Day1Handouts1)Bloom'staxonomy2)Learninggoal

《Day1Handouts1)Bloom'staxonomy2)Learninggoal》由会员分享，可在线阅读，更多相关《Day1Handouts1)Bloom'staxonomy2)Learninggoal（68页珍藏版）》请在装配图网上搜索。

1、Day 1 Handouts:1)Blooms taxonomy2)Learning goal checklist3)Course-scale goal slide4)Tactics5)Question Goals1Value of explicit learning goals:Carl WiemanAre your students learning the main concepts?Defining learning goals and assessing as you go.1)better define and guide what you want to teach.2)defi

2、ne for students what they should be learning(and why).3)essential for measuring what students are learning-to guide improvement of instruction 2Plan of attackWk 1:Developing and using topic and lecture learning goals Developing questions to assess learning goalsWk 2:More on assessing learning goals.

3、Examining broader(course-scale)and longer term goals,better assessment through homework and examsHave found no substitute for discussion with peers and iteration.general and small group discussion and revisions.3Explicit learning goals Wide range of possible goals:From memorizing terminology to comp

4、lex problem solving skills transferring ideas to new contexts thinking like a scientist(including interest and see relevance)(Reflection of what you want students to learn and at what level)Basic definition:What should students be able to do after completing course?(How general attitudes or thinking

5、 are changed by course?)Requirement of a learning goal:Must be measurable assessment and goals tightly linked4Learning goals:Outcome and student oriented:Identifies what students will be able to do as a result of learning Defines what students are expected to learnSyllabus/Topic list Vs.Learning Goa

6、lsSyllabus/Topic List Material covered(and time spent)Familiar good place to startexpand into learning goals.5Learning goals:Course-scale learning goals(5 to 10 per course)Topic-scale learning goals(2-5 per topic)Lecture-scale learning goals(2-3 per class period)(learning objectives)From Syllabus/To

7、pic list To Learning GoalsSyllabus/Topic ListFamiliar good place to start expand this into learning goals Consistency,Alignment6Course-scale learning goals(5-10)CONTENT SKILLSHABITS OF MINDAFFECTIVE&BELIEFSLecture-scale learning goals Be able to design a fluorescent light bulb and to explain and jus

8、tify the requirements on the various basic components.One Lecture-scale Learning Goal could touch upon several course-level goalsCourse-scale learning goalsRecognize that the behavior of the world around you is not magical and mysterious,but rather can be understood and predicted using certain funda

9、mental principles.Understand the properties and motion of electric charges and use this knowledge to predict and explain various aspects of electricity.7Course-scale learning goals(5-10)CONTENT:SKILLS:HABITS OF MIND:AFFECTIVE:BELIEFS:Be able to analyze,explain,and predict the motion of objects in th

10、e world around youCognitive/Process skills:Reasoning,Problem Solving,Evaluating,Critiquing Technical skills:Computer skills(debugging,software specific,Think like a _:Use alternative representations;Compare and contrast;Reflect;Strategize,justify,and plan;Appreciate,Enjoy,Value,(e.g.Recognize that t

11、he behavior of the world around you is not magical and mysterious,but rather can be understood and predicted using certain fundamental principles.)About nature of learning and doing _:(e.g.Believe that learning and doing physics is more about reasoning and making sense,not memorizing.)8Blooms Taxono

12、my of the Cognitive Domain(=content+skills+habits of mind)1.Factual Knowledge:remember and recall factual information2.Comprehension:demonstrate understanding of ideas,concepts3.Application:apply comprehension to unfamiliar situations4.Analysis:break down concepts into parts5.Synthesis:transform,com

13、bine ideas to create something new6.Evaluation:think critically about and defend a position 9Blooms Taxonomy of the Cognitive Domain(=content+skills+habits of mind)1.Factual Knowledge:remember and recall factual information2.Comprehension:demonstrate understanding of ideas,concepts3.Application:appl

14、y comprehension to unfamiliar situations4.Analysis:break down concepts into parts5.Synthesis:transform,combine ideas to create something new6.Evaluation:think critically about and defend a position Define,List,State,Label,Name,DescribeDescribe,Explain,Summarize,Interpret,IllustrateApply,Demonstrate,

15、Use,Compute,Solve,Predict,Construct,ModifyCompare,Contrast,Categorize,Distinguish,Identify,InferDevelop,Create,Propose,Formulate,Design,InventJudge,Appraise,Recommend,Justify,Defend,Criticize,EvaluateHigher level:Require deeper conceptual understanding10Lecture-scale learning goals(2-3 per class per

