1 00:00:00,090 --> 00:00:02,430 The following content is provided under a Creative 2 00:00:02,430 --> 00:00:03,850 Commons license. 3 00:00:03,850 --> 00:00:06,060 Your support will help MIT OpenCourseWare 4 00:00:06,060 --> 00:00:10,150 continue to offer high quality educational resources for free. 5 00:00:10,150 --> 00:00:12,690 To make a donation or to view additional materials 6 00:00:12,690 --> 00:00:16,620 from hundreds of MIT courses, visit MIT OpenCourseWare 7 00:00:16,620 --> 00:00:25,785 at ocw.mit.edu 8 00:00:25,785 --> 00:00:27,210 JANET RANKIN: All right, great. 9 00:00:27,210 --> 00:00:30,300 I looked over some of the Mud cards we had from last time. 10 00:00:30,300 --> 00:00:32,049 And there were some really good questions, 11 00:00:32,049 --> 00:00:33,750 some really good points, and one lingering one 12 00:00:33,750 --> 00:00:35,820 from the previous time that I forgot to address. 13 00:00:35,820 --> 00:00:37,236 Someone said, could we please just 14 00:00:37,236 --> 00:00:39,030 move the desks into an arrangement where 15 00:00:39,030 --> 00:00:40,440 we could see each other. 16 00:00:40,440 --> 00:00:42,420 It was a fabulous suggestion. 17 00:00:42,420 --> 00:00:44,430 Today we can't do it. 18 00:00:44,430 --> 00:00:47,040 But I'm going to try to do it in the future whenever 19 00:00:47,040 --> 00:00:49,740 the logistics allow, because I think you're absolutely right. 20 00:00:49,740 --> 00:00:51,540 A little bit more of a U, or a circle, 21 00:00:51,540 --> 00:00:53,560 would be great for this class. 22 00:00:53,560 --> 00:00:57,060 So thank you for that suggestion. 23 00:00:57,060 --> 00:01:02,040 Another one was that we didn't get to motivation theory. 24 00:01:02,040 --> 00:01:04,080 And I think I mentioned this last time, 25 00:01:04,080 --> 00:01:07,650 the idea that there's a huge amount of stuff that's 26 00:01:07,650 --> 00:01:09,420 been written and published on motivation 27 00:01:09,420 --> 00:01:11,430 and theories of motivation. 28 00:01:11,430 --> 00:01:14,430 And I'd be more than happy to discuss this 29 00:01:14,430 --> 00:01:18,540 as the semester goes on. 30 00:01:18,540 --> 00:01:20,400 And it might be a great topic for one 31 00:01:20,400 --> 00:01:23,181 of those lunches that somebody was going to organize, 32 00:01:23,181 --> 00:01:24,930 one of those informal lunches that someone 33 00:01:24,930 --> 00:01:25,946 was going to organize. 34 00:01:29,910 --> 00:01:31,680 Or maybe we can carve out some space 35 00:01:31,680 --> 00:01:34,200 at the end of the semester and pop it in, take something out 36 00:01:34,200 --> 00:01:36,570 and pop it in, because it's really fascinating. 37 00:01:36,570 --> 00:01:38,730 It's really interesting, but it doesn't quite 38 00:01:38,730 --> 00:01:40,684 fit anywhere in particular. 39 00:01:40,684 --> 00:01:42,100 So thank you for bringing that up. 40 00:01:42,100 --> 00:01:44,050 And keep bugging me about it. 41 00:01:44,050 --> 00:01:50,070 The other thing is someone asked if all those learning 42 00:01:50,070 --> 00:01:52,610 theories that we discussed were equally valid. 43 00:01:52,610 --> 00:01:55,140 And yes, they are equally valid. 44 00:01:55,140 --> 00:02:00,960 I mean, there are situations where being behaviorist 45 00:02:00,960 --> 00:02:02,160 could help. 46 00:02:02,160 --> 00:02:05,910 There are situations where being constructivist could help. 47 00:02:05,910 --> 00:02:09,210 It depends on what you're trying to have students learn. 48 00:02:09,210 --> 00:02:13,110 So you want to make sure that you tailor the way that you're 49 00:02:13,110 --> 00:02:15,980 teaching to support what it is you want students to learn. 50 00:02:15,980 --> 00:02:18,480 And we'll get into that in a lot more detail 51 00:02:18,480 --> 00:02:22,270 today when we talk about developing learning outcomes, 52 00:02:22,270 --> 00:02:25,260 and then also when we talk about tailoring 53 00:02:25,260 --> 00:02:27,210 your instructional activities to support 54 00:02:27,210 --> 00:02:30,300 those learning outcomes. 55 00:02:30,300 --> 00:02:33,720 So this class, this particular class today 56 00:02:33,720 --> 00:02:39,726 is a balance between developing course design, developing 57 00:02:39,726 --> 00:02:41,100 intended learning outcomes, which 58 00:02:41,100 --> 00:02:42,870 for me is at the heart of it. 59 00:02:42,870 --> 00:02:45,180 If you can come up with some good intended 60 00:02:45,180 --> 00:02:48,974 learning outcomes, you basically have designed your course. 61 00:02:48,974 --> 00:02:49,890 And I'll show you how. 62 00:02:49,890 --> 00:02:54,420 I mean, you can't just ignore it, but that's the hard work, 63 00:02:54,420 --> 00:02:57,189 and then the act of writing constructing a syllabus. 64 00:02:57,189 --> 00:02:58,980 So once you've got those learning outcomes, 65 00:02:58,980 --> 00:03:02,460 you have an incredible anchor for the rest of your course. 66 00:03:02,460 --> 00:03:04,380 And there was just a very timely haiku. 67 00:03:04,380 --> 00:03:05,760 I put it on the wiki. 68 00:03:05,760 --> 00:03:10,860 But there's this Twitter feed, academic haikus, 69 00:03:10,860 --> 00:03:14,289 which if you want to waste any time and read them, 70 00:03:14,289 --> 00:03:15,330 it's a way to waste time. 71 00:03:15,330 --> 00:03:17,850 But there was one here, "that question you have? 72 00:03:17,850 --> 00:03:20,610 I know where the answer is-- on the syllabus. 73 00:03:20,610 --> 00:03:23,250 So it was, like I said, it came out yesterday. 74 00:03:23,250 --> 00:03:25,050 I thought it was pretty timely. 75 00:03:25,050 --> 00:03:25,950 And it's true. 76 00:03:25,950 --> 00:03:28,500 If you write a good syllabus, it should really clear up 77 00:03:28,500 --> 00:03:34,860 a lot of, not the content, not the understanding level issues 78 00:03:34,860 --> 00:03:37,230 students have, but the issues with respect 79 00:03:37,230 --> 00:03:40,710 to when's the test, do we have to know this, 80 00:03:40,710 --> 00:03:44,130 how will this be graded, what's important? 81 00:03:44,130 --> 00:03:46,990 All those things should be in your syllabus. 82 00:03:46,990 --> 00:03:49,590 So that's why that's there. 83 00:03:49,590 --> 00:03:54,570 So here's a little slide, a graph 84 00:03:54,570 --> 00:03:56,520 that I saw a few years ago, and I 85 00:03:56,520 --> 00:04:00,180 thought it's a really good way to start this discussion. 86 00:04:00,180 --> 00:04:05,550 So on the y-axis we have sort of an assessment, a proclamation 87 00:04:05,550 --> 00:04:07,020 of students understanding. 88 00:04:07,020 --> 00:04:09,030 They got it, they didn't get it. 89 00:04:09,030 --> 00:04:11,490 And I think the word in French is [FRENCH]. 90 00:04:11,490 --> 00:04:15,470 So for some reason I find it very cool to say [FRENCH]. 91 00:04:15,470 --> 00:04:16,519 Got it. 92 00:04:16,519 --> 00:04:17,950 I don't know. 93 00:04:17,950 --> 00:04:20,696 So whether they get it, like whether after the tests, 94 00:04:20,696 --> 00:04:23,070 you've given a test, and you go, man, that student really 95 00:04:23,070 --> 00:04:23,730 got it. 96 00:04:23,730 --> 00:04:27,300 That student really gets this material, 97 00:04:27,300 --> 00:04:31,440 and whether they passed the exam or failed the exam. 98 00:04:31,440 --> 00:04:34,260 So the size of the circle is more or less 99 00:04:34,260 --> 00:04:39,132 the number of people that fall into those quadrants. 100 00:04:41,910 --> 00:04:47,520 So anybody surprised by this plot? 101 00:04:51,020 --> 00:04:51,520 Yes, Rachel. 102 00:04:51,520 --> 00:04:54,500 AUDIENCE: [INAUDIBLE] 103 00:04:54,500 --> 00:04:55,480 JANET RANKIN: OK. 104 00:04:55,480 --> 00:04:56,000 All right. 105 00:04:56,000 --> 00:04:58,670 Well, there's the segue. 106 00:04:58,670 --> 00:05:02,210 So we want, we don't want the green, 107 00:05:02,210 --> 00:05:05,090 but we more or less expect the green, right? 108 00:05:05,090 --> 00:05:07,150 If you get it, you pass the exam. 109 00:05:07,150 --> 00:05:08,780 If you pass the exam, you get it. 110 00:05:08,780 --> 00:05:11,360 That's that, and we like to have lots of people 111 00:05:11,360 --> 00:05:13,220 have that happen too. 112 00:05:13,220 --> 00:05:15,627 And then we also acknowledge that somebody 113 00:05:15,627 --> 00:05:17,210 isn't going to get it, and they're not 114 00:05:17,210 --> 00:05:18,920 and they're not going to pass the exam. 115 00:05:18,920 --> 00:05:24,080 And that kind of maybe makes us sad, but it's not surprising. 116 00:05:24,080 --> 00:05:25,850 And then anybody can kind of have 117 00:05:25,850 --> 00:05:28,680 a bad day or kind of a fluke. 118 00:05:28,680 --> 00:05:30,830 So sometimes, sure, somebody will fail the exam, 119 00:05:30,830 --> 00:05:33,590 and actually really understand the material. 120 00:05:33,590 --> 00:05:35,780 Generally speaking, that doesn't happen, 121 00:05:35,780 --> 00:05:38,030 and then there's often a reason for it. 122 00:05:38,030 --> 00:05:40,220 But it's that red circle that Rachel 123 00:05:40,220 --> 00:05:47,354 mentioned that is troublesome, at the least, troublesome. 124 00:05:47,354 --> 00:05:48,395 So why might that happen? 125 00:05:55,170 --> 00:05:56,170 Why so many red circles? 126 00:05:56,170 --> 00:05:56,670 Yeah, Dave. 127 00:05:56,670 --> 00:05:59,340 AUDIENCE: Because the test was set up for basic memorization, 128 00:05:59,340 --> 00:06:01,416 or you could figure out with a lucky guess 129 00:06:01,416 --> 00:06:02,290 with multiple choice. 130 00:06:02,290 --> 00:06:05,225 So you could easily pass just with good test-taking skills 131 00:06:05,225 --> 00:06:06,081 or a good memory. 132 00:06:06,081 --> 00:06:07,080 JANET RANKIN: Excellent. 133 00:06:07,080 --> 00:06:09,330 So you pass with sort of good test taking skills. 134 00:06:09,330 --> 00:06:11,460 Now I want us to hang on to that. 135 00:06:11,460 --> 00:06:15,060 There's an underlying assumption in Dave's comment. 