Learning Outcomes

1. Learning Outcomes Carolynn Rankin YULIS Friday 5th May 2006 How to avoid disaster! Practical tips for successful information literacy teaching

2. Learning & Learning Styles • Deep and surface learning • Learning styles • Activists/reflectors/theorists/ pragmatists • Consider the needs of • visual learners • auditory learners • tactile learners

3. Benefits of learning outcomes • Student centred approach • A shift from the content we teach to what the student is able to do on the successful completion of the session “The guide on the side rather than the sage on the stage” • What other benefits can you think of? Discuss this with the person sitting next to you.

4. Benefits of learning outcomes • Guide students in their learning by explaining what is expected of them • Useful in compiling progress files • Help avoid plagiarism • LO – students will be able to demonstrate the origins of their ideas by referencing sources used in their work • Assessment criterion – correct use of the Harvard referencing style within the text for all information sources used

5. Use active verbs – promote positive outcomes • Spell out what the students will be able to do • You may only have one shot at a teaching session with a group of learners

6. Avoid the fuzzy … • Really know • Become acquainted with • Learn the basics of • Obtain a working knowledge of • Have a good grasp of • Be aware of • Understand

7. Bloom’s Taxonomy • The cognitive domain consists of • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation The Taxonomy of Educational Objectives (Bloom, 1956)

8. Cognitive areasActivities which give evidence of knowing Define, describe, identify, label, list, name, outline, reproduce, recall, select, state, present, extract, organise, recount, write, measure, relate, match, record

9. Cognitive areasActivities giving evidence of comprehension Interpret, translate, estimate, justify, clarify, defend, distinguish, explain, generalise, exemplify, infer, predict, rewrite, summarise, discuss, perform, report, present, indicate, find, represent, formulate, contrast, classify, express, compare, recognise, account

10. Cognitive areasActivities giving evidence of application of knowledge/understanding Apply, solve, demonstrate, change, compute, manipulate, use, employ, modify, operate, manipulate, use, employ, modify, operate, predict, produce, relate, show, select, choose, assess, operate, illustrate, verify

11. Cognitive areasActivities giving evidence of analysis Recognise, distinguish between, evaluate, analyse, break down, differentiate, identify, illustrate how, infer, outline, point out, relate, select, separate, divide, compare, contrast, justify, resolve, examine, conclude, criticise, question, diagnose, categorise, elucidate

12. Cognitive areasActivities giving evidence of synthesis Arrange, assemble, organise, plan, prepare, design, formulate, construct, propose, present, explain, modify, reconstruct, relate, re-organise, revise, write, summarise, account for, report, alter, argue, order, select, manage, generalise, derive, synthesise, enlarge, suggest

13. Cognitive areasActivities giving evidence of creativity Originate, image, begin, design, invent, initiate, state, create, pattern, elaborate, develop, devise, generate, engender

14. Cognitive areasActivities giving evidence of evaluation Judge, evaluate, assess, discriminate, appraise, conclude, compare, contrast, criticise, justify, defend, rate, determine, choose, value, question, measure

15. Writing learning outcomes • Specify the minimum acceptable standard • Have a small number of learning outcomes which are central - not a large number of superficial outcomes.

16. Have you been clear How well were the intended learning outcomes of your session communicated?

17. Summary • Consider learning strategies and learning styles • Write using clear language • Focus on a few central learning outcomes • Indicate the connections – the context

18. Over to you now – 10 minutes to work on your group teaching task