| Version 17 (modified by mastermanl, 7 years ago) (diff) |
|---|
Curriculum and Learning Outcomes
Page Name=ExpCurricLOs
Curriculum
What is the source of the curriculum for this learning session? (A brief note only: e.g. a URL or reference to a document on your own computer or network)
Aims and objectives of this learning session
Aims: General statements about what you want students to learn.
Objectives: What students will do in order to achieve those aims.
There's a thought-provoking guide to writing aims and objectives (Word document) by Richard James of the University of Melbourne -- although you might disagree with his definitions! His paper could also be helpful if you're writing a plan for students in other sectors.
Prerequisites
Link to/from learners, activities, activity sequences
Are there any prerequisites in terms of:
- Skills and competencies that the students should/must have before this session?
- Explicit preparation for this session: e.g. reading a book chapter, doing some research?
Do you need to inform the students of these prerequisites? If so, when?
Intended learning outcomes
i.e. "By the end of this learning session, students will be able to..."
Each learning outcome should map to one of the aims of the learning session. Some learning outcomes may be required by the curriculum (="must"), while others are merely desirable (="should"), or useful (="could").
Below you'll find guidance on different types of learning outcome, which will in turn link to activities and activity sequences that can support each type.
Acquire (factual) knowledge
Students are intended to broaden their factual (declarative) knowledge of the subject.
- Example
To achieve this type of learning outcome, the teacher often adopts the role of content expert. Insert link to exact approach later
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Formulate/extend conceptual understanding
Students may be required to formulate new conceptions, or to build on their existing ones, in a variety of ways:
- Experimental: lab-based, field-based or 'virtual' (i.e. computer-based) activities
- Experiential: problem-based or case-based activities
- Critical: inquiry-based, research-based or discussion-based activities
- Example
To achieve this type of learning outcome, the teacher often adopts the role of tutor, field trip supervisor, lab supervisor, research supervisor, chair (of debate) or dialogist. Insert link to exact approach later -- and list all the roles listed for that approach
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Acquire cognitive or other skills related to their studying
- Example
To achieve this type of learning outcome, the teacher often adopts the role of mentor, tutor or academic advisor. Insert link to exact approach later
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Acquire practical skills
- Example
To achieve this type of learning outcome, the teacher often adopts the role of coach, trainer or instructor. Insert link to exact approach later
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Acquire social and/or communication skills
- Example
- To achieve this type of learning outcome, the teacher often adopts the role of social facilitator, e.g. chairing a debate or acting as 'devil's advocate' in a discussion. Insert link to exact approach later
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Professional or creative development
- Example
- To achieve this type of learning outcome, the teacher often adopts the role of supervisor or 'critical friend'. Insert link to exact approach later
- Link to/from activity sequences
- Link to/from assessment tasks
Top of this section | Top of page | Sandpit page
Assessment
Designed well, assessment will not only ensure that students have engaged with the content that you want them to have covered, but that they have achieved the learning outcomes you intended: new skills, new understandings etc.
- What are the assessment criteria for this session?
- How are you going to assess the students? Follow the links below for some ideas:
Links to/from assessment activities
- If this learning session is part of a non-accredited course, do you need to record students' progress and achievement (e.g. RARPA)?