136 00:06:15,060 --> 00:06:17,000 So I'd like to hang on to that thought, 137 00:06:17,000 --> 00:06:19,857 but let's hear a few other conjectures and see. 138 00:06:19,857 --> 00:06:21,940 Rachel, why do you think you might have passed it? 139 00:06:21,940 --> 00:06:24,648 AUDIENCE: So often I feel like TAs are either 140 00:06:24,648 --> 00:06:26,106 really good or really terrible when 141 00:06:26,106 --> 00:06:28,681 it comes to the exam reviews, and they're mainly good. 142 00:06:28,681 --> 00:06:31,394 They often told us too much of what 143 00:06:31,394 --> 00:06:32,560 was going to be on the exam. 144 00:06:32,560 --> 00:06:34,350 And so then you kind of just knew 145 00:06:34,350 --> 00:06:36,952 what the test was going to be if you could well on it 146 00:06:36,952 --> 00:06:38,266 if you [INAUDIBLE]. 147 00:06:38,266 --> 00:06:39,550 JANET RANKIN: OK. 148 00:06:39,550 --> 00:06:40,660 That's interesting. 149 00:06:40,660 --> 00:06:41,484 Yes, Gordon. 150 00:06:41,484 --> 00:06:46,278 AUDIENCE: Yeah, it's possible that [INAUDIBLE] 151 00:06:46,278 --> 00:06:50,742 tests [INAUDIBLE]. 152 00:06:50,742 --> 00:06:54,230 When it comes to true life situations and something 153 00:06:54,230 --> 00:06:56,730 that [INAUDIBLE] knowledge that was 154 00:06:56,730 --> 00:07:00,674 gained from that material, then [INAUDIBLE]. 155 00:07:03,765 --> 00:07:04,860 JANET RANKIN: OK. 156 00:07:04,860 --> 00:07:13,020 So Gordon is sort of kind of flirting with this idea of you 157 00:07:13,020 --> 00:07:15,374 as the instructor, this real life knowledge, 158 00:07:15,374 --> 00:07:16,290 this is what it means. 159 00:07:16,290 --> 00:07:19,500 They have to have this practical working knowledge for us 160 00:07:19,500 --> 00:07:24,340 as the instructors to say they got it, right? 161 00:07:24,340 --> 00:07:26,650 But the exam isn't measuring it. 162 00:07:26,650 --> 00:07:29,800 And that's exactly what, that's what Dave was saying as well. 163 00:07:29,800 --> 00:07:32,920 This idea that the exam is measuring one thing, 164 00:07:32,920 --> 00:07:36,610 but it's not really measuring whether they got it. 165 00:07:36,610 --> 00:07:38,380 When we go home and think what does 166 00:07:38,380 --> 00:07:40,900 it mean to be a good material scientist, 167 00:07:40,900 --> 00:07:42,659 or what does it mean to be a good chemist, 168 00:07:42,659 --> 00:07:44,200 we don't think, oh, it means that you 169 00:07:44,200 --> 00:07:46,520 can define what a mitochondria is, 170 00:07:46,520 --> 00:07:49,790 or you can balance a simple equation. 171 00:07:52,530 --> 00:07:57,450 And yet, we put that on the exam. 172 00:07:57,450 --> 00:07:59,430 It's also a bit of the idea that students 173 00:07:59,430 --> 00:08:00,900 are good at taking tests. 174 00:08:00,900 --> 00:08:03,000 They're good at gaming systems. 175 00:08:03,000 --> 00:08:06,180 They're good at listening to TAs or TAs may have not given 176 00:08:06,180 --> 00:08:07,860 out appropriate information. 177 00:08:07,860 --> 00:08:09,750 So it comes from both sides. 178 00:08:09,750 --> 00:08:13,620 It comes from the students and it comes from the professors. 179 00:08:13,620 --> 00:08:16,920 But you have control over this. 180 00:08:16,920 --> 00:08:20,430 You shouldn't be writing an exam that people 181 00:08:20,430 --> 00:08:24,090 can get a good grade on, but then when you go home 182 00:08:24,090 --> 00:08:26,400 and say, oh, they got a good grade on this test, 183 00:08:26,400 --> 00:08:28,340 but they didn't get it. 184 00:08:28,340 --> 00:08:32,600 You need to define what it means to get it in your field, 185 00:08:32,600 --> 00:08:37,789 to get this subject, whatever it is that the test is about. 186 00:08:37,789 --> 00:08:42,890 And then you need to write a test that measures that. 187 00:08:42,890 --> 00:08:45,920 And too many times we don't do it. 188 00:08:45,920 --> 00:08:48,020 We're kind of rushed, or we don't really know. 189 00:08:48,020 --> 00:08:49,936 We haven't really thought about how to measure 190 00:08:49,936 --> 00:08:52,980 whether somebody gets it. 191 00:08:52,980 --> 00:08:56,540 So the first step in all this is to define what it 192 00:08:56,540 --> 00:09:00,520 is that means that they got it. 193 00:09:00,520 --> 00:09:03,680 And that's the first step, and that's the hardest step. 194 00:09:03,680 --> 00:09:06,590 But once that's done, the rest is easier, 195 00:09:06,590 --> 00:09:11,042 and it will save you from this. 196 00:09:11,042 --> 00:09:12,521 OK? 197 00:09:12,521 --> 00:09:15,490 OK. 198 00:09:15,490 --> 00:09:19,720 So that's the topic of today's class. 199 00:09:19,720 --> 00:09:22,860 And if you needed a little more motivation, 200 00:09:22,860 --> 00:09:26,170 I'd like you to read this paragraph, 201 00:09:26,170 --> 00:09:30,160 and I'd like you to tell me what it's talking about. 202 00:09:30,160 --> 00:09:32,800 But I'm just going to give you about 2 and 1/2 minutes 203 00:09:32,800 --> 00:09:34,390 to read it. 204 00:09:34,390 --> 00:09:36,924 And then we'll discuss what it means. 205 00:09:36,924 --> 00:09:38,590 What do you think this is talking about? 206 00:09:41,520 --> 00:09:42,020 Yes, David. 207 00:09:42,020 --> 00:09:44,330 AUDIENCE: Yeah, I think it stresses 208 00:09:44,330 --> 00:09:51,980 about how we can arrange by say, maybe schedules or activities 209 00:09:51,980 --> 00:09:54,782 that put them into groups. 210 00:09:54,782 --> 00:10:00,718 Then maybe if we form a group, how we plan [INAUDIBLE]. 211 00:10:04,566 --> 00:10:05,420 JANET RANKIN: OK. 212 00:10:05,420 --> 00:10:08,621 So arranging schedules or activities. 213 00:10:08,621 --> 00:10:09,120 OK. 214 00:10:24,870 --> 00:10:25,370 OK. 215 00:10:25,370 --> 00:10:28,350 Something else? 216 00:10:28,350 --> 00:10:29,940 AUDIENCE: When you're planning, how 217 00:10:29,940 --> 00:10:34,392 to go about teaching a module, [INAUDIBLE]. 218 00:10:42,858 --> 00:10:44,990 JANET RANKIN: Planning teaching. 219 00:10:44,990 --> 00:10:47,361 What else? 220 00:10:47,361 --> 00:10:47,860 Anything? 221 00:10:47,860 --> 00:10:49,660 AUDIENCE: It's like a mailroom operation or something. 222 00:10:49,660 --> 00:10:50,618 JANET RANKIN: Mailroom. 223 00:10:58,470 --> 00:11:00,674 Something from the back, maybe? 224 00:11:00,674 --> 00:11:02,488 You know you're smiling. 225 00:11:02,488 --> 00:11:04,400 AUDIENCE: I couldn't think of anything. 226 00:11:04,400 --> 00:11:05,400 JANET RANKIN: All right. 227 00:11:05,400 --> 00:11:08,040 Well, then don't say anything. 228 00:11:08,040 --> 00:11:13,590 AUDIENCE: The first is the course content, the course 229 00:11:13,590 --> 00:11:16,910 outline, and what you are going to teach 230 00:11:16,910 --> 00:11:18,798 the students, [INAUDIBLE]. 231 00:11:21,594 --> 00:11:22,580 JANET RANKIN: OK. 232 00:11:22,580 --> 00:11:24,920 So students, grouping students-- 233 00:11:24,920 --> 00:11:25,610 Adam, right? 234 00:11:25,610 --> 00:11:26,671 Adam. 235 00:11:26,671 --> 00:11:27,170 OK. 236 00:11:27,170 --> 00:11:39,477 So content, arranging content. 237 00:11:39,477 --> 00:11:40,310 Anybody in the back? 238 00:11:43,485 --> 00:11:43,985 Flyer? 239 00:11:47,430 --> 00:11:48,030 Yes, Gordon. 240 00:11:48,030 --> 00:11:50,652 AUDIENCE: I think you talked about sorting materials. 241 00:11:50,652 --> 00:11:52,100 JANET RANKIN: Sorting materials. 242 00:11:52,100 --> 00:11:53,875 So we'll go with maybe sorting. 243 00:11:59,880 --> 00:12:04,120 So if I tell you-- so these are all great guesses. 244 00:12:04,120 --> 00:12:06,930 They're as good as what I'm going 245 00:12:06,930 --> 00:12:09,090 to tell you the answer is. 246 00:12:09,090 --> 00:12:11,760 So this was written to describe the process 247 00:12:11,760 --> 00:12:12,765 of doing your laundry. 248 00:12:16,110 --> 00:12:17,490 Like doing the wash. 249 00:12:17,490 --> 00:12:19,440 You take the clothes and you put, maybe 250 00:12:19,440 --> 00:12:23,130 you put the dark clothes in one bin and the white clothes 251 00:12:23,130 --> 00:12:24,600 in another bin. 252 00:12:24,600 --> 00:12:28,680 And then you fold them and you put them away. 253 00:12:28,680 --> 00:12:29,370 It's impossible. 254 00:12:29,370 --> 00:12:31,650 This happens almost every time I show 255 00:12:31,650 --> 00:12:34,380 this little piece of writing. 256 00:12:34,380 --> 00:12:36,870 People don't generally get it. 257 00:12:36,870 --> 00:12:39,720 They get the fact that it has to do with sorting, 258 00:12:39,720 --> 00:12:43,380 and some planning, some arranging things, 259 00:12:43,380 --> 00:12:46,190 but they don't get that it's about the laundry. 260 00:12:46,190 --> 00:12:48,660 If you skim it-- you don't have to totally reread it-- 261 00:12:48,660 --> 00:12:51,450 but if you skim it with the idea that it's 262 00:12:51,450 --> 00:12:55,290 about doing the laundry, you probably 263 00:12:55,290 --> 00:13:03,860 can understand it better, maybe. 264 00:13:03,860 --> 00:13:10,860 So now I'm going to ask why did I show you this now, 265 00:13:10,860 --> 00:13:17,430 today, before the third, the beginning of the third class? 266 00:13:17,430 --> 00:13:17,930 Yes. 267 00:13:17,930 --> 00:13:20,878 AUDIENCE: I think it's sort of about arrangement of course 268 00:13:20,878 --> 00:13:24,091 content [INAUDIBLE]. 269 00:13:24,091 --> 00:13:26,410 JANET RANKIN: So it could be about how you arrange 270 00:13:26,410 --> 00:13:28,670 the content in the syllabus. 271 00:13:28,670 --> 00:13:29,170 [? Hina. ?] 272 00:13:29,170 --> 00:13:32,670 AUDIENCE: I think it's easy to describe methodology 273 00:13:32,670 --> 00:13:34,668 as a person more in a different field. 274 00:13:34,668 --> 00:13:37,905 But if there's no context for the audience about what 275 00:13:37,905 --> 00:13:42,140 this is, it doesn't matter that you've laid out everything. 276 00:13:42,140 --> 00:13:43,445 No one knows [INAUDIBLE]. 277 00:13:43,445 --> 00:13:44,350 JANET RANKIN: Right. 278 00:13:44,350 --> 00:13:46,780 It's very detailed at a certain level, 279 00:13:46,780 --> 00:13:52,420 but it's still really hard to understand, right? 280 00:13:52,420 --> 00:13:53,800 Any other ideas? 281 00:13:53,800 --> 00:13:54,300 Yes. 282 00:13:54,300 --> 00:13:56,300 AUDIENCE: I think it's interesting. 