16、iod)Example:Be able to design a fluorescent light bulb and to explain and justify the requirements on the various basic components.Check-list for creating lecture-scale learning goals:Is goal expressed in terms of what the student will achieve?Does it identify what students will be able to do after

17、the topic is covered?Is the Blooms level of the goal aligned with your expectations for students learning Is this what students will be able to do if they“understand”the topic at the level you want?If you expect reasoning for“why”,does it convey that?Could you expect a higher level goal?Is it well-d

18、efined?Is it clear how you would test achievement?Do chosen verbs have a clear meaning?Is terminology familiar/common?If not,is the terminology a goal?Not every goal can achieve the following,but if you can express it to address these,that is better:Is it relevant and useful to students?(e.g.connect

19、ed to their everyday life,or does it represent a useful application of the ideas).11Low level goalexplicitly encourages students to memorize the steps from DNA to proteinDescribe how the process of extracting information from genetic material is regulated at each step of conversion of DNA to RNA to

20、protein.ProblemsOriginal L.G.Introduction to Molecular and Cell BiologyNew L.G.AdvantagesPropose two different ways that an abnormal protein could be made in a cell,resulting in disease symptoms.Higher level goalencourages student to think about how proteins work,how they are produced,and how they c

21、an be altered by mutations in DNA.12What level is this and do you have suggestions for improving?You should know how to apply Ohms Law,and be able to calculate V,I,and R for various circuit configurations.13Levels of learning goalsWith partner write two specific learning goals:1 learning goal at Blo

22、oms Level(1 or 2)and decide what level it is.1 learning goal at Blooms Level(3-6)and decide what level it is.Topic=Provincial Government/DemocracyGoals:To be able to use Blooms taxonomy to help craft and to identify learning goals at various cognitive levels.To be able to debate the limitations of r

23、elying solely on the verb to define the level.14Next Activity:Work on your learning goals with your table groupShare with each other some of the learning goals(LG)that you have for a class that you teach.Pick one that you feel could be improved.Use your white boards to work on revising the LG.Compar

24、e the current wording of the LG to the guidelines we have provided(identify the“level”of this LG,and whether it is too broad or too narrow).Discuss how the LG could be rewritten to better state your true goal.15Testing achievement of learning goals:Formative assessment(Know what students think now(b

25、efore exam),and fix it!)By what methods could you ask a question on one of your lecture-scale learning goals,collect answers,and evaluate it?161.Content Goal:Does the question test an essential aspect of the material?2.Cognitive Goal:How do students use the content to arrive at the answer?What does

26、it mean to learn or“do”this subject?3.Metacognitive Goal:Are students examining their own thinking?Each question sends a message to the students:3 areas to consider when developing a question17The Montillation of Traxolinewhen assessment goes astrayIt is very important that you learn about traxoline

27、.Traxoline is a newform of zionter.It is montilled in Ceristanna.The Ceristannians gristerlate large quantities of fevon and then bracter it to quasel traxoline.Traxoline may well be one of our most lukized snezlaus in the future,because of our zionter lescelidge.-Assessment of UnderstandingAnswer t

28、hese questions in complete sentences.Be sure to use yourbest handwriting.1.What is traxoline?2.Where is traxoline montilled?3.How is traxoline quaselled?4.Why is it important to know about traxoline?attributed to Judy Lanier181.Content Goal:Does the question test an essential aspect of the material?

29、Is it aligned with your learning goal?2.Cognitive Goal:How do students use the content to arrive at the answer?What does it mean to learn or“do”this subject?What are the cognitive processes involved?Are they comparing and contrasting phenomena,ranking,classifying,or performing a mathematical manipul

30、ation?3.Metacognitive Goal:Are students examining their own thinking?Each question sends a message to the students:3 areas to consider when developing a questionHidden/implicitDefines students focus what they think your goals are.191)Write a question to test learning of one of your goals.What are go

31、als of your question?(content,cognitive,metacognitive).Follow-up discussion of process and of question design.Small(table)group activity:Strategies for avoiding memorization:“Troubleshooting”something changes,what could cause this?“redesign”“compare and contrast”scenarios20How would implement your q

32、uestion in class?(logistics)21Ideas for implementation:Ask question in exam or homework.Ask students to write answer to a question on a sheet of paper and turn it in.Ask students to write answer on own,then discuss with others,then write a revised answer.Ask students to discuss question in groups,wr

