentlearning incentive learning support

[ 20 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Concrete Recommendations

Intended Learning Outcomes [Genetics 101]

After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,

in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria). describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation variation, in-breeding, natural selection).

describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously

2) List sub-goals as 'bullets': Clearer than text

1) Use 'standard formulation':

a) puts learning focus on the student

b) competence formulation: "to be able to"

3) Use 'Verb + Noun' formulation:

What the student is expected to

do with a given matter .V N

V

V

VV

V

V

V

V

N

N

N

N

4) Avoid 'understanding-goals':

"To understand X", "Be familiar with Y", "Have a notion of Z" !

N

[ 21 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Implementation Process

1) Think carefully about: overall goal of course (what students learn to do?)

2) Operationalize these goals and formulate them as SOLO intended learning outcomes

3) Choose carefully the form(s) of assessment (~ intended learning outcomes)

4) Choose carefully the form(s) of teaching (~ intended learning outcomes)

alignmentlearning incentive learning support

[ 22 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Teaching/Learning Activitiesfunctional knowledge

(problem oriented)

declarative knowledge(discipline oriented)

teacher centric student centric

Lecture

Project work

Exercise class

Case teaching

[ 23 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Lecture (about Application) Teacher activity:

Introduce Explain Elaborate Discuss application Give examples Show PPT slides Questions on slides Winding up

Student activity: Listen Listen (maybe take notes) Understand? (correctly? deeply?) Listen (maybe take notes) Listen (maybe take notes) Watch (maybe note points) Write answers to questions Possibly ask a question

activeteacher

passivestudent

vs.

[ B

igg

s &

Tan

g 2

007

, p

.13

7 ]

vs.

[ 24 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Learn about vs. Learn to do Learning (about):

about application about cooking about programming about designing about analysis about construction about relating ...

Learning (to do): to apply to cook to program to design to analyse to construct to relate ...

studentlistening

studentdoing !!

vs.

(to something about something)

[ 25 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Student ActivationAverage

retention rate

5%

10%

20%

30%

50%

75%

80%

Lecture

Reading

Audiovisual

Demonstration

Discussion group

Practice by doing

Teaching others

[ NTL Institute for Applied Behavioral Science, Bethel, Maine ]

passivestudent

activestudent

stud

ent

activ

atio

n

"The (in-famous) Learning Pyramid":

Doing:Learning to doDoing:Learning to do

Listening:Learning aboutListening:Learning about

Note: thesepercentagesare "bogus"

[ 26 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Make explicit ILO's ( )

(…and tell this to students)

= ILO's = TeachingLearningActivities

Assessment

Constructive Alignment

vs.

ROBERT:extrinsically motivatedROBERT:extrinsically motivated

SUSAN:intrinsically motivatedSUSAN:intrinsically motivated

IntendedLearningOutcomes

[ 27 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Questions...

"What is good teaching?"

The Film

Cognitive processes

Association

new ~ old

The Book

John Biggs

"understanding"

content competence

Student activation

Susan & RobertTeacher models

levels 1 - 2 - 3

Course descriptions

Constructive AlignmentTop Competences

15% programming

CS v. NAT v. MAT

Students at University

My researchand teaching

'TLA'Teaching / Learning

Activities

Tips'n'Tricks

?

recitegeneralize

R

R'

Q

The SOLO Taxonomy

[ 28 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Now, please: "2-minute recap"

Please spend 2' on thinking about and writing down the most important points from the talk – now!:

After 1 dayAfter 1 week

After 3 weeksAfter 2 weeks

Immediately

T

[ 29 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Key References ”Teaching for Quality Learning at University”

John Biggs & Catherine TangSociety for Research into Higher Education, 2007. McGraw-Hill.

”Evaluating the Quality of Learning: The SOLO Taxonomy”John Biggs & Kevin F. CollisLondon: Academic Press, 1982

”Teaching Teaching & Understanding Understanding”Claus Brabrand & Jacob Andersen19 minute award-winning short-film (DVD)Aarhus University Press, Aarhus University, 2006

"Constructive Alignment & The SOLO Taxonomy: a Comparative Study of University Competencies in Computer Science vs. Mathematics"Claus Brabrand & Bettina DahlCRPIT, Vol. 88, ACS 3-17, R. Lister & Simon, Eds., 2007

Thank You!