283 00:13:56,300 --> 00:13:58,300 There's a lot of value judgements in it. 284 00:13:58,300 --> 00:13:59,712 Like, it's really easy. 285 00:13:59,712 --> 00:14:02,450 And one can never tell with comments like that. 286 00:14:02,450 --> 00:14:05,052 Because I'm trained to figure out what they're saying, 287 00:14:05,052 --> 00:14:07,522 it's actually just frustrating me more, 288 00:14:07,522 --> 00:14:10,230 because I don't know what they're talking about. 289 00:14:10,230 --> 00:14:12,271 And it's really easy-- 290 00:14:12,271 --> 00:14:13,270 JANET RANKIN: All right. 291 00:14:13,270 --> 00:14:15,729 So that's a great point. 292 00:14:15,729 --> 00:14:17,770 So we're talking about writing learning outcomes, 293 00:14:17,770 --> 00:14:19,660 about organizing the course around writing 294 00:14:19,660 --> 00:14:20,570 learning outcomes. 295 00:14:20,570 --> 00:14:22,450 If you're using phrases, or you're 296 00:14:22,450 --> 00:14:24,820 using language that's just, there's 297 00:14:24,820 --> 00:14:28,960 just like throwaway words in there or value judgments, 298 00:14:28,960 --> 00:14:33,700 it's not doing your students any good, right? 299 00:14:33,700 --> 00:14:37,690 And also, that if you have this beautiful course that's 300 00:14:37,690 --> 00:14:41,320 beautifully organized even, wonderfully organized, 301 00:14:41,320 --> 00:14:44,230 but if you don't tell them what it is you're 302 00:14:44,230 --> 00:14:45,910 trying to do with it all-- 303 00:14:45,910 --> 00:14:47,680 what it is they're going to be able to do 304 00:14:47,680 --> 00:14:52,410 with it all, whatever it is you expect them to do-- 305 00:14:52,410 --> 00:14:55,600 they're not going to be able to follow you. 306 00:14:55,600 --> 00:14:58,300 So imagine a procedure as fairly straightforward 307 00:14:58,300 --> 00:15:00,640 as doing the laundry. 308 00:15:00,640 --> 00:15:02,650 Now imagine, OK, you're going to be 309 00:15:02,650 --> 00:15:05,950 able to select the right, the appropriate method 310 00:15:05,950 --> 00:15:14,440 to integrate equations, so methods of integration, 311 00:15:14,440 --> 00:15:20,770 by separation, by card or substitution or whatever. 312 00:15:20,770 --> 00:15:22,990 So if you don't tell them what it 313 00:15:22,990 --> 00:15:24,580 is you're expecting them to do, even 314 00:15:24,580 --> 00:15:26,746 if you're very good at explaining what it is they're 315 00:15:26,746 --> 00:15:30,740 going to do, they won't get it. 316 00:15:30,740 --> 00:15:34,570 So this is my sell for why when you write a learning outcome, 317 00:15:34,570 --> 00:15:36,940 you have to write a learning outcome that's clear 318 00:15:36,940 --> 00:15:40,090 and that's understandable to the students, that doesn't have 319 00:15:40,090 --> 00:15:42,130 a lot of extra words and that tells them 320 00:15:42,130 --> 00:15:44,220 exactly what they're supposed to do. 321 00:15:48,670 --> 00:15:54,520 So I have some learning outcomes for today 322 00:15:54,520 --> 00:15:56,680 and I hope that they're clear. 323 00:15:56,680 --> 00:15:59,110 You'll be able to describe the components 324 00:15:59,110 --> 00:16:03,640 of the constructive alignment and backward design processes. 325 00:16:03,640 --> 00:16:05,860 And those, constructive alignment anyway, 326 00:16:05,860 --> 00:16:08,290 was in the pre-class reading. 327 00:16:08,290 --> 00:16:10,810 You'll be able to classify the content of a course 328 00:16:10,810 --> 00:16:12,010 that you might teach. 329 00:16:12,010 --> 00:16:17,170 So what do I expect students to do with this content, 330 00:16:17,170 --> 00:16:18,770 to be able to do with this content? 331 00:16:18,770 --> 00:16:22,600 You'll be able to create measurable, specific, and 332 00:16:22,600 --> 00:16:26,530 realistic learning outcomes for a class you will teach, 333 00:16:26,530 --> 00:16:30,310 and you'll be able to state the components of a syllabus. 334 00:16:30,310 --> 00:16:33,280 So I feel that those are pretty understandable. 335 00:16:33,280 --> 00:16:39,500 You may disagree with me, or maybe you want to wait. 336 00:16:43,450 --> 00:16:46,720 So constructive alignment, it was in the pre-class reading, 337 00:16:46,720 --> 00:16:48,430 right? 338 00:16:48,430 --> 00:16:51,930 Anybody want to just give a brief summary of it? 339 00:16:54,720 --> 00:16:58,210 I mean it's kind of up here, but in your own-- 340 00:16:58,210 --> 00:17:00,020 AUDIENCE: I think constructive alignment 341 00:17:00,020 --> 00:17:09,468 is about aligning assessment, method of assessment, 342 00:17:09,468 --> 00:17:12,280 with course content. 343 00:17:12,280 --> 00:17:15,230 [INAUDIBLE] assess [INAUDIBLE] type of assessment 344 00:17:15,230 --> 00:17:18,670 so that what the teacher has in mind, the course 345 00:17:18,670 --> 00:17:21,973 content or the content I want them to get, 346 00:17:21,973 --> 00:17:24,329 to test it with the assessment process. 347 00:17:24,329 --> 00:17:27,209 Then we would also do the assessment, 348 00:17:27,209 --> 00:17:32,497 and then come up with the intended outcome. 349 00:17:32,497 --> 00:17:33,330 JANET RANKIN: Right. 350 00:17:33,330 --> 00:17:34,913 They'll achieve the learning outcomes. 351 00:17:34,913 --> 00:17:36,870 And if you do this right, you get rid 352 00:17:36,870 --> 00:17:40,380 of that red circle on that graph. 353 00:17:40,380 --> 00:17:44,280 You get rid of students who did well on the assessment 354 00:17:44,280 --> 00:17:46,680 but don't really know what's going on, 355 00:17:46,680 --> 00:17:49,320 because you have aligned the assessment 356 00:17:49,320 --> 00:17:53,310 with what it was you wanted them to know or be able to do. 357 00:17:53,310 --> 00:17:56,100 So that's important. 358 00:17:56,100 --> 00:17:59,130 I just think this is a very, very compelling image 359 00:17:59,130 --> 00:18:03,360 to keep in your head, that these three things have to be linked. 360 00:18:03,360 --> 00:18:05,964 And as I said before, this, you will 361 00:18:05,964 --> 00:18:08,130 see that the top part, writing the learning outcomes 362 00:18:08,130 --> 00:18:09,870 is the tricky part, it's the hard part. 363 00:18:09,870 --> 00:18:13,080 It's the part that requires a lot of thinking and work. 364 00:18:13,080 --> 00:18:15,010 When you get a good learning outcome, 365 00:18:15,010 --> 00:18:21,090 the other two things almost take care of themselves. 366 00:18:21,090 --> 00:18:22,790 OK? 367 00:18:22,790 --> 00:18:24,290 Did anybody have any, does anybody 368 00:18:24,290 --> 00:18:26,379 have any questions about something 369 00:18:26,379 --> 00:18:28,670 from the reading associated with constructive alignment 370 00:18:28,670 --> 00:18:33,689 or some other idea from the reading? 371 00:18:33,689 --> 00:18:34,188 Yes, Gordon. 372 00:18:34,188 --> 00:18:37,860 AUDIENCE: I just wanted to make a contribution. 373 00:18:37,860 --> 00:18:42,344 I think that this constructive alignment is one of the things 374 00:18:42,344 --> 00:18:46,005 that the intended outcome should measure. 375 00:18:46,005 --> 00:19:03,262 So I think maybe that's confusing [INAUDIBLE] 376 00:19:03,262 --> 00:19:06,496 and also how we can test and be sure and confident. 377 00:19:06,496 --> 00:19:07,650 JANET RANKIN: Right. 378 00:19:07,650 --> 00:19:08,580 Right. 379 00:19:08,580 --> 00:19:12,620 I think the measurability part for scientists and engineers 380 00:19:12,620 --> 00:19:15,390 is kind of intuitive. 381 00:19:15,390 --> 00:19:18,330 Like why would you say something if you couldn't 382 00:19:18,330 --> 00:19:21,470 tell whether or not it was true, or not 383 00:19:21,470 --> 00:19:24,060 from a scientific point of view. 384 00:19:24,060 --> 00:19:27,380 What's the point of saying, making 385 00:19:27,380 --> 00:19:28,930 a proclamation about what somebody 386 00:19:28,930 --> 00:19:31,860 should be able to do if you can't measure it in the end? 387 00:19:31,860 --> 00:19:34,764 So it's comforting to say, OK, I'm 388 00:19:34,764 --> 00:19:36,930 going to make learning outcomes that are measurable. 389 00:19:36,930 --> 00:19:40,050 But it also can be a bit challenging. 390 00:19:40,050 --> 00:19:41,010 But we'll do that. 391 00:19:41,010 --> 00:19:44,110 We're going to do that today. 392 00:19:44,110 --> 00:19:45,130 Some other comment? 393 00:19:45,130 --> 00:19:45,630 Nina. 394 00:19:45,630 --> 00:19:49,130 AUDIENCE: I guess as far as [INAUDIBLE] 395 00:19:49,130 --> 00:19:51,078 Do people write learning outcomes that 396 00:19:51,078 --> 00:19:54,850 have no constructive alignment process, 397 00:19:54,850 --> 00:19:57,402 like choosing to write learning outcomes, 398 00:19:57,402 --> 00:20:01,080 are you going through the prcoess? 399 00:20:01,080 --> 00:20:03,732 It seems decoupled a little bit in the reading, 400 00:20:03,732 --> 00:20:06,504 but it seems like you can't have one without the other. 401 00:20:06,504 --> 00:20:09,424 JANET RANKIN: You owe it to yourself-- 402 00:20:09,424 --> 00:20:11,590 and I don't know what people do, and I guarantee you 403 00:20:11,590 --> 00:20:13,540 people write learning outcomes without thinking about 404 00:20:13,540 --> 00:20:15,415 whether they can assess them or measure them, 405 00:20:15,415 --> 00:20:19,070 I guarantee that happens in real life-- 406 00:20:19,070 --> 00:20:22,500 you owe it to yourself to try very hard not to do that. 407 00:20:22,500 --> 00:20:23,170 OK? 408 00:20:23,170 --> 00:20:27,070 And I think the important thing to do is, often we say, 409 00:20:27,070 --> 00:20:29,260 oh, my god, this is the best assignment. 410 00:20:29,260 --> 00:20:31,300 This is the greatest question. 411 00:20:31,300 --> 00:20:33,400 It's this project, and they're going to do this, 412 00:20:33,400 --> 00:20:34,649 and they're going to whatever. 