'Good Learning Essay\r'

'What be accomplishment vector sums? study outcomes specify what learners’ new behaviours ordain be aft(prenominal) a schooling experience. They state the knowledge, skills, and attitudes that the students will summation through your assembly line. erudition outcomes begin with an action verb and bring out something observable or measured. Examples At the end of this course you will be able to: 1. Use diversity theory to develop family-centred cargon at bottom the linguistic context of nursing practice. 2. practice improved bias circuits using negative feedback. 3. Demonstrate the safe expenditure of join equipment.\r\n development outcomes often represent distinguishable units of information in a course but separately may construct several sub-outcomes. reading outcomes command non be attained by particular(prenominal) instruction in a lessonâ€they may be weave throughout the course. For caseful, they may include such(prenominal) things as us e occupation solving techniques or work rough-and-readyly in teams. Why are larn outcomes important? tuition outcomes are the nearly important section of your course outlineâ€the sum of m unrivaledy of your course.\r\nThey are essential because they: • • • • • define the type and knowledge of learning students are expected to achieve admit an objective benchmark for formative, summative, and prior learning legal opinion clearly communicate expectations to learners clearly communicate graduates’ skills to electric potential employers* define coherent units of learning that can be further subdivided or modularized for classroom or for some other delivery modes. • guide and organize the instructor and the learner.\r\n*By reading your disceptati adeptd learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after victori ous your course. How do learning outcomes fit into program goals?\r\nLearning outcomes for a course should fit within the general course and program goals. This chart marchs how they relate. Program perplex and goals Course goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 • instructional seam Aid salve Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as sine qua noned to clearly beam what the students will gain from your course. Follow these rough guidelines when deciding how many you need: • Each major event in the course should have one to triad learning outcomes. • Each 45-hour or iii-credit course should have between five and 12 learning outcomes.\r\nWhen you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for jut outing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. mark bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made much explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1. 1: Identify effective generic and personal study habits. Sub-outcome 1. 2: hound self-motivation strategies. Sub-outcome 1.\r\n3: call for detach study techniques to gibe your personal style and strong. Learning Outcome 2: Manage stress constructively. Sub-outcome 2. 1: Identify potential sources of stress. Sub-outcome 2. 2: Predict generic and personal stress patterns. Sub-outcome 2. 3: Select enchant stress vigilance techniques to prevent or control stress. Sub-outcome 2. 4: wee-wee a personal stress management plan. Learning Outcome 3: Install electrical outfit safely. Sub-outcome 3. 1: Identify relevant sections of the Canadian electrical Code. Sub-outcome 3. 2: Describe electrical hazards. Sub-outcome 3.\r\n3: Select appropriate tools and materials. Sub-outcome 3. 4: Identify safety rules closely wiring on the problem site. Sub-outcome 3. 5: admit safety rules as you wire a circuit. Instructional Job Aid • 3 pull through Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you motivation students to be able to do on the job as a result of their learning. These things fall into three manageable categories ( humanitys): • thinking, knowledge (cognitive domain) • doing, skills (psychomotor domain) • feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain at the same time. Each of these categories has different possible aims of learning.\r\nThese range from simple recall or musing to the complex evaluation or organization of information. Choosing appropriate action verbs The charts on pages 5 to 7 array samples of the action verbs you could use for learning outcomes in all(prenominal) of the se categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or under remain firm are not easily measurable.\r\nSubstitute, identify, define, describe, or demonstrate. Some subjective hurt such as appreciate and be informed of may sometimes be utilize for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will motivate you of all the important points about learning outcomes. 