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Introductory level students are only capable
of lower level thinking
MythTruth or
?](https://image.slidesharecdn.com/learning-objectives-presentation-august2016-161113174906/75/Creating-Measurable-Learning-Objectives-and-Completing-an-Alignment-Document-16-2048.jpg)
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Creating Measurable Learning Objectives and Completing an Alignment Document
This document discusses how to write measurable learning objectives for courses and modules. It begins by outlining the key things students should be able to do after completing a workshop on learning objectives, such as distinguishing between course and module objectives. It then provides examples of measurable learning objectives using action verbs and discusses how to ensure objectives are specific, measurable, attainable, relevant and time-bound. The document emphasizes writing objectives that describe behaviors students will demonstrate and end with the student as the subject. It also provides guidance on sequencing objectives across a course's modules and lessons and aligning objectives with assessments and learning activities.
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Creating Measurable Learning Objectives and Completing an Alignment Document
- 1. By Teresa Potter SeniorInstructional Designer , The University of Akron Special thanks to Dr. Jill Phipps
- 2. After successful completionof this workshop, you will be able to: Distinguish between Course Level and Module Level Learning Objectives Identify four domains of learning Select action verbs appropriate to different levels of a learning domain Create measurable course level learning objectives Create measurable module level learning objectives
- 3. Learning Objective: Astatement about what students must be able to demonstrate for successful completion Learning Outcome: What happened Course Description: Describes content or procedures Goal: High level goal the institution/de partment hopes to convey
- 4. After successful completionof this course, students will be able to: Measurable Learning Objectives describe behaviors students will be able to demonstrate Action Verb + Content
- 5. Measurable learning objectives describe behaviors studentswill demonstrate to show many types of learning Behaviorism Cognitivism Constructivism Experientialism Social Construction
- 6. After successful completionof this course, students will be able to: 1. Select metacognition strategies to support course design 2. List important events that lead to World War II 3. Describe the characteristics of a professional resume 4. Write a business plan
- 7. After successful completionof this course, students will be able to: Understand how to write a professional resume Understand how to write a professional resume
- 8. But how doI know that you know? How can you show me?
- 9. 1. What informationdo you want students to learn? 2. What level of knowledge do you want them to achieve? 3. What action will they use to demonstrate mastery? 4. What additional criteria are necessary?
- 10. Course or Moduleor Lesson Sequence Chunking Context Level of Detail
- 11. After Successful Completionof this course, students will be able to: Create a professional resume After successful completion of Module 1, students will be able to: Describe the components of a professional resume Module 2: List their professional experience with appropriate detail Describe the skills used in previous positions
- 12. Course Level ObjectivesModule Level Objectives 1. Create a professional Resume 1.1 Describe the elements of a professional resume 2.1 List your professional experience with appropriate detail 2.2 Describe the skills used in previous positions
- 13.
- 14. By K. Aainsqatsi(Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons
- 15.
- 16. Left Image ByUser:Ragesoss (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Left Photo taken by flickr Paul Keheler (flickr) [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons Introductory level students are only capable of lower level thinking MythTruth or ?
- 17. Remember Understand ApplyAnalyze Evaluate Create Define Explain Write Calculate Criticize Compose Describe Explain Interpret Compare Assess Design List Discuss Apply Criticize Predict Explain Select Identify Demonstrate Diagram Evaluate Create
- 18.
- 19. a. List b. Identify c.Define d. Explain e. Describe f. Create 1. Multiple Choice Quiz 2. True/False Quiz 3. Matching 4. Essay 5. Short Answer 6. Project
- 20. Students will be ableto describe the process of cell division Students will read about cell division
- 21.
- 22. Students will beable to list the 7 steps in the writing process Students will be able to multiple two digit numbers with 80% accuracy
- 24.
- 25.
- 26. Course Objective Module Learning Objectives Content and Learning Activities Assessment 1.Create a professional Resume 1.1 Describe the elements of a professional resume. Video Article Short answer quiz 2.1 List your professional experience with appropriate detail 2.2 Describe the skills used in previous positions Article Resume template Peer Review Resume draft 1
Editor's Notes
- #4 Some people use these interchangeably. The important this is that you are able to produce measurable instructional goals for your students, regardless of which name is common in your field.
- #6 We have ways of capturing all of these. Ask us if you have questions.
- #12 Course level: You would put on a resume. Course level: You use these skills to lead up to the resume level objectives. More task oriented.
- #22 A lot of disciplines have “core abilities” such as time management, working in groups, etc.
- #24 (Do first 3 worksheets)
- #27 Show sample alignment document in Springboard.