413 00:20:34,649 --> 00:20:36,970 They're going to build a race car. 414 00:20:36,970 --> 00:20:39,550 And if you sit down and say, well, what 415 00:20:39,550 --> 00:20:41,970 do I want them to get out of that? 416 00:20:41,970 --> 00:20:44,850 If you can't articulate it in a way that's consistent 417 00:20:44,850 --> 00:20:46,920 with your class, consistent with the course 418 00:20:46,920 --> 00:20:49,350 as it sits in this series of their courses, 419 00:20:49,350 --> 00:20:51,750 or as it sits in the institution, 420 00:20:51,750 --> 00:20:55,620 then you either need to rethink the assignment, 421 00:20:55,620 --> 00:20:59,340 rethink the project, or think a lot harder about what 422 00:20:59,340 --> 00:21:03,740 learning outcomes that activity advances. 423 00:21:03,740 --> 00:21:06,840 That's a very good point. 424 00:21:06,840 --> 00:21:08,640 It's really kind of iterative. 425 00:21:08,640 --> 00:21:11,970 And I think it might be easier to see with this diagram. 426 00:21:11,970 --> 00:21:15,660 This is another-- so John Biggs is from the UK. 427 00:21:15,660 --> 00:21:19,320 And so there's sort of the UK camp of people 428 00:21:19,320 --> 00:21:21,030 and they like John Biggs. 429 00:21:21,030 --> 00:21:23,070 And then there's Wiggins and McTighe. 430 00:21:23,070 --> 00:21:26,550 Grant Wiggins and Jay McTighe are from the US. 431 00:21:26,550 --> 00:21:29,910 They wrote primarily for the K through 12 audience, 432 00:21:29,910 --> 00:21:32,460 but it's completely applicable. 433 00:21:32,460 --> 00:21:35,310 And they're from the US, so they have kind of a US following. 434 00:21:35,310 --> 00:21:38,620 It's just how it works. 435 00:21:38,620 --> 00:21:40,810 It's essentially the same thing. 436 00:21:40,810 --> 00:21:44,520 It's identify the results, so the intended learning outcomes. 437 00:21:44,520 --> 00:21:47,070 Figure out how you're going to get them there. 438 00:21:47,070 --> 00:21:51,100 So the black is Wiggins and McTighe and the red is Biggs. 439 00:21:51,100 --> 00:21:53,220 So plan the learning experiences that 440 00:21:53,220 --> 00:21:55,410 are going to support them, achieving the learning 441 00:21:55,410 --> 00:21:59,220 outcomes, and really help you measure whether they got them 442 00:21:59,220 --> 00:22:00,310 or not. 443 00:22:00,310 --> 00:22:02,672 And then determine what evidence will 444 00:22:02,672 --> 00:22:05,130 be that acceptable evidence that they achieved the learning 445 00:22:05,130 --> 00:22:07,320 outcomes and what are the assessments. 446 00:22:07,320 --> 00:22:12,750 So real often we do have this project that we want. 447 00:22:12,750 --> 00:22:14,130 Oh, this is a great problem. 448 00:22:14,130 --> 00:22:17,490 Often in thermo-- I taught a lot of thermo-- there's like, oh, 449 00:22:17,490 --> 00:22:21,150 they're going to do this double loop, double reactor 450 00:22:21,150 --> 00:22:25,184 cycle with the refrigerant and a heating cycle. 451 00:22:25,184 --> 00:22:26,850 And it's going to be coupled and they're 452 00:22:26,850 --> 00:22:29,870 going to use the output from one for the input in the other 453 00:22:29,870 --> 00:22:31,350 and all this crazy stuff. 454 00:22:31,350 --> 00:22:34,680 Like, this is a great assignment. 455 00:22:34,680 --> 00:22:36,990 And you kind of, I know this is a great assignment. 456 00:22:36,990 --> 00:22:40,290 If I can't back up from this assignment-- 457 00:22:40,290 --> 00:22:42,330 whether or not I put it here or here-- 458 00:22:42,330 --> 00:22:46,490 if I can't back up and say after a successful completion 459 00:22:46,490 --> 00:22:50,730 of this assignment, you will be able to describe 460 00:22:50,730 --> 00:22:55,480 the components of the Brayton cycle, 461 00:22:55,480 --> 00:22:59,730 you will be able to define the increase in entropy 462 00:22:59,730 --> 00:23:05,250 for a system with x boundaries, If I can't articulate 463 00:23:05,250 --> 00:23:08,550 those things, then I need to either change the assignment, 464 00:23:08,550 --> 00:23:11,430 or, well, then I need to change the assignment. 465 00:23:11,430 --> 00:23:12,180 OK? 466 00:23:12,180 --> 00:23:14,640 But you can start with the activity, 467 00:23:14,640 --> 00:23:16,140 and then back up and say, well, what 468 00:23:16,140 --> 00:23:18,960 learning outcomes does that support, and then, 469 00:23:18,960 --> 00:23:19,890 am I OK with that? 470 00:23:19,890 --> 00:23:23,140 Is that relevant to this class? 471 00:23:23,140 --> 00:23:26,370 So it's often a very iterative, the arrows kind of go this way, 472 00:23:26,370 --> 00:23:28,038 but it's often iterative. 473 00:23:31,320 --> 00:23:37,800 So I had asked that you come to class with some topics 474 00:23:37,800 --> 00:23:39,570 from a class you're likely to teach. 475 00:23:39,570 --> 00:23:41,340 That was on the assignment page. 476 00:23:41,340 --> 00:23:45,300 If not, start thinking now. 477 00:23:45,300 --> 00:23:47,970 And so you want to have, for most classes, most 478 00:23:47,970 --> 00:23:50,550 undergraduate classes, there's a bunch of topics. 479 00:23:50,550 --> 00:23:53,910 You might have 10 topics, 20 topics. 480 00:23:53,910 --> 00:23:57,796 And I don't care right now about the scale of the topics, 481 00:23:57,796 --> 00:23:58,920 whether they're really big. 482 00:23:58,920 --> 00:24:01,140 You probably don't want to go with like first law, 483 00:24:01,140 --> 00:24:03,000 second law. 484 00:24:03,000 --> 00:24:07,130 That's probably a little bit too big, 485 00:24:07,130 --> 00:24:12,360 but on the order of 5 to 15 topics. 486 00:24:12,360 --> 00:24:14,130 Jot down the topics. 487 00:24:14,130 --> 00:24:16,710 And then I have a chart here. 488 00:24:16,710 --> 00:24:21,450 So the chart has two sides, and the columns 489 00:24:21,450 --> 00:24:23,700 are Bloom's Taxonomy, which you don't 490 00:24:23,700 --> 00:24:25,770 have to worry about that specifically, 491 00:24:25,770 --> 00:24:29,800 but you can look at the words that are associated with it. 492 00:24:29,800 --> 00:24:34,170 And then the second column is what students should 493 00:24:34,170 --> 00:24:36,960 be able to do with each topic. 494 00:24:36,960 --> 00:24:45,660 So let's say my topic is first law for closed systems. 495 00:24:45,660 --> 00:24:48,480 So I might think about, OK, do I want 496 00:24:48,480 --> 00:24:51,150 them to be able to define, to just state 497 00:24:51,150 --> 00:24:53,685 the first law for closed systems? 498 00:24:53,685 --> 00:24:56,550 Do I want them to be able to use the first law for closed 499 00:24:56,550 --> 00:24:59,520 systems in order to solve certain kinds of equations? 500 00:24:59,520 --> 00:25:03,270 Do I want them to be able to derive the first law? 501 00:25:03,270 --> 00:25:06,510 Do I want them to be able, whatever it is. 502 00:25:06,510 --> 00:25:10,110 So you're going to look at the columns, the categories 503 00:25:10,110 --> 00:25:12,657 on the left side, and you're going 504 00:25:12,657 --> 00:25:13,740 to think about your topic. 505 00:25:13,740 --> 00:25:16,830 And you're just going to decide which box in the middle column 506 00:25:16,830 --> 00:25:18,802 to put the topics into. 507 00:25:18,802 --> 00:25:20,760 You don't have to worry about writing anything. 508 00:25:20,760 --> 00:25:26,430 You're just going to distribute the topics to the level of, 509 00:25:26,430 --> 00:25:29,534 it's really cognitive processes that are associated 510 00:25:29,534 --> 00:25:30,700 with the things on the left. 511 00:25:30,700 --> 00:25:36,990 Remember, understand, apply, analyze, evaluate, and create. 512 00:25:36,990 --> 00:25:39,460 So we'll take about five minutes. 513 00:25:39,460 --> 00:25:41,230 And you just do that by yourself. 514 00:25:41,230 --> 00:25:43,170 And just fill in that middle column 515 00:25:43,170 --> 00:25:49,050 of the table with the topics from your course. 516 00:25:49,050 --> 00:25:50,890 Do you want more explanation, Rachel? 517 00:25:55,280 --> 00:25:59,240 It's starting to make you think about this part 518 00:25:59,240 --> 00:26:05,020 of the beginning circle. 519 00:26:05,020 --> 00:26:07,440 But you don't want to write any sentences yet. 520 00:26:07,440 --> 00:26:10,460 But it's starting to help you think about what are they 521 00:26:10,460 --> 00:26:13,830 going to do with these topics. 522 00:26:13,830 --> 00:26:15,130 What do I want them to do? 523 00:26:15,130 --> 00:26:20,350 Is it remember, or is it create something using these things? 524 00:26:20,350 --> 00:26:21,290 Where is it? 525 00:26:21,290 --> 00:26:22,970 Those are two ends of the spectrum. 526 00:26:22,970 --> 00:26:27,110 And in your chart, the things that at the top 527 00:26:27,110 --> 00:26:28,940 are the more remember, right? 528 00:26:28,940 --> 00:26:33,260 It's more about kind of a recall information. 529 00:26:33,260 --> 00:26:35,360 And then the things in the back of the chart 530 00:26:35,360 --> 00:26:40,160 tend to be more higher order cognitive processes, 531 00:26:40,160 --> 00:26:43,040 like synthesize, apply, create. 532 00:26:50,110 --> 00:26:50,609 Yes. 533 00:26:50,609 --> 00:26:54,281 AUDIENCE: [INAUDIBLE] 534 00:26:54,281 --> 00:26:57,050 JANET RANKIN: So don't worry about the third column. 535 00:26:57,050 --> 00:26:58,940 Don't worry about the last column yet. 536 00:26:58,940 --> 00:27:00,326 We're going to do that later. 537 00:27:00,326 --> 00:27:01,700 So all you have to do is just say 538 00:27:01,700 --> 00:27:05,410 where each topic falls loosely. 539 00:27:05,410 --> 00:27:05,910 OK. 540 00:27:05,910 --> 00:27:08,302 Does everybody have a chart? 541 00:27:08,302 --> 00:27:08,802 OK. 542 00:27:08,802 --> 00:27:10,730 AUDIENCE: Do you want us to write 543 00:27:10,730 --> 00:27:12,284 as many topics as possible? 544 00:27:12,284 --> 00:27:13,700 JANET RANKIN: Write as many topics 545 00:27:13,700 --> 00:27:17,990 as possible, but distribute them through the chart. 546 00:27:17,990 --> 00:27:19,460 Right? 547 00:27:19,460 --> 00:27:22,352 Not everything is going to be remember, right? 548 00:27:22,352 --> 00:27:24,810 So some things will be remember, some things will be apply, 549 00:27:24,810 --> 00:27:27,841 some things will be analyze, some things will be create. 550 00:27:27,841 --> 00:27:28,340 OK? 551 00:27:31,950 --> 00:27:34,451 If you have any questions, just raise your hand. 552 00:27:34,451 --> 00:27:34,950 All right. 