Learning Outcomes & Lesson Plans

Training for FSE GTAs

4th October 2023

Dr Martin Simmons Dr Kristina Brubacher Dr Wennie Subramonian

Department of Engineering for Sustainability Department of Materials Department of Chemical Engineering
 Learning Outcomes

• By the end of this workshop:

– ALL should be able to:
• Construct learning outcomes that are appropriate for higher education
courses
• Design a lesson plan for a university teaching session
– MOST will be able to:
• Appraise learning outcomes and lesson plans produced by
yourself/others
– SOME will be able to:
• Evaluate the effectiveness of learning outcomes and lessons plans
 Two Kinds of Student
Levels of
Knowledge

Theorising

Applying ‘Academic’ Susan Learning

activities
B needed to
Relating achieve
intended
learning
Passive Explaining A outcomes

Describing
‘Non-academic’ Robert
Note taking
Passive Level Of Student Engagement Active
e.g. the standard lecture e.g. project-based learning
Memorising

Active

Biggs J & Tang C. 2011. Teaching for Quality Learning at University, 4th Edition. NY: Open University Press.
 Planning effective teaching
(to Robert and Susan!)

• How can we make mass education effective?

• This requires:
– Good (or great!) classroom teaching skills
– Planning
1. Intended learning outcomes
2. ‘Lesson’ planning
Learning
Outcomes
 The need for learning outcomes

• Make expectations clear for students and teachers

• Clarifies what the student needs to be able to do
• Helps students to understand what is important
• Helps teachers to plan their teaching and
assessment
• Encourage reflection
• Constructive alignment1
1Biggs, John B. (John Burville), and Catherine So-kum Tang. Teaching for Quality
Learning at University : What the Student Does. 4th edition. Maidbehead ;: McGraw-
Hill/Society for Research into Higher Education, 2011. Print.
 Intended Learning Outcomes (ILOs)

• ILOs exist at several different levels:

– Degree type (e.g. BEng, MSc)
– Institution (e.g. UoM)
– Programme (e.g. MEng Civil Engineering)
– Unit (e.g. CIVL20001 Structures 2)
– Session (e.g. lecture, tutorial, training)

• The last 2 are most relevant to affect GTAs

 Example: Unit specification

Module title: Molecular • Describe the structures of molecular

Crystals crystals
Credit rating: 5 credits
Credit level: 4 • Explain the existence & properties of
Lecture hours: 8 different molecular crystal phases
Tutorial hours: 4 • Rationalise the chemical reactions in
Practical work hours: 4 molecular crystals
Private Study: 32 • Describe the requirements for non-
Total study hours: 48 linear optics in molecular crystals
Assessment methods: • Given the structure of a molecule or
Unseen examination: 80% compound, predict, with reasons,
Course & lab tests: 20% what kind of phase it forms
 Structure of learning outcomes

--------------------------------------------------------------------------
At the end of this course, students will be able to:

Create a lesson plan for your course

(verb) + (object) + (context)
--------------------------------------------------------------------------
• The verb:
– is the action that students must do.
– reflects the Level of Knowledge that students must demonstrate
 Levels of knowledge and verbs

• Linked to Bloom’s Taxonomy2

Description and verbs

2Bloom, B. S. (1956). Taxonomy of Educational Objectives I: Cognitive Domain, Volume 1. London: Longman Group.
Feedback and Discussion
Planning for
Learning
How can you plan your
teaching so that it has the
greatest impact?
 The bigger picture of planning for learning

Programme
Degree Programme Delivery &
Programme ILOs

Year Year Level Delivery

Year 2
1 3 & ILOs

Course Unit Delivery,

Course Unit / Module A Unit / ILOs &
Module B
Assessments

Lesson 1,
Lesson 1 Lesson 2 Lesson 3 Lesson 2,
etc. Lesson Plans
 What is lesson planning?
• A lesson plan is a roadmap for a specific teaching session
• It contains a clear structure for the lesson – breaking down the lesson into small,
sequential tasks/steps
• Good lesson plans are brief – brief notes on activities and key questions
• Lesson plans have a practical purpose – not (just) a theoretical pedagogical tool
• Lesson planning is based on the learning theory of constructivism – students actively
construct their own knowledge

Starter Main lesson/activity Plenary

Example of a First activity Second Third

First Pairs’ Second
lesson structure: Starter – whole activity – activity -
plenary feedback plenary
class paired work group
 Why should we carefully plan each
teaching session?
Some examples:
• To give us confidence
• To ensure that we focus on learning outcomes
• To keep us on track and pace the lesson
• To engage students in learning through active participation
• To check for understanding
• To ensure that learning will take place – avoid the “talking head” of
lectures
After delivering a session, use your lesson plan to
reflect on your teaching practice!
 Things to consider when designing lesson
plans
1. Desired Results Three ‘A's of Planning:
• Intended Learning Outcomes
2. Lesson Design
• Assumed prior knowledge of students Aims
• How to engage students in learning
• How all learners’ needs will be
addressed
• Required resources
3. Evidence of Learning Assessment
Activities for
Learning
• How to assess that learning has taken
place
Feedback and Discussion
Summary and
Review of
Session
Outcomes
 Learning Outcomes

• Have you achieved the learning outcomes?

– ALL should be able to:
• Construct learning outcomes that are appropriate for higher education
courses
• Design a lesson plan for a university teaching session
– MOST will be able to:
• Appraise learning outcomes and lesson plans produced by
yourself/others
– SOME will be able to:
• Evaluate the effectiveness of learning outcomes and lessons plans
Evaluation
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 Acknowledgements

Some of the images and ideas in this presentation have

been taken from an earlier version of the training produced
by Dr Jim Boran

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