4 • Instructional Job Aid Cognitive sports stadium Evaluation exposition: (thinking, knowledge) Synthesis definition: resolve the look upon of material for a given purpose. compendium Definition: Formulates new structures from existing knowledge and skills. warning Verbs: Comprehension Definition:\r\n? assess ? conclude ? evaluate ? interpret ? justify ? select ? support fri endship Definition: Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). specimen Verbs: ? describe ? discuss ? rationalize ? locate ? paraphrase ? give example ? interpret prove Verbs: ? define ? identify ? label ? list ? name ? recall ? state Understands both the screening content and structure of precedent Verbs: material. ? combine Definition: ? construct Uses learning in new ? design and concrete situations Sample Verbs: ? develop (higher level of ? canvass ? generate understanding).\r\n? categorize ? plan ? compare ? calculate ? contrast Sample Verbs: ? differentiate ? apply ? severalise ? carry out ? outline ? demonstrate ? beautify ? prepare ? solve ? use Write Learning Outcomes Instructional Job Aid • 5 base on â€Å"Taxonomy of Educational Objectives”, B. S. Bloom Editor. 1956 6 • Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption pure(a) Overt Definition: Response Definiti on: psychomotor Domain Organization Creates new patterns for specific situations. mechanism Definition: Performs automatically. Adapts skill sets to meet a problem situation. Sample Verbs:\r\nGuided Response Definition: Sample Verbs: Set Definition: Imitates and practices skills, often in discrete steps. Perception Definition: ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition: Sample Verbs: ? reproduction ? duplicate ? imitate ? manipulate with guidance ? lock away under supervision ? practice ? repeat ? humble Senses cues that guide motor activity. Is mentally, emotionally, and physically ready to act. Sample Verbs: Sample Verbs: ? detect ? hear ? listen ? hold open ? perceive ? recognize ? see ? sense ? heart ? taste ? view ? watch ? achieve a posture ? apply a body posture ? establish a body position ? show hands, arms, etc.\r\n? position the body ? sit ? stand ? station Performs acts with increasing e fficiency, Sample Verbs: confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs: ? groom ? complete with ? excel confidence ? guide ? transfer ? guard efficiency ? demonstrate ? manage ? carry through ? master ? improve efficiency ? organize ? change magnitude speed ? perfect ? make ? perform ? yard automatically ? produce ? proceed ? show tact found on â€Å"Taxonomy of Educational Objectives”, B. S. Bloom Editor.\r\n1956 affectional Domain Internalizing Definition: (feeling, attitudes) Organization Definition: Integrates the value into a value system that controls behavior. Valuing Definition: Responding Definition: Responds to stimuli. Attaches value or worth to something. Conceptualizes the value and resolves involvement between it and other values. Sample Verbs: Sample Verbs: Receiving Sample Verbs: Sample Verbs: Definition ? act upon ? advocate ? oblige ? exemplify ? influence ? justify behavior ? maintain ? serve ? suppo rt Selectively attends to stimuli. Sample Verbs: ? birth ? acknowledge ? be aware ?\r\nlisten ? remonstrate ? pay attention ? tolerate ? agree to ? settlement freely ? assist ? care for ? communicate ? honour ? conform ? consent ? contribute ? cooperate ? come ? obey ? participate willingly ? read voluntarily ? respond ? visit ? volunteer ? adopt ? assume responsibility ? behave according to ? choose ? give ? desire ? exhibit loyalty ? express ? make ? prefer ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? rig ? arrange ? balance ? classify ? conceptualize ? grow ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid.\r\n• 7 Based on â€Å"Taxonomy of Educational Objectives”, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you salve learning outcomes. When writing learning outcomes, I need to: 1. Focus on outcomes, not processes ……à ¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦ ! 2. Start all(prenominal) outcome with an action verb. ……………………………………….. ! 3. Use only one action verb per learning outcome ……………………………… ! 4. Avoid vague verbs such as know and understand. …………………………. ! 5.\r\nCheck that the verbs used reflect the level of learning required. ……….. ! 6. Ensure that outcomes are observable and measurable. ………………….. ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. …………………………………………………………… ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. ……………………………………………. ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). ……………………………………………. ! 10.\r\nCheck that there are the appropriate number of outcomes (no more than three per major topic) …………………………………………… ! 11. inclination the sub-outcomes for each outcome …………………………………….. ! 12. Check that the outcomes fit within program and course goals ……….. ! ©1996, revised 2003 Learning Resources whole • British Columbia work of Technology B urnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior scripted permission of the Learning Resources Unit, British Columbia Institute of Technology.\r\n'