553 00:27:34,950 --> 00:27:36,533 So what we're going to do is I'm going 554 00:27:36,533 --> 00:27:40,650 to ask you to just keep those with you. 555 00:27:40,650 --> 00:27:42,630 We're going to do another activity later 556 00:27:42,630 --> 00:27:44,670 on using those as a starting point, 557 00:27:44,670 --> 00:27:49,860 but I want you to just keep that sorting with you. 558 00:27:49,860 --> 00:27:52,800 Any comments or questions about the experience, 559 00:27:52,800 --> 00:27:53,860 about what you just did? 560 00:27:58,330 --> 00:28:00,820 Was it easy? 561 00:28:00,820 --> 00:28:02,980 No. 562 00:28:02,980 --> 00:28:04,349 It can sometimes be a challenge. 563 00:28:04,349 --> 00:28:05,890 Well, what the heck you were supposed 564 00:28:05,890 --> 00:28:07,002 to do with this anyway? 565 00:28:07,002 --> 00:28:08,710 What do I really want them to do with it? 566 00:28:08,710 --> 00:28:12,460 This is the beginning of that process whereby 567 00:28:12,460 --> 00:28:15,640 you define exactly what it is you want students to do, 568 00:28:15,640 --> 00:28:17,532 know or be able to do. 569 00:28:17,532 --> 00:28:19,240 And then you can start to think about how 570 00:28:19,240 --> 00:28:22,360 you're going to assess whether or not they can do it or not. 571 00:28:22,360 --> 00:28:24,460 But it's very different if I were 572 00:28:24,460 --> 00:28:27,040 to say I want everybody to be able to state 573 00:28:27,040 --> 00:28:29,994 the first law of thermodynamics versus I 574 00:28:29,994 --> 00:28:32,410 want you to be able to use the first law of thermodynamics 575 00:28:32,410 --> 00:28:37,480 to define chemical, mechanical, and thermal equilibrium 576 00:28:37,480 --> 00:28:40,672 in a simple composite system. 577 00:28:40,672 --> 00:28:41,380 That's different. 578 00:28:41,380 --> 00:28:42,606 That's very different. 579 00:28:46,110 --> 00:28:47,750 So that's what we're starting to do. 580 00:28:51,170 --> 00:28:53,440 So now we have kind of the seeds. 581 00:28:53,440 --> 00:28:59,530 We thought about which topics kind of we want to have, 582 00:28:59,530 --> 00:29:01,690 what we want to do with each of the topics. 583 00:29:01,690 --> 00:29:04,910 But now we really have to turn them into learning outcomes, 584 00:29:04,910 --> 00:29:06,274 into real statements. 585 00:29:06,274 --> 00:29:07,690 By the end of this class, you will 586 00:29:07,690 --> 00:29:13,600 be able to, by the end of this course, you will be able to. 587 00:29:13,600 --> 00:29:17,980 And just as an aside, remember that sometimes you'll 588 00:29:17,980 --> 00:29:20,620 notice that for every class, every session we have, 589 00:29:20,620 --> 00:29:22,510 I have learning outcomes. 590 00:29:22,510 --> 00:29:24,940 But there's also overarching learning outcomes 591 00:29:24,940 --> 00:29:26,400 for the course. 592 00:29:26,400 --> 00:29:31,350 So I will use them interchangeably, 593 00:29:31,350 --> 00:29:34,360 but they'll be at a slightly different scale. 594 00:29:34,360 --> 00:29:39,160 The ones for the class are a little bit more fine grained. 595 00:29:39,160 --> 00:29:41,710 As was mentioned in the reading, and as Gordon mentioned, 596 00:29:41,710 --> 00:29:46,660 they have to be specific, measurable, and realistic. 597 00:29:46,660 --> 00:29:49,180 If they don't have those properties 598 00:29:49,180 --> 00:29:52,420 they're not going to be particularly useful, or as 599 00:29:52,420 --> 00:29:54,220 useful. 600 00:29:54,220 --> 00:29:55,550 All right. 601 00:29:55,550 --> 00:30:00,550 And we'll see some examples of that in just a sec. 602 00:30:00,550 --> 00:30:02,800 So here's what they're not. 603 00:30:02,800 --> 00:30:04,810 They're not topics. 604 00:30:04,810 --> 00:30:06,760 So you came with topics. 605 00:30:06,760 --> 00:30:10,420 You will leave today with learning outcomes. 606 00:30:10,420 --> 00:30:14,470 But topics are not learning outcomes. 607 00:30:14,470 --> 00:30:18,430 The first law of thermodynamics is not a learning outcome. 608 00:30:18,430 --> 00:30:20,650 You need a verb with it. 609 00:30:20,650 --> 00:30:22,369 What do you want me to do, what do you 610 00:30:22,369 --> 00:30:24,160 want your students to do with the first law 611 00:30:24,160 --> 00:30:25,980 of thermodynamics? 612 00:30:25,980 --> 00:30:28,090 What do you want them to know about the first law 613 00:30:28,090 --> 00:30:30,410 of thermodynamics? 614 00:30:30,410 --> 00:30:32,980 So they're not topics. 615 00:30:32,980 --> 00:30:34,765 They're not things that you will do. 616 00:30:37,540 --> 00:30:40,900 It's easy to say, I could have a list a mile long. 617 00:30:40,900 --> 00:30:47,950 I will talk about the first law of thermodynamics. 618 00:30:47,950 --> 00:30:49,660 I can check that off pretty easily. 619 00:30:49,660 --> 00:30:50,734 I mean I just did. 620 00:30:50,734 --> 00:30:52,900 I just talked about the first law of thermodynamics. 621 00:30:52,900 --> 00:30:56,410 It says nothing about what you learned about it, what 622 00:30:56,410 --> 00:30:58,090 your students learned about it. 623 00:30:58,090 --> 00:31:00,430 So it's not about you. 624 00:31:00,430 --> 00:31:02,840 Get over it. 625 00:31:02,840 --> 00:31:03,506 That was a joke. 626 00:31:06,447 --> 00:31:07,530 It's not value statements. 627 00:31:07,530 --> 00:31:11,490 As Adrian pointed out, some of these think this is easy, 628 00:31:11,490 --> 00:31:16,640 this is good, this is useful. 629 00:31:16,640 --> 00:31:19,135 Any of those things don't belong in a learning outcome. 630 00:31:22,760 --> 00:31:25,590 And it's not your hopes and dreams for your students. 631 00:31:25,590 --> 00:31:28,074 I mean, ultimately, it is. 632 00:31:28,074 --> 00:31:30,240 You hope that they will be able to use the first law 633 00:31:30,240 --> 00:31:32,340 of thermodynamics, da, da, da. 634 00:31:32,340 --> 00:31:34,440 But it's really about what they're doing, 635 00:31:34,440 --> 00:31:36,240 about what they're going to do. 636 00:31:36,240 --> 00:31:39,500 So, no. 637 00:31:39,500 --> 00:31:40,610 Here's a little example. 638 00:31:43,140 --> 00:31:45,990 This is just from like an earth and planetary course. 639 00:31:45,990 --> 00:31:49,700 Students will understand plate tectonics. 640 00:31:49,700 --> 00:31:50,640 How's that? 641 00:31:54,400 --> 00:31:57,520 Is that OK for a learning outcome? 642 00:31:57,520 --> 00:31:58,438 Why not? 643 00:31:58,438 --> 00:32:01,924 AUDIENCE: It's too broad. 644 00:32:01,924 --> 00:32:04,140 JANET RANKIN: It's not very specific. 645 00:32:04,140 --> 00:32:07,435 What the heck about plate tectonics? 646 00:32:07,435 --> 00:32:07,935 What else? 647 00:32:11,620 --> 00:32:13,580 AUDIENCE: Measurable. 648 00:32:13,580 --> 00:32:14,760 JANET RANKIN: Thank you. 649 00:32:14,760 --> 00:32:16,890 OK, the measurable part. 650 00:32:16,890 --> 00:32:23,310 This word understand, strike it from your brains. 651 00:32:23,310 --> 00:32:25,150 It's a property that we love. 652 00:32:25,150 --> 00:32:27,120 We love understand. 653 00:32:27,120 --> 00:32:30,590 But you can't flippin' measure it. 654 00:32:30,590 --> 00:32:32,840 You can't go in there and measure it. 655 00:32:32,840 --> 00:32:35,180 You can measure lots of things that tell you 656 00:32:35,180 --> 00:32:37,220 whether students understand, but you 657 00:32:37,220 --> 00:32:39,500 can't measure understanding. 658 00:32:42,180 --> 00:32:44,307 And I think we'll see that with some more examples. 659 00:32:44,307 --> 00:32:46,390 I don't think anybody is earth and planetary here. 660 00:32:49,050 --> 00:32:50,664 So how about this one? 661 00:32:50,664 --> 00:32:52,080 Students will be able to interpret 662 00:32:52,080 --> 00:32:54,240 unfamiliar tectonic settings based 663 00:32:54,240 --> 00:32:59,830 on information on volcanic activity and seismicity. 664 00:32:59,830 --> 00:33:02,340 Again, I don't think any of us are geologists. 665 00:33:02,340 --> 00:33:04,980 But the idea that I've told, or the person 666 00:33:04,980 --> 00:33:08,310 has told us what we're going to use 667 00:33:08,310 --> 00:33:12,060 to interpret these situations, and then we're 668 00:33:12,060 --> 00:33:15,417 going to make predictions based on those interpretations, I 669 00:33:15,417 --> 00:33:17,610 mean, that's an assumption. 670 00:33:17,610 --> 00:33:21,426 So it's specific and now it's measurable. 671 00:33:21,426 --> 00:33:22,800 Even though we're not geologists, 672 00:33:22,800 --> 00:33:24,750 I suspect we can think of how we could 673 00:33:24,750 --> 00:33:29,220 write a test question that would ask students to do this. 674 00:33:29,220 --> 00:33:32,910 And then we could see whether they did it or not. 675 00:33:32,910 --> 00:33:35,370 So that's measurable. 676 00:33:35,370 --> 00:33:40,715 And probably, by doing this, by having students do this, 677 00:33:40,715 --> 00:33:42,840 we get a pretty good measurement about whether they 678 00:33:42,840 --> 00:33:46,900 understand plate tectonics. 679 00:33:46,900 --> 00:33:50,877 But it's much more specific and it's much more measurable. 680 00:33:58,944 --> 00:34:01,110 From here, this is from the University of Minnesota, 681 00:34:01,110 --> 00:34:03,590 which has a nice website on learning outcomes. 682 00:34:03,590 --> 00:34:06,680 They're not from your point of view, as we mentioned. 683 00:34:06,680 --> 00:34:08,179 They're not what you're going to do. 684 00:34:08,179 --> 00:34:10,345 I'm going to introduce students to the major turning 685 00:34:10,345 --> 00:34:13,747 points and processes in North American history. 686 00:34:13,747 --> 00:34:15,830 You can say anything you want, but it doesn't mean 687 00:34:15,830 --> 00:34:17,340 the students learned anything. 688 00:34:17,340 --> 00:34:18,510 So it's not about you. 689 00:34:18,510 --> 00:34:19,760 It's what they're going to do. 690 00:34:19,760 --> 00:34:21,777 They're going to list and describe 691 00:34:21,777 --> 00:34:24,235 the turning points and processes in North American history. 692 00:34:26,871 --> 00:34:28,370 I'm going to create an understanding 693 00:34:28,370 --> 00:34:30,230 of the formal constructs of physical design. 