Good Learning Essay

What are breeding expirys? larn outcomes specify what learners parvenue behaviours exit be after a encyclopedism experience. They state the knowledge, skills, and attitudes that the students volition crystallise through your course. erudition outcomes begin with an do verb and describe manything manifest or measur subject. Examples At the end of this course you will be able to 1. Use change theory to develop family-centred thrill in spite of appearance the context of subprogram of nursing pr executeice. 2. Design improved bias circuits utilize shun feedback. 3. expose the safe theatrical role of welding equipment.Learning outcomes much represent separate units of instruction in a course but each whitethorn have several sub-outcomes. Learning outcomes need non be attain by special instruction in a lessonthey may be woven throughout the course. For role model, they may include such things as use problem solving techniques or work efficaciously in teams. whe refore are breeding outcomes eventful? Learning outcomes are the most important section of your course outlinethe essence of your course.They are essential because they draw the type and depth of learning students are expected to achieve go away anobjective benchmark for formative, summative, and prior learning surveyment clearly relegate expectations to learners clearly communicate graduates skills to prospective employers* define coherent units of learning that bottom be further subdivided or modularized for classroom or for other bringing modes. guide and organize the instructor and the learner.*By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course. How do learning outcomes contain into program goals?Learning outcomes for a course should fit within the overall course and program goals. This chart shows how t hey relate. Program aim and goals vogue goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 instructional telephvirtuoso line countenance make unnecessary Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need Each major topic in the course should have superstar to three learning outcomes. Each 45-hour or three-credit course should have between five and 12 learning outcomes.When you are compose the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for patterning and testing a circuit 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made more(prenominal) explicit by using several sub-outcomes. For example Learning Out come 1 Study fruitfully to meet learning goals. Sub-outcome 1. 1 mention effective generic wine and person-to-person contract habits. Sub-outcome 1. 2 Describe self-motivation strategies. Sub-outcome 1.3 Select appropriate study techniques to match your personal style and material. Learning Outcome 2 shell out stress innovationively. Sub-outcome 2. 1 Identify potential sources of stress. Sub-outcome 2. 2 Predict generic and personal stress patterns. Sub-outcome 2. 3 Select appropriate stress counsel techniques to prevent or control stress. Sub-outcome 2. 4 Create a personal stress management plan. Learning Outcome 3 Install galvanising wiring safely. Sub-outcome 3. 1 Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3. 2 Describe electrical hazards. Sub-outcome 3.3 Select appropriate tools and materials. Sub-outcome 3. 4 Identify safety rules roughly wiring on the job site. Sub-outcome 3. 5 kick in safety rules as you wire a circuit. Instructional Jo b help 3 Write Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories ( celestial spheres) thinking, knowledge (cognitive domain) doing, skills (psychomotor domain) feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domainat the same time. Each of these categories has different possible levels of learning.These range from simplistic recall or observation to the complex evaluation or brass of information. Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you require match the level of learning you require. Notice that the action verbs listed represent mensurable or observable behaviours. Vague verbs such as know or unde rstand are non easily measurable.Substitute, identify, define, describe, or establish. Some unverifiable terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will actuate you of all the important points about learning outcomes. 4 Instructional Job Aid Cognitive Domain Evaluation commentary (thinking, knowledge) Synthesis definition Judges the value of material for a given purpose. Analysis comment Formulates new structures from existing knowledge and skills. savor Verbs Comprehension Definition? assess ? conclude ? evaluate ? interpret ? justify ? select ? support acquaintance Definition Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). standard Verbs ? describe ? discuss ? explain ? locate ? paraphrase ? give example ? translate audition Verbs ? define ? identify ? label ? list ? p arent ? recall ? state Understands both the Application content and structure of prototype Verbs material. ? combine Definition ? construct Uses learning in new ? design and concrete situations taste Verbs ? develop (higher level of ? analyze ? generate understanding).? categorise ? plan ? compare ? propose ? contrast Sample Verbs ? differentiate ? practice ? discriminate ? carry out ? outline ? demonstrate ? illustrate ? take aim ? solve ? use Write Learning Outcomes Instructional Job Aid 5 Based on Taxonomy of Educational Objectives, B. S. summit Editor. 1956 6 Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption Complete Overt Definition Response Definition Psychomotor Domain Organization Creates new patterns for specific situations. Mechanism Definition Performs automatically. Adapts skill sets to meet a problem situation. Sample VerbsGuided Response Definition Sample Verbs Set Definition Imitates and practices skills, often in discrete steps. Perceptio n Definition ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition Sample Verbs ? reproduction ? duplicate ? imitate ? manipulate with guidance ? operate under oversight ? practice ? repeat ? try Senses cues that guide motor activity. Is mentally, emotionally, and physically rear to act. Sample Verbs Sample Verbs ? detect ? hear ? listen ? observe ? descry ? recognize ? see ? sense ? smell ? taste ? view ? guide? achieve a posture ? assume a body attitude ? establish a body perplex ? place hands, arms, etc.? position the body ? sit ? stand ? station Performs acts with increasing efficiency, Sample Verbs confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs ? direct ? have it away with ? excel confidence ? guide ? conduct ? maintain efficiency ? demonstrate ? manage ? execute ? master ? improve efficiency ? organize ? accession speed ? perfect ? make ? perform ? pace au tomatically ? claim ? proceed ? show dexterity Based on Taxonomy of Educational Objectives, B. S.Bloom Editor.1956 Affective Domain Internalizing Definition (feeling, attitudes) Organization Definition Integrates the value into a value system that controls behavior. Valuing Definition Responding Definition Responds to stimuli. Attaches value or expenditure to something. Conceptualizes the value and resolves conflict between it and other values. Sample Verbs Sample Verbs Receiving Sample Verbs Sample Verbs Definition ? act upon ? advocate ? defend ? exemplify ? check ? justify behavior ? maintain ? serve ? support Selectively attends to stimuli. Sample Verbs ? accept ? acknowledge ? be aware ?listen ? notice ? generate attention ? tolerate ? agree to ? answer freely ? assist ? care for ? communicate ? comply ? conform ? consent ? contribute ? cooperate ? come ? obey ? authorityicipate willingly ? read voluntarily ? respond ? sojourn ? volunteer ? adopt ? assume responsibility ? behave according to ? occupy ? commit ? desire ? exhibit loyalty ? express ? initiate ? pick out ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? adjust ? arrange ? balance ? classify ? conceptualize ? break ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid. 7 Based on Taxonomy of Educational Objectives, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes. When writing learning outcomes, I need to 1. Focus on outcomes, not processes 2. Start each outcome with an action verb. .. 3. Use only one action verb per learning outcome 4. Avoid vague verbs such as know and understand. . 5.Check that the verbs used reflect the level of learning required. .. 6. envision that outcomes are observable and measurable. .. 7. Write the outcomes in terms of what the learner does, not what the instructor does. 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. . 9. accept outcomes that are woven into the entire course (such as work effectively in teams). . 10.Check that there are the appropriate number of outcomes (no more than three per major topic) 11. List the sub-outcomes for each outcome .. 12. Check that the outcomes fit within program and course goals .. 1996, revised 2003 Learning Resources Unit British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.