33、ite a group answer.Ask a multiple choice question and ask students to vote using their hands,colored cards,or clickers.Students can answer on their own or discuss in groups.Give credit for answering questions but dont grade.Clickers,Colored CardsOne Minute Papers(individual or group)Pretest-Posttest

34、22End day 1.Homework 1.Read article by Beatty et al.on“Designing effective questions for classroom”2.Develop 3 or 4 course level goals for a course you have taught or expect to teach soon.23Day 2 HANDOUTSExercise sheet with course/class activities and with example on the backFCI content surveyCLASS

35、survey Examples from Chemistry&Biology24Important questions from first session.1.Goals that cant be measured?Course level goals often too broad to measure directly.Clarified and defined by detailed goals that are measurable.(If still not measurable,declare attained.)2.Goals too specific,limit contex

36、ts of application?Goal quite specific for given context,but then added goalis“Be able to apply to range of contexts.”(With range ofinterest defined.)3.If goals are specific,wont they just memorize material?Probably not as much as if goals not specifically state involve things beyond memorization.b.N

37、ot as easy as might think if use higher level thinkingverbs/questions/activities.(think Montillation of Traxoline)alignment-lecture,homework,exams25Day 2 Standard experiences from in-class formative assessment-“Oh my god!I never imagined they were thinking that/did not know that/would start asking s

38、o many questionsabout,”I.More on question development.Question design tactics-Beatty et alDifferent representationsII.Course level learning goals.III.Some standard course level assessment tools.Creating assessment tools.261.Content Goal:Does the question test an essential aspect of the material?Is i

39、t aligned with your learning goal?2.Cognitive Goal:How do students use the content to arrive at the answer?What does it mean to learn or“do”this subject?What are the cognitive processes involved?Are they comparing and contrasting phenomena,ranking,classifying,or performing a mathematical manipulatio

40、n?3.Metacognitive Goal:Are students examining their own thinking?Question Development:One question can address multiple types of goals27Question Design Tactics(from Beatty Article)Tactics for directing attention and raising awareness:Remove nonessentials Compare and contrast Extend the context Reuse

41、 familiar question situations Oops-go-backTactics for stimulating cognitiveprocesses:Interpret representationsCompare and contrastExtend the contextIdentify a set or subsetRank variantsReveal a better wayStrategize onlyInclude extraneous informationOmit necessary informationTactics for formative use

42、 of response data:Answer choices reveal likely difficultiesUse“none of the above”Tactics for promoting articulation discussion:Qualitative questionsAnalysis and reasoning questionsMultiple defensible answersRequire unstated assumptionsTrap unjustified assumptionsDeliberate ambiguityTrolling for misc

43、onceptions28Tactics for Questions (Beatty,2005)1.Remove inessential details to focus students attention where you want it.2.Have students compare two things.Their attention will naturally be drawn to the differences between them.3.Ask a familiar question about an unfamiliar situation to draw student

44、s attention to the ways the new situation differs from a familiar one.4.Ask a series of two questions.The first is a trap intended to make students commit a common error.Before reviewing the first question,ask a second which makes them aware of the error they have just committed.This technique can h

45、elp them discover the mistake they made.295.Require students to use different representations.Ask them to explain in words the meaning of a mathematical formula.Ask them to use information from a graph in a mathematical formula.Ask them to graph data in a table.6.Present students with a set of proce

46、sses or objects and ask them to determine subsets within the items presented.7.Direct the strategy to force students to use more than one method.If students commonly solve a type of problem one way,require that they use a different method.8.Include extraneous information or omit necessary informatio

47、n so that students think more carefully about what they need to solve the problem.If they are always provided with only the information needed,an important part of the problem solving has been done for them.“Not enough information is given”can be the correct answer for some questions.30Ex:Revising a

48、 Chemistry Question to use representations If you start with 6 S atoms and 6 O2 molecules,how many SO3 molecules can you form given the following reaction?2S+3 O2 2 SO3A.2B.3C.4D.5E.631This diagram represents a mixture of S atoms and O2 molecules in a closed container.S atomO2 moleculeWhich diagram

49、shows the results after the mixture reacts as completely as possible according to the equation2S+3 O2 2 SO3A.B.C.D.E.more informative representation,more mistakes 3220 VCalculate currents and voltagesat points A and B,when:(1)B is connected to C(2)B not connected to C 2 2 A2 BWhat happens to thebrig