694 00:34:30,230 --> 00:34:32,600 That one is like, this one is, it's 695 00:34:32,600 --> 00:34:35,120 like, I don't even know what it means, right? 696 00:34:35,120 --> 00:34:37,719 Create an understanding of the formal constructs 697 00:34:37,719 --> 00:34:38,510 of physical design. 698 00:34:38,510 --> 00:34:40,670 I don't even know what it means. 699 00:34:40,670 --> 00:34:42,739 And so it's like that laundry example. 700 00:34:42,739 --> 00:34:46,010 Your students aren't going to know what it means, 701 00:34:46,010 --> 00:34:48,330 and it's not going to help them. 702 00:34:48,330 --> 00:34:51,469 It's not going to help them access the material. 703 00:34:51,469 --> 00:34:56,000 So the ones on the left are all teacher-centered 704 00:34:56,000 --> 00:34:58,250 and they're not very useful. 705 00:34:58,250 --> 00:35:00,410 The ones on the right are student-centered 706 00:35:00,410 --> 00:35:03,020 and they are generally useful. 707 00:35:03,020 --> 00:35:06,230 But there's some things wrong with the things on the right. 708 00:35:06,230 --> 00:35:07,700 AUDIENCE: Understand. 709 00:35:07,700 --> 00:35:12,264 JANET RANKIN: Understand, yes. 710 00:35:12,264 --> 00:35:13,680 So what would you write instead of 711 00:35:13,680 --> 00:35:17,370 understand the formal constructs of physical design, whatever 712 00:35:17,370 --> 00:35:19,440 the heck that means? 713 00:35:19,440 --> 00:35:20,554 What might you use? 714 00:35:20,554 --> 00:35:22,250 AUDIENCE: Identify. 715 00:35:22,250 --> 00:35:24,170 JANET RANKIN: Identify. 716 00:35:24,170 --> 00:35:24,840 OK. 717 00:35:24,840 --> 00:35:30,510 That might be like a list, right, or identify or list, 718 00:35:30,510 --> 00:35:32,275 pick it out of the lineup kind of thing. 719 00:35:34,830 --> 00:35:36,960 This is a nice one. 720 00:35:36,960 --> 00:35:40,220 Explain to an intelligent non-expert, an INE. 721 00:35:40,220 --> 00:35:45,240 And so explain this to somebody who's not in the field. 722 00:35:45,240 --> 00:35:49,200 If you could do that, it probably means that you get it. 723 00:35:49,200 --> 00:35:51,300 Somebody I know used to say, explain this 724 00:35:51,300 --> 00:35:54,810 to my four-year-old brother. 725 00:35:54,810 --> 00:35:58,050 Explain-- what was it-- angular momentum, 726 00:35:58,050 --> 00:36:01,290 to my four-year-old brother. 727 00:36:01,290 --> 00:36:04,380 I would argue if you can explain it to a four-year-old kid, 728 00:36:04,380 --> 00:36:07,050 you probably understand it. 729 00:36:07,050 --> 00:36:08,820 So you can use that. 730 00:36:13,400 --> 00:36:21,690 Use formal constructs to design something. 731 00:36:21,690 --> 00:36:23,677 I mean, that's kind of an inversion. 732 00:36:23,677 --> 00:36:25,010 How about the one on the bottom. 733 00:36:25,010 --> 00:36:29,450 Understand gender, race, ethnicity, socioeconomic class, 734 00:36:29,450 --> 00:36:32,120 understand how they have shaped Americans' lives. 735 00:36:32,120 --> 00:36:36,272 Completely unmeasurable, right? 736 00:36:36,272 --> 00:36:37,605 So what would you write instead? 737 00:36:41,830 --> 00:36:43,770 AUDIENCE: Describe. 738 00:36:43,770 --> 00:36:46,810 JANET RANKIN: Describe how, sure. 739 00:36:49,970 --> 00:36:50,695 Anything else? 740 00:36:50,695 --> 00:36:52,445 AUDIENCE: [INAUDIBLE] it seems like you're 741 00:36:52,445 --> 00:36:54,905 trying to get [INAUDIBLE]. 742 00:36:54,905 --> 00:36:57,030 JANET RANKIN: Right. 743 00:36:57,030 --> 00:36:58,720 So that's a great point, is that we 744 00:36:58,720 --> 00:37:05,020 don't know where this faculty member put this on their table. 745 00:37:05,020 --> 00:37:07,370 We don't know whether it really just states 746 00:37:07,370 --> 00:37:11,590 some ways that, list some ways that these things have affected 747 00:37:11,590 --> 00:37:15,790 Americans, North Americans' lives, or Americans' lives-- 748 00:37:15,790 --> 00:37:18,580 which is kind of a remember thing, just make a list-- 749 00:37:18,580 --> 00:37:22,780 or whether it's do some analysis on some situation. 750 00:37:22,780 --> 00:37:25,120 We don't know that, but you as the instructors 751 00:37:25,120 --> 00:37:28,512 get to decide that for your classes. 752 00:37:28,512 --> 00:37:29,720 So that's an important thing. 753 00:37:29,720 --> 00:37:32,480 You get to call all the shots. 754 00:37:32,480 --> 00:37:33,730 You get to make the decision. 755 00:37:33,730 --> 00:37:36,410 We can only guess about what this person meant, 756 00:37:36,410 --> 00:37:38,090 and therefore, his or her students 757 00:37:38,090 --> 00:37:40,420 can only guess about what he or she means. 758 00:37:46,010 --> 00:37:50,870 So you have on your table this hierarchy of Bloom's Taxonomy. 759 00:37:50,870 --> 00:37:55,460 It's often shown in this triangle, this pyramid. 760 00:37:55,460 --> 00:38:01,310 There's a handout which has exactly the same strata on it. 761 00:38:01,310 --> 00:38:06,140 And it just has some handy dandy verbs associated with it. 762 00:38:06,140 --> 00:38:09,530 But Benjamin Bloom came up with this classification 763 00:38:09,530 --> 00:38:15,390 of cognitive processes way back when, in the 1950s. 764 00:38:15,390 --> 00:38:17,510 And it is this idea that it is this pyramid, that 765 00:38:17,510 --> 00:38:20,840 at the base of the pyramid are these ideas like remember. 766 00:38:20,840 --> 00:38:27,140 And those are basic cognitive processes, remember, list. 767 00:38:27,140 --> 00:38:33,200 And then it moves up the pyramid to things that require a higher 768 00:38:33,200 --> 00:38:35,890 level of cognitive processing. 769 00:38:35,890 --> 00:38:38,860 Rather than just pulling facts out of storage 770 00:38:38,860 --> 00:38:41,110 and stating them, you're going to do something 771 00:38:41,110 --> 00:38:42,730 with those facts. 772 00:38:42,730 --> 00:38:46,820 So as you go higher and higher up the pyramid, 773 00:38:46,820 --> 00:38:49,090 note that he chose-- 774 00:38:49,090 --> 00:38:53,860 really unfortunately-- to call the second level understand. 775 00:38:53,860 --> 00:38:57,460 However, there are words that can help you. 776 00:38:57,460 --> 00:39:00,880 If it really is understand that you want to measure, 777 00:39:00,880 --> 00:39:03,400 there's words that describe that a little bit better. 778 00:39:03,400 --> 00:39:04,990 They're in your table, and they're 779 00:39:04,990 --> 00:39:09,280 also in that second table that I handed out. 780 00:39:09,280 --> 00:39:11,650 So arrange, list, label. 781 00:39:11,650 --> 00:39:16,310 For understand-- describe, relate, recognize, explain, 782 00:39:16,310 --> 00:39:17,020 those things. 783 00:39:17,020 --> 00:39:17,520 Gordon. 784 00:39:17,520 --> 00:39:20,204 AUDIENCE: Just a little [INAUDIBLE]. 785 00:39:20,204 --> 00:39:22,180 When it comes to understand, maybe 786 00:39:22,180 --> 00:39:24,128 if you put it like [INAUDIBLE]. 787 00:39:24,128 --> 00:39:25,503 JANET RANKIN: Understand to what? 788 00:39:25,503 --> 00:39:27,242 AUDIENCE: Understand to an [INAUDIBLE]. 789 00:39:27,242 --> 00:39:30,530 Maybe that's what we can measure. 790 00:39:30,530 --> 00:39:33,925 Understand to this level or to this [INAUDIBLE]. 791 00:39:33,925 --> 00:39:37,316 JANET RANKIN: But how, can you give me a specific example? 792 00:39:37,316 --> 00:39:53,536 AUDIENCE: I wish I could go back to the last slide [INAUDIBLE] 793 00:39:53,536 --> 00:39:56,500 can describe [INAUDIBLE]. 794 00:39:59,958 --> 00:40:01,140 JANET RANKIN: OK. 795 00:40:01,140 --> 00:40:02,850 So I see where you're going. 796 00:40:02,850 --> 00:40:04,500 Does someone have a suggestion? 797 00:40:04,500 --> 00:40:06,010 So think about that laundry. 798 00:40:06,010 --> 00:40:08,010 Think about that description of doing a laundry. 799 00:40:10,530 --> 00:40:12,520 Can somebody take what Gordon said 800 00:40:12,520 --> 00:40:18,640 and get where he wants to go, but get there in perhaps 801 00:40:18,640 --> 00:40:19,485 a more direct way. 802 00:40:25,751 --> 00:40:26,251 Katherine. 803 00:40:26,251 --> 00:40:29,730 AUDIENCE: [INAUDIBLE] 804 00:40:29,730 --> 00:40:31,410 JANET RANKIN: Exactly. 805 00:40:31,410 --> 00:40:32,910 So if you're going to do that, and I 806 00:40:32,910 --> 00:40:35,422 see where you're coming from, understand 807 00:40:35,422 --> 00:40:37,380 so that you can describe, in order to describe, 808 00:40:37,380 --> 00:40:38,580 or to the level of describe. 809 00:40:38,580 --> 00:40:40,530 Just forget the understand part, and just 810 00:40:40,530 --> 00:40:45,900 say describe, or define, or whatever it is you want. 811 00:40:45,900 --> 00:40:48,790 But yes, I mean, that first step is saying, 812 00:40:48,790 --> 00:40:50,820 what do I mean by understand? 813 00:40:50,820 --> 00:40:57,570 And when you say that, then it generally rewrites itself. 814 00:40:57,570 --> 00:41:01,650 And so the more direct you can be, generally, the better. 815 00:41:01,650 --> 00:41:04,410 And keep that laundry example in your head. 816 00:41:04,410 --> 00:41:04,910 Yes. 817 00:41:04,910 --> 00:41:10,360 AUDIENCE: You're asking a student [INAUDIBLE]? 818 00:41:10,360 --> 00:41:14,729 JANET RANKIN: So I would say, well, let's just open that up. 819 00:41:14,729 --> 00:41:16,770 What do you think about that, of asking students? 820 00:41:16,770 --> 00:41:21,720 So do you understand this stuff about learning outcomes? 821 00:41:21,720 --> 00:41:23,790 AUDIENCE: I think as teachers, when 822 00:41:23,790 --> 00:41:26,123 you, in the front of the class, you're teaching students 823 00:41:26,123 --> 00:41:28,740 and you say do you understand, they say yes. 824 00:41:28,740 --> 00:41:34,290 But you see from psychology you know who doesn't understand. 825 00:41:34,290 --> 00:41:36,870 JANET RANKIN: So David says as I ask you 826 00:41:36,870 --> 00:41:38,970 that, do you understand? 827 00:41:38,970 --> 00:41:41,970 Most people are going to say, hey, I understand, sure. 828 00:41:41,970 --> 00:41:43,290 Don't think I'm an idiot. 829 00:41:43,290 --> 00:41:45,930 I understand. 830 00:41:45,930 --> 00:41:47,670 Right? 831 00:41:47,670 --> 00:41:48,750 So I completely agree. 