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Goals of this Webinar on Learning Goals By the end of this webinar, you will be able to… Give examples of an overarching course-level learning goal and a more specific topic-level or activity-level goal. Describe the difference between the cognitive levels in Bloom’s Taxonomy and why InTeGrate authors should know this difference. List at least two characteristics of well-designed learning goals and state why they are important. Defend why learning goals should align with assessments for a given course. Learning Goals: What and Why What is a “Learning Goal?” What do you want students to be able to do after completing your course? Therefore, LGs… Clarify what you want students to accomplish Effectively communicate expectations to students Help you select methods, materials and assignments that are appropriate Help guide development of assessments that show what students have learned Why do we use LGs? Why are they important? Align goals, materials, activities and assessments About 40 to 50% of the InTeGrate rubric relates to goals LGs should be measurable Learning Goals: What and Why We will use the term “learning goals” today or LGs Other popular terms: Objectives or Outcomes. Let’s keep it simple: Stick with Learning Goals (or LGs) Recap: All goals should be measurable All goals (and teaching, really) should be student-centered All goals should align with one or more assessment elements Learning Goals: What and Why What is a “level” for a learning goal? How are course-level goals (also called “overarching goals”) different from unit- level or activity-level goals? Discuss So a course-level goal is still measurable but has a broader focus. Unit-level or activity-level goals will be more specific and will mention specific tasks or practices that students will master or least become proficient in. Introducing Bloom’s Taxonomy! Bloom’s Taxonomy – Big Picture Three (3) Domains of learning: 1. Cognitive (Knowledge) Creating Higher Evaluating Cognitive Analyzing Orders (HOCs) Applying Understanding Lower Cognitive Remembering Orders (LOCs) 2. Affective (Feelings, 3. Psycho-motor (Skills) Emotion) Manual or Physical Attitude, Sense of Self Skills
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