50、htness of the 3 identical bulbs whenswitch is closed?C3333Concept maps.EvolutionConcepts:Survival of the fittestGenetic codeMutationsSpeciationDiversityReproductionIsolationDifferentiationAdvantageDisadvantageEnvironmental conditionsProtectionDraw a map inserting terms that link these conceptsMutati

51、onsDifferentiationlead toAdvantageDisadvantageCan beCan beEnvironmental conditionsDetermine ifDetermine if345.Require students to use different representations.Ask them to explain in words the meaning of a mathematical formula.Ask them to use information from a graph in a mathematical formula.Ask th

52、em to graph data in a table.6.Present students with a set of processes or objects and ask them to determine subsets within the items presented.7.Direct the strategy to force students to use more than one method.If students commonly solve a type of problem one way,require that they use a different me

53、thod.8.Include extraneous information or omit necessary information so that students think more carefully about what they need to solve the problem.If they are always provided with only the information needed,an important part of the problem solving has been done for them.“Not enough information is

54、given”can be the correct answer for some questions.35Work in pairs to write new question(s)using one or moreof tactics.Think about 3 areas:content,cognitive,metacognitive.Share question.what tactics used?what is question testing?what messages are being sent about what you value students to learn&abo

55、ut the discipline?36Course level learning goals37Some examples of goalsShare some of your course-scale learning goals What did you think about as you wrote these goals?Does assessing these goals seem problematic?CONTENTSKILLSHABITS OF MINDAFFECTIVEBELIEFS38How do you structure a course to develop an

56、d target these goals?Some ideas!39Developing course-scale learning goals:An example from Modern PhysicsGoal:Apply knowledge of behavior of atoms and light to novel applications.Lecture:Structure of atoms,interaction with light,discharge lamps students learn basic physics.Homework:apply knowledge of

57、atoms and light to photomultiplier tubes and digital cameras.Exam Question:“Explain what would have to happen(in your example atom)for the electron in the atom to become free(unbound from the atom).Draw a diagram of a discharge lamp set-up,showing the voltage supplied by the battery and the location

58、 of the gas molecules where this would be a possible outcome.Explain your reasoning.”40Course-scale goal:Course activities:Connected lecture or topic scale learning goals:In class:HW:Exam:Other:41Course-scale goal:Apply knowledge of behavior of atoms and light to novel applications.Course activities

59、:Connected lecture or topic scale learning goals:e.g.Be able to propose various strategies for redesigning the semi-conductor used in a digital camera detector to control the color of light it would detect and explain why these changes would lead to a change in behavior.In class:Structure of atoms,i

60、nteraction with light,discharge lamps students learn basic physics.(Use clicker questions,student discussion)HW:Apply knowledge of atoms and light to photomultiplier tubes and digital cameras.(Make students explain reasoning,draw connections between ideas and actual behavior and outcomes(e.g.the dig

61、ital pictures),use multiple representations)Exam:“Explain what would have to happen(in your example atom)for the electron in the atom to become free(unbound from the atom).Draw a diagram of a discharge lamp set-up,showing the voltage supplied by the battery and the location of the gas molecules wher

62、e this would be a possible outcome.Explain your reasoning.”42Work in pairs to examine how in your course you would address course-scale goal and how this is connected to lecture-scale goals.Share examples with the whole group43Examples for assessing course level goals44Measuring learning gains:Pre-p

63、ost content surveysForce Concept Inventory(FCI)Force Concept Inventory(FCI)Multiple choice conceptual content survey Given pre-postUsefulness of Pre-post survey:1)Pre-test:know students initial ideasestablish baseline understanding2)Pre-post:measure learning gain for individual students,or class ave

64、ragemeasure effect of year-to-year modifications in courseNormalized gain45Creating pre-post content surveysBasics:1)Decide which specific learning goals to test(cant test them all in a 30 min survey)2)Formats:open-ended or multiple-choice or combo3)*Multiple questions per concept/idea-can they use

65、idea in different contexts*Distracters that represent common student misconceptions or problem solving difficultiesValidation(student and faculty interviews):Are questions interpreted consistently by students/faculty?Is wording clear?Are questions accurately capturing true misconceptions or true und

66、erstanding of the concept/idea?Time consuming46Other ways to measure learning gainsRepeat challenging questions from semester to semester.Compare student performance Assess how students answers change as you change the way you teach the classproblem set questionsexam questionsfinal exam questions Can all be used to collect this kind of feedback47Measuring learning gainsR.Hake,”A six-thousand-student survey”AJP 66,64-74(98).Force Concept Inventory(FCI)Force Concept Inventory(FCI)Multiple choice c