((( http://www.daimi.au.dk/~brabrand/short-film/ )))

Film's homepage:

[ 31 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Tips'n'Tricks (activation)

Neighbour discussions:

Frequent breaks:

Post-It exercise: focus: zoom in anonymous (!) swap'able everyone will engage empathetic control shared knowledge pool

pu

lse

re

ad

er

me

asu

rem

en

ts:

more questions (students dare ask them)

better questions (students had a chance to discuss)

1-2 min timeout [Phil Race]

Form variation:

lecturing blended with in-class activation exercises

[ 32 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Tips'n'Tricks (cont'd)

"Less-is-more":

Use many examples:(build on student pre-knowledge)

Explicit structure:

analyze compare relate

common deadlock, uncommon deadlock, A-synchronization, B-synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks, ...

vs.

Emphasize depth over breadth (coverage)

NEWOLD

1. xxxxxxxxxx

2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

1. xxxxxxxxxx

2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

1. xxxxxxxxxx

2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

1. xxxxxxxxxx

2. yyyyyyyyyy

3. zzzzzzzzzz

4. wwwwwww

self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process)

Student 'recap' at end:

after 1 dayafter 1 week

after 3 weeks

after 2 weeks

now

[ 33 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

E.g. course: ”Databases” (at RUC/Roskilde):

Note: almost entirely non-operational(!)

i.e. measure how?!

obtain knowledge about the structure of database systems; be familiar with design of databases by use of special notations like E/R and analysis through normalization; get an overview of the most important database models and a detailed knowledge about the most important model - the relational model as well as the language SQL; get an overview of database indexing and query processing; obtain knowledge about application programming for DB systems.

Problematic Courses

Familiar with ?!

[ 34 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

e.g.- memorize- describe

UNALIGNED COURSE

e.g.- memorize- describe

"Dealing with the test"

[ 35 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Teacher’sintention

Student’sactivity

Exam’sassessment

e.g.- explain- relate- prove- apply

ALIGNED COURSE

e.g.- explain- relate- prove- apply

e.g.- explain- relate- prove- apply

e.g.- explain- relate- prove- apply

e.g.- explain- relate- prove- apply

[ 36 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Student Motivation

Susan: (”intrinsic motivation”) - wants to…: learn ! Robert: (”extrinsic motivation”) - to…: pass exams !

[ 37 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Constructivism

”Transmission is Dead…” : (lectures = ) Knowledge is… Actively Constructed !

active teacher &passive students

!

risk

[ 38 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

SOLO Taxonomy

Hierarchy for Competences:

Deep learning (not surface) !

5: generalize, theorize, predict, …4: explain, analyze, compare, …3: describe, combine, classify, …2: recite, identify, calculate, …

[ 39 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Stud Learning Focus

Focus on Student Learning ! (instead of ”what teacher does” & labelling students: ’good/bad’) Student activitation learning

[ 40 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Alignment

Make explicit ILO’s (Intended Learning Outcomes):

(…and tell this to students)

Exam = ILO’s = Teaching

[ 41 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Acquisition of Competence

Acquisition of competence progresses according to the following stages of learning:

1) Unconscious incompetence 2) Conscious incompetence 3) Conscious competence 4) Unconscious competence

5) Capacity for moving consciously between stages 3) and 4): (which is required by a teacher)

[ 42 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

On the Role of Examination

Constructive Alignment: A systemic theory (a teaching system w/ cause/effects) A theory of planning (over the course of a course) A theory of motivation (and incentive)

From the exam as a...:

...to:

"Necessary evil"

Motivational and learning-guidingpedagogical tool for the teacher(!)

applicationof alignment

"The exam does not come after, but before the course!"

[ 43 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

Definition: “Good Teaching”

Definition:

Good news (we now know how to do this): Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage!

”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”

-- “Teaching for Quality Learning at University”, John Biggs, 2003

[ 44 ]Claus Brabrand, IT University of Copenhagen Oct 10, 2013University Pedagogy, Danish Technical University

The SOLO Taxonomy (1982)SOLO 1: (Pre-Structural)Here the subject does not have any kind of understanding but uses irrelevant information and/or misses the point altogether. Scattered pieces of information may have been acquired, but they are unorganized, unstructured, and essentially void of actual content or relation to a topic or problem. SOLO 2: (Uni-Structural)The subject can deal with one single aspect and make obvious connections. The subject can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name, count, etc. SOLO 3: (Multi-Structural)At this level the subject can deal with several aspects but these are considered independently; i.e., not in connection with one another. Metaphorically speaking; the subject sees the many trees, but not the forest. He or she is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc. SOLO 4: (Relational)At level four, the subject may understand relations between several aspects and how they might fit together to form a coherent whole. The understanding forms a structure and now he or she sees how the many trees form a forest. A subject at this level may compare, relate, analyze, apply theory, explain in terms of cause and effect, etc. SOLO 5: (Extended Abstract)At this level, which is the highest, the subject may generalize structure beyond what was given, may perceive structure from many different perspectives, and transfer ideas to new areas. He or she may generalize, hypothesize, criticize, theorize, etc.