Learning Goals and Alignment
July 16, 2013
9:00 am PST | 10:00 am MST | 11:00 am CST | 12:00 pm EST
Duration: 1 hour with additional time for questions
Platform: Online web presentation and discussion via phone and Adobe Connect web conference software with questions and answers following. See Technology Instructions to connect.
1) Give examples of both an overarching course-level learning goal and a more specific topic-level, unit-level or activity-level goal.
2) Describe the difference between the cognitive levels in Bloom's Taxonomy and why InTeGrate authors should know the differences between them.
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 course.
- Quick Introductions - 5 minutes
- Mini-lecture' slideshare on Learning Goals (What, Why and How *plus* Bloom's Taxonomy) - 15 minutes
- Activity (Microsoft Word 2007 (.docx) 107kB Jul16 13) - What makes up a good goal? And Critiquing Goals (Small Group Work: see Participant Workspace) - 25 minutes
- Discussion of Activity - 10 minutes
- Wrap-up and Questions - 5 minute
References and Resources
The following references may be of interest to you.
What is the value of Course Specific Learning Goals? by Beth Simon (Computer Science, UC San Diego) and Jared Taylor (Life Sciences, University of British Columbia) conducted a study of students and faculty perceptions of the usefulness of learning goals (published in the Journal of College Science Teaching, Nov/Dec 2009).
"At the end of my course, students should be able to..." The benefits of creating and using effective learning goals. by Michelle Smith (Molecular, Cellular, & Developmental Biology, CU) and Katherin Perkins (Physics, CU) describe the characteristics of good learning goals and the benefits of creating and using them (published in Microbiology Australia, March 2010).
Overarching Goals - SERC Course Design Workshop by Dr. Barbara J. Tewksbury (Hamilton College) and Dr. R. Heather Macdonald (College of William and Mary) as part of the Cutting Edge workshop series. This is just one section of the workshop (highly recommended) which focuses on the question "What do I want my students to be able to do when they are done with my course?"