Module 2 - Topic 3: The Goals and Objectives - PDF

The Goals and Objectives QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives By the end of this session, you will be able to: Discuss the focus in your teaching. Identify goals of the curriculum. Describe designing of the intended learning outcomes....

The Goals and Objectives QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives By the end of this session, you will be able to: Discuss the focus in your teaching. Identify goals of the curriculum. Describe designing of the intended learning outcomes. 2 Interactive Inquiry As a teacher, what do you want to achieve in teaching? How to design the intended learning outcome? 3 Constructive Alignment Introduction: The focus in teaching is not what we teach, but what we would like our students to learn and how we can help them achieve that. The first step therefore is to define the intended learning outcomes for our students. Teaching and assessment are then designed and implemented to align with these outcomes. 4 Constructive Alignment (Cont. 1) Definition: Constructive alignment is a form of outcomes-based teaching and learning (OBTL), the concern of which is what outcomes students are supposed to have achieved after having been taught. Constructive alignment is a curriculum principle in which the intended learning outcomes (ILOs) are consistent with the teaching/learning activities (TLAs), which in turn are then matched to the assessment tasks (ATs). Therefore, each component in the system is supportive of each other. 5 Constructive Alignment (Cont. 2) Importance: ‘Constructive’ refers to the idea that students construct meaning through relevant learning activities. ‘Alignment’ refers to a learning environment where teaching and learning activities (TLAs) and assessment tasks (ATs) align with the intended learning outcomes (ILOs) of a course. 6 Constructive Alignment in Learning, Teaching, and Assessment Implementing 7 Constructive Alignment in Learning, Teaching, and Assessment (Cont.) Designing There are four steps in designing such a teaching and assessment: Describe the intended learning outcomes in the form of standards students are to attain using appropriate learning verbs. Create a learning environment using teaching/learning activities, likely to bring about the intended outcomes. Use assessment tasks enabling you to judge if and how well students’ performances meet the outcomes. Develop grading criteria (rubrics) for judging the quality of the performance of students. 8 Intended Learning Outcomes Definition: Intended learning outcomes (ILOs) are statements written from students’ perspective, indicating the level of understanding and performance they are expected to achieve as a result of engaging in the teaching and learning experience. The terms ‘intended learning outcome’(ILO) and ‘objective’ might be used interchangeably. However, the term ‘ILO’ is better because it emphasizes more than ‘objective’ does, for we are referring to what the student has to learn rather than what the teacher has to teach. 9 Intended Learning Outcomes (Cont. 1) ILOs can be made at three levels: The institutional level What are the attributes of an ideal graduate of the university? These graduate outcomes were called ‘university learning goals.’ The degree programme level What are the ILOs for students enrolled in the degree programme? The course level What are the ILOs for students taking a particular course at a particular level within the programme? 10 Intended Learning Outcomes (Cont. 2) Highlights ILOs should reflect the level of the programme/course. ILOs are expressed from the students’ perspective. They are expressed in the form of action verbs leading to observable and assessable outcomes. They are related to the criteria for assessing student performance. 11 The Verbs and the Designing Procedure The Verbs in the ILOs Generic high-level verbs include the following: apply, conceptualize, reflect, create original insights, solve unseen problems, generate new alternatives, critically review. Such verbs might typically be used to define a high distinction (HD) or distinction(D) grade in meeting the ILOs, depending on the course. Low level verbs such as ‘describe’ and ‘identify’ would be more frequent in defining pass (P). 12 The Verbs and the Designing Procedure (Cont. 1) The Verbs in the ILOs Some of the vague ILO verbs to be avoided are as follows: Understand Comprehend Be aware of Appreciate Familiarize with Know Learn about These verbs don’t tell the student or the teacher how they would know if the ILOs have been met. ILOs need to specify a standard of performance. 13 The Verbs and the Designing Procedure (Cont. 2) Procedures in Designing the Course ILOs Decide what kind of knowledge is to be involved: declarative knowledge or functioning knowledge. Select the topics to be taught but beware that ‘The greatest enemy of understanding is coverage’. Decide the levels of understanding/performance the students are expected to achieve for different topics. Consider if all the ILOs are of equal importance. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant parties, e.g., external review. Communicate the ILOs to students. 14 SOLO levels in approaches to learning questions and why 15 Some ILOs from the SOLO taxonomy Some verbs for ILOs from the SOLO taxonomy Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize, review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles 16 Some typical declarative and functioning knowledge verbs based on the SOLO level Declarative knowledge Functioning knowledge Unistructural Memorize, identify, recite Count, match, order Multistructural Describe, classify Compute, illustrate Relational Compare and contrast, explain, Apply, construct, translate, solve argue, analyse near problem, predict within same domain Extended abstract Theorize, hypothesize, Reflect and improve, invent, generalize create, solve unseen problems, extrapolate to unknown domains 17 Summary Even if the term the “intended” learning outcomes is used, the training and assessment should always allow for desirable but unintended outcomes, as these will inevitably emerge when participants have freedom to construct their own knowledge. 18 References Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18, 57–75. Biggs, J. B., & Tang, C. S.-K. (2011). Teaching for quality learning at university. Open University Press. Gonzalez, H. L., Palencia, A. P., Umana, L. A., Galindo, L., & Villafrade, M. L. (2008). Mediated learning experience and concept maps: A pedagogical tool for achieving meaningful learning in medical physiology students. Adv Physiol Educ., 32, 312–316. Jaques, D. (2003). ABC of learning and teaching in medicine: Teaching small groups. BMJ: British Medical Journal, 326, 492–494. Kugel, P. (1993). How professors develop as teachers. Studies in Higher Education, 18, 315– 328. Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41, 226–232. Nicol, D. J., & Macfarlane-dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218. 19 Credits The following faculty is attributed with the slides and ideas of this session: Dr. Mohammed Hamza Z. E. Seed Ahmed 20