832 00:41:48,750 --> 00:41:51,990 Students are not likely to say they don't understand. 833 00:41:51,990 --> 00:41:53,310 What else? 834 00:41:53,310 --> 00:42:18,205 AUDIENCE: That's difficult for the teacher to [INAUDIBLE] 835 00:42:18,205 --> 00:42:20,782 JANET RANKIN: Well, so do you want 836 00:42:20,782 --> 00:42:21,948 to say something about that? 837 00:42:21,948 --> 00:42:23,119 AUDIENCE: Yeah, I agree. 838 00:42:23,119 --> 00:42:24,702 I think the part that we do understand 839 00:42:24,702 --> 00:42:30,546 as nonspecific is the learning understanding [INAUDIBLE]. 840 00:42:30,546 --> 00:42:33,450 As an instructor you have to know, understand 841 00:42:33,450 --> 00:42:35,670 what you're trying to get at, which 842 00:42:35,670 --> 00:42:40,010 I think is where the clicker question is beautiful, 843 00:42:40,010 --> 00:42:41,510 because you know already what you're 844 00:42:41,510 --> 00:42:44,616 trying to evaluate that they're catching in class in real time, 845 00:42:44,616 --> 00:42:48,600 if you can see who's getting at the nuance of what 846 00:42:48,600 --> 00:42:50,710 you're teaching. 847 00:42:50,710 --> 00:42:51,460 JANET RANKIN: Yes. 848 00:42:51,460 --> 00:42:54,220 I think that's an excellent, excellent point, 849 00:42:54,220 --> 00:42:57,430 that many of these activities that we do, 850 00:42:57,430 --> 00:43:01,810 these small group activities, or the clicker 851 00:43:01,810 --> 00:43:04,450 questions or other activities that students 852 00:43:04,450 --> 00:43:08,590 are doing in class are helping them learn. 853 00:43:08,590 --> 00:43:11,860 But they're also formative assessments of whether or not 854 00:43:11,860 --> 00:43:14,470 they get it or not, whether or not they understand. 855 00:43:14,470 --> 00:43:17,470 And you as the instructor can see it. 856 00:43:17,470 --> 00:43:20,080 If I walk around, if I listen, if I 857 00:43:20,080 --> 00:43:23,680 look at who answered what question on the clickers, 858 00:43:23,680 --> 00:43:26,320 or on the raising your hand, multiple choice questions, 859 00:43:26,320 --> 00:43:30,320 whatever methods I used here, I get a better, 860 00:43:30,320 --> 00:43:32,290 a much better sense of who understands 861 00:43:32,290 --> 00:43:33,580 or doesn't understand. 862 00:43:33,580 --> 00:43:38,710 If all I'm doing is lecturing I can't tell. 863 00:43:38,710 --> 00:43:41,530 And I can ask do you understand, but they're not 864 00:43:41,530 --> 00:43:43,480 likely to tell me. 865 00:43:43,480 --> 00:43:46,240 Which is kind of the other point is that sometimes-- 866 00:43:46,240 --> 00:43:48,580 and I think you were alluding to this, Gordon-- 867 00:43:48,580 --> 00:43:52,240 that sometimes students don't know whether they understand 868 00:43:52,240 --> 00:43:54,040 or not. 869 00:43:54,040 --> 00:43:57,880 So we need to give them the opportunities to find out 870 00:43:57,880 --> 00:44:00,730 whether they understand or not. 871 00:44:00,730 --> 00:44:03,310 And arguably, if you're just lecturing 872 00:44:03,310 --> 00:44:05,560 and you're a great lecturer-- 873 00:44:05,560 --> 00:44:07,900 you're eloquent, you don't stumble, 874 00:44:07,900 --> 00:44:11,710 the writing on the board is awesome, all this stuff-- 875 00:44:11,710 --> 00:44:14,350 students will think they understand maybe 876 00:44:14,350 --> 00:44:17,830 when they don't, because they're not 877 00:44:17,830 --> 00:44:19,840 having to confront any misunderstanding, 878 00:44:19,840 --> 00:44:22,870 and it all seems very nice. 879 00:44:22,870 --> 00:44:25,570 So these activities where you actually have students 880 00:44:25,570 --> 00:44:27,460 do something, say something, where 881 00:44:27,460 --> 00:44:30,220 you ask them a specific question, that's 882 00:44:30,220 --> 00:44:34,255 when you can determine whether or not they understand or not. 883 00:44:36,870 --> 00:44:38,690 And because they are not likely to say 884 00:44:38,690 --> 00:44:41,270 they don't understand, either because they just 885 00:44:41,270 --> 00:44:43,940 don't want to admit it, or because they really don't know 886 00:44:43,940 --> 00:44:45,350 whether they don't understand. 887 00:44:45,350 --> 00:44:48,586 So you need to give them measurements to find out 888 00:44:48,586 --> 00:44:49,710 whether they get it or not. 889 00:44:52,698 --> 00:44:53,198 Yes. 890 00:44:53,198 --> 00:44:57,707 AUDIENCE: Sometimes, for example lecture and the activity 891 00:44:57,707 --> 00:44:58,665 has [INAUDIBLE]. 892 00:44:58,665 --> 00:45:02,480 For example, we have lectures and the teacher just 893 00:45:02,480 --> 00:45:05,206 [INAUDIBLE] and then we have expectations 894 00:45:05,206 --> 00:45:07,288 as we do exercises. 895 00:45:07,288 --> 00:45:12,054 So do you recommend that we also do some activities 896 00:45:12,054 --> 00:45:15,000 during the lecture or just [INAUDIBLE]? 897 00:45:15,000 --> 00:45:17,520 JANET RANKIN: No, do them during lecture. 898 00:45:17,520 --> 00:45:20,040 I mean, the model that we're trying to do here 899 00:45:20,040 --> 00:45:23,010 is the model that you should do even if you have a hundred 900 00:45:23,010 --> 00:45:24,390 or 200 people in your class. 901 00:45:24,390 --> 00:45:25,710 You can use clickers. 902 00:45:25,710 --> 00:45:28,634 You can use pair share discussions. 903 00:45:28,634 --> 00:45:30,550 You can do all sorts of things to break it up, 904 00:45:30,550 --> 00:45:32,580 and it's effective. 905 00:45:32,580 --> 00:45:35,850 There's a paper coming up for next week, 906 00:45:35,850 --> 00:45:39,120 a meta-analysis, active learning strategies, 907 00:45:39,120 --> 00:45:42,900 how they actually, students learn more in a lecture 908 00:45:42,900 --> 00:45:45,630 if you actually ask them to talk to each other, 909 00:45:45,630 --> 00:45:47,006 break up, share, et cetera. 910 00:45:47,006 --> 00:45:49,380 And I think when we talked about misconceptions, remember 911 00:45:49,380 --> 00:45:51,060 that example with the coin? 912 00:45:51,060 --> 00:45:54,090 How many students got it, could draw the free body 913 00:45:54,090 --> 00:45:57,180 diagram before and after? 914 00:45:57,180 --> 00:46:01,650 I mean, before and after in a straight lecture, 915 00:46:01,650 --> 00:46:03,450 there's hardly any learning gain. 916 00:46:03,450 --> 00:46:05,760 But if you incorporate active learning, 917 00:46:05,760 --> 00:46:07,090 the learning gains go way up. 918 00:46:25,180 --> 00:46:26,830 So that's Bloom's Taxonomy. 919 00:46:26,830 --> 00:46:29,830 And an interesting take on Bloom's Taxonomy, 920 00:46:29,830 --> 00:46:32,320 there's a woman, Kathy Schrock, who-- 921 00:46:32,320 --> 00:46:34,390 it's a nice website and the slides 922 00:46:34,390 --> 00:46:36,010 we posted so you have the link-- 923 00:46:36,010 --> 00:46:39,100 but she decided, she has this theory that it's not 924 00:46:39,100 --> 00:46:40,720 really so pyramidal. 925 00:46:40,720 --> 00:46:42,532 That everything really is dependent, 926 00:46:42,532 --> 00:46:44,740 these cognitive processes are dependent on each other 927 00:46:44,740 --> 00:46:45,770 at a certain level. 928 00:46:45,770 --> 00:46:48,370 And so she's drawn it as a gear, where everything 929 00:46:48,370 --> 00:46:50,740 sort of supports the act of creating, 930 00:46:50,740 --> 00:46:51,900 which is up at the top. 931 00:46:51,900 --> 00:46:54,760 But the other ones are sort of around the side, 932 00:46:54,760 --> 00:47:00,130 but they all contribute to the ultimate cognitive 933 00:47:00,130 --> 00:47:01,470 process of creating. 934 00:47:01,470 --> 00:47:03,490 So that might be a nice way to think about it. 935 00:47:03,490 --> 00:47:07,210 And then she's taken the specific words, like analyzing, 936 00:47:07,210 --> 00:47:11,680 and said, OK, what's an instantiation 937 00:47:11,680 --> 00:47:17,230 of analyzing, outlining, deconstructing, organizing, 938 00:47:17,230 --> 00:47:19,030 structuring, surveying, whatever? 939 00:47:19,030 --> 00:47:22,150 So it's the same idea, it's just a different graphical 940 00:47:22,150 --> 00:47:23,446 representation. 941 00:47:27,420 --> 00:47:29,970 So what you've done is you've taken your topics, 942 00:47:29,970 --> 00:47:32,220 put them in those cells in the table. 943 00:47:32,220 --> 00:47:37,380 And I just want to point out kind of how as the instructor 944 00:47:37,380 --> 00:47:39,510 you have a lot of power about where 945 00:47:39,510 --> 00:47:41,910 you're putting those, where you've decided to put those. 946 00:47:41,910 --> 00:47:44,940 And it may be different for a first year undergraduate 947 00:47:44,940 --> 00:47:48,195 class, or a second or third year graduate course. 948 00:47:48,195 --> 00:47:51,420 It could be the same topic, but you're 949 00:47:51,420 --> 00:47:54,540 going to put them in a different category. 950 00:47:54,540 --> 00:47:56,820 So that's why when I asked you to bring a topic, 951 00:47:56,820 --> 00:47:59,040 it's for a specific class. 952 00:47:59,040 --> 00:48:02,014 It's for a specific group of students. 953 00:48:02,014 --> 00:48:04,180 So let's say we take the idea of interstitial sites. 954 00:48:04,180 --> 00:48:06,790 So I have a crystalline structure, 955 00:48:06,790 --> 00:48:09,720 it's got an order of periodicity of atoms. 956 00:48:09,720 --> 00:48:12,540 And then I have spaces between the atoms, 957 00:48:12,540 --> 00:48:14,400 those are the interstitial sites. 958 00:48:14,400 --> 00:48:16,742 And so I could say you'll be able to identify 959 00:48:16,742 --> 00:48:17,700 the interstitial sites. 960 00:48:17,700 --> 00:48:19,970 So I could say where's the tetrahedral site 961 00:48:19,970 --> 00:48:22,950 in a face-centered cubic or something, whatever? 962 00:48:22,950 --> 00:48:27,510 And students just really have to find it. 963 00:48:27,510 --> 00:48:30,180 I could say calculate the maximum size 964 00:48:30,180 --> 00:48:32,490 of an interstitial atom that could occupy 965 00:48:32,490 --> 00:48:34,540 that space, an ion that could occupy 966 00:48:34,540 --> 00:48:37,480 that space in a particular crystal structure. 967 00:48:37,480 --> 00:48:40,560 So those are two very different levels, 968 00:48:40,560 --> 00:48:43,650 but it's the same topic. 969 00:48:43,650 --> 00:48:46,830 X-ray diffraction, I could say apply Bragg's Law 970 00:48:46,830 --> 00:48:49,440 to calculate d-spacing. 971 00:48:49,440 --> 00:48:52,770 So that's very much a turn the crank kind of thing. 972 00:48:52,770 --> 00:48:54,540 I know the equation for Bragg's Law, 973 00:48:54,540 --> 00:48:56,375 I stick things in, I solve for the unknown. 974 00:49:00,350 --> 00:49:03,280 I could then also ask you to index unknown diffraction 975 00:49:03,280 --> 00:49:07,670 patterns, meaning identify an unknown crystal structure based 976 00:49:07,670 --> 00:49:09,470 on the diffraction pattern. 977 00:49:09,470 --> 00:49:12,500 That's a completely different activity, 978 00:49:12,500 --> 00:49:14,720 completely different set of cognitive 979 00:49:14,720 --> 00:49:18,180 processes than just using Bragg's Law. 980 00:49:18,180 --> 00:49:20,890 But you have to decide what it is. 981 00:49:20,890 --> 00:49:24,419 And arguably, if all you've had students do during the class is 982 00:49:24,419 --> 00:49:26,710 sort of problems that they applied Bragg's Law and they 983 00:49:26,710 --> 00:49:29,210 solved for d-spacing-- so they solved for the incident angle 984 00:49:29,210 --> 00:49:32,500 or they solved for the wavelength or whatever it is-- 985 00:49:32,500 --> 00:49:38,761 you really can't throw this at them on the exam, right? 986 00:49:38,761 --> 00:49:41,260 Or conversely, if you spent the whole time, they've indexed, 987 00:49:41,260 --> 00:49:44,860 they've been in the lab indexing unknown diffraction patterns, 988 00:49:44,860 --> 00:49:48,050 and then this is the question you ask them on the exam. 989 00:49:48,050 --> 00:49:51,580 Well, then you have people that perhaps get it without really, 990 00:49:51,580 --> 00:49:53,680 perhaps pass the exam without really getting it. 991 00:49:53,680 --> 00:49:57,530 So that's just something to keep in mind. 992 00:49:57,530 --> 00:50:00,880 The other thing to note is let's say 993 00:50:00,880 --> 00:50:03,424 this is my intended learning outcome-- 994 00:50:03,424 --> 00:50:05,590 calculate the maximum size of the interstitial atoms 995 00:50:05,590 --> 00:50:09,400 in a variety of crystal structures. 996 00:50:09,400 --> 00:50:11,530 How do I know whether students get that or not? 997 00:50:16,641 --> 00:50:17,140 What's that? 998 00:50:17,140 --> 00:50:17,973 AUDIENCE: It's easy. 999 00:50:17,973 --> 00:50:19,960 JANET RANKIN: It's very easy. 1000 00:50:19,960 --> 00:50:21,916 I give them a crystal structure and I say 1001 00:50:21,916 --> 00:50:23,665 calculate the maximum size of the ion that 1002 00:50:23,665 --> 00:50:25,270 can fit in the space. 1003 00:50:25,270 --> 00:50:30,270 So I have figured out how, the measurement is easy, it's cake. 1004 00:50:30,270 --> 00:50:34,240 It's totally straightforward. 1005 00:50:34,240 --> 00:50:36,960 Now I haven't told them, OK, I'm going to give you this crystal 1006 00:50:36,960 --> 00:50:38,376 structure and I'm going to ask you 1007 00:50:38,376 --> 00:50:44,250 this spacing, this ion size. 1008 00:50:44,250 --> 00:50:46,552 I haven't given it away, but I have told 1009 00:50:46,552 --> 00:50:47,760 them what's expected of them. 1010 00:50:51,080 --> 00:50:55,870 And my colleague wrote these for VSEPR theory. 1011 00:50:55,870 --> 00:50:59,360 It's the same topic, and it's different. 1012 00:50:59,360 --> 00:51:01,040 Identify the common geometric shapes 1013 00:51:01,040 --> 00:51:02,630 found in simple molecules. 1014 00:51:02,630 --> 00:51:05,360 Explain the assumptions of this theory. 1015 00:51:05,360 --> 00:51:08,960 Apply the theory to predict 3D structures. 1016 00:51:08,960 --> 00:51:12,320 Compare and contrast the geometry of a certain molecule 1017 00:51:12,320 --> 00:51:15,920 as predicted by two different theories. 1018 00:51:15,920 --> 00:51:19,380 Evaluate the accuracy of each theory 1019 00:51:19,380 --> 00:51:21,290 for a particular set of compounds, 1020 00:51:21,290 --> 00:51:23,550 and then create some recommendations. 1021 00:51:23,550 --> 00:51:27,590 So it's the same topic, but you decide 1022 00:51:27,590 --> 00:51:31,220 what it is that students should be able to do. 1023 00:51:31,220 --> 00:51:32,840 OK? 1024 00:51:32,840 --> 00:51:38,210 So I have some, just a little exercise for us. 1025 00:51:38,210 --> 00:51:41,162 So they should be specific, measurable, realistic. 1026 00:51:41,162 --> 00:51:43,370 I'm going to put them up here and we're going to say, 1027 00:51:43,370 --> 00:51:46,890 you're going to tell me what's wrong with them. 1028 00:51:46,890 --> 00:51:51,890 So number one, t-tests are like a statistical analysis. 1029 00:51:51,890 --> 00:51:55,940 So is anybody a t-test kind of person? 1030 00:51:55,940 --> 00:51:58,400 We can skip that one. 1031 00:51:58,400 --> 00:52:00,320 How about gaining appreciation for the use 1032 00:52:00,320 --> 00:52:02,930 of linearization techniques? 1033 00:52:02,930 --> 00:52:05,491 What's wrong with it? 1034 00:52:05,491 --> 00:52:08,330 AUDIENCE: It's not specific. 1035 00:52:08,330 --> 00:52:10,524 JANET RANKIN: It's not specific. 1036 00:52:10,524 --> 00:52:12,112 AUDIENCE: It's not measurable. 1037 00:52:12,112 --> 00:52:14,510 JANET RANKIN: It's totally not measurable, exactly. 1038 00:52:14,510 --> 00:52:18,900 I mean, how do I know that you appreciate it? 1039 00:52:18,900 --> 00:52:21,250 Don't do it. 1040 00:52:21,250 --> 00:52:21,750 All right. 1041 00:52:21,750 --> 00:52:23,520 Great. 1042 00:52:23,520 --> 00:52:26,850 Have an intuition for the most effective method of integration 1043 00:52:26,850 --> 00:52:28,770 for a given problem. 1044 00:52:28,770 --> 00:52:30,770 AUDIENCE: It's vague. 1045 00:52:30,770 --> 00:52:33,996 It's not measurable. 1046 00:52:33,996 --> 00:52:36,720 JANET RANKIN: So I've heard it's not specific, 1047 00:52:36,720 --> 00:52:39,340 it's not measurable, and it's not vague, 1048 00:52:39,340 --> 00:52:40,650 I mean, and it's vague. 1049 00:52:40,650 --> 00:52:46,320 So right, so have an intuition, I cannot measure that. 1050 00:52:46,320 --> 00:52:50,350 I have not figured out a way to measure intuition. 1051 00:52:50,350 --> 00:52:55,290 I can tell whether you can do it, right, 1052 00:52:55,290 --> 00:53:00,060 but I can't tell you whether you have an intuition for it. 1053 00:53:00,060 --> 00:53:01,860 Well, how would you rewrite it? 1054 00:53:01,860 --> 00:53:03,317 Actually, how would you rewrite 2? 1055 00:53:06,796 --> 00:53:14,081 AUDIENCE: Use [INAUDIBLE] 1056 00:53:14,081 --> 00:53:18,430 JANET RANKIN: So it could be use the techniques. 1057 00:53:18,430 --> 00:53:19,542 Another suggestion? 1058 00:53:19,542 --> 00:53:22,175 AUDIENCE: Make something using the evaluation techniques. 1059 00:53:22,175 --> 00:53:23,790 JANET RANKIN: Calculate something. 1060 00:53:23,790 --> 00:53:27,570 Make a first pass estimate using a particular linearization 1061 00:53:27,570 --> 00:53:28,418 technique. 1062 00:53:28,418 --> 00:53:30,626 AUDIENCE: Describe when you would use a linearization 1063 00:53:30,626 --> 00:53:31,092 technique. 1064 00:53:31,092 --> 00:53:32,633 JANET RANKIN: Describe when you would 1065 00:53:32,633 --> 00:53:36,300 use it, describe why you would use it, all of those things. 1066 00:53:36,300 --> 00:53:41,706 AUDIENCE: List those areas where [INAUDIBLE] 1067 00:53:41,706 --> 00:53:46,680 JANET RANKIN: List the areas where it's useful, yes. 1068 00:53:46,680 --> 00:53:47,330 Great. 1069 00:53:47,330 --> 00:53:47,830 All right. 1070 00:53:47,830 --> 00:53:49,770 For number 3, the gain an intuition, 1071 00:53:49,770 --> 00:53:51,780 we decided it's vague, it's not measurable. 1072 00:53:54,540 --> 00:53:55,770 So how would you rewrite it? 1073 00:54:03,658 --> 00:54:05,630 AUDIENCE: Compare. 1074 00:54:05,630 --> 00:54:11,570 Compare the areas integration technique [INAUDIBLE] 1075 00:54:11,570 --> 00:54:14,195 Solve a particular problem using different kind of [INAUDIBLE]. 1076 00:54:14,195 --> 00:54:14,990 JANET RANKIN: OK. 1077 00:54:14,990 --> 00:54:20,660 So solve a problem, and then we need a little more. 1078 00:54:20,660 --> 00:54:21,635 Did you have something? 1079 00:54:21,635 --> 00:54:24,252 AUDIENCE: Identify the most effective method of-- 1080 00:54:30,060 --> 00:54:32,060 JANET RANKIN: Let's hear what Rachel had to say. 1081 00:54:32,060 --> 00:54:32,559 Rachel. 1082 00:54:32,559 --> 00:54:33,326 AUDIENCE: Yeah. 1083 00:54:33,326 --> 00:54:37,977 Learn how to identify the simplest [INAUDIBLE]. 1084 00:54:37,977 --> 00:54:38,810 JANET RANKIN: Right. 1085 00:54:38,810 --> 00:54:41,570 So you probably don't want to say learn how. 1086 00:54:41,570 --> 00:54:44,230 You would say be able to identify. 1087 00:54:44,230 --> 00:54:44,800 Right? 1088 00:54:44,800 --> 00:54:45,300 Gordon. 1089 00:54:45,300 --> 00:54:55,467 AUDIENCE: [INAUDIBLE] 1090 00:54:55,467 --> 00:54:56,300 JANET RANKIN: Right. 1091 00:54:56,300 --> 00:55:01,560 I mean, you could just say integrate-- 1092 00:55:01,560 --> 00:55:02,910 AUDIENCE: [INAUDIBLE] 1093 00:55:02,910 --> 00:55:06,120 JANET RANKIN: Integrate a problem using whatever. 1094 00:55:06,120 --> 00:55:13,280 Select a technique to integrate a particular equation. 1095 00:55:16,860 --> 00:55:20,490 And again, those things end up being more measurable. 1096 00:55:20,490 --> 00:55:24,330 So 4, provide problem solving tools and strategies. 1097 00:55:24,330 --> 00:55:25,483 What's wrong with that one? 1098 00:55:25,483 --> 00:55:26,765 AUDIENCE: It's too wide. 1099 00:55:26,765 --> 00:55:27,956 JANET RANKIN: It's too wide. 1100 00:55:27,956 --> 00:55:29,856 AUDIENCE: It's instructor centered. 1101 00:55:29,856 --> 00:55:32,760 JANET RANKIN: It's instructor centered. 1102 00:55:32,760 --> 00:55:33,376 What else? 1103 00:55:33,376 --> 00:55:36,372 AUDIENCE: But it's measurable. 1104 00:55:36,372 --> 00:55:38,580 JANET RANKIN: Well, I can measure that I provided it. 1105 00:55:38,580 --> 00:55:41,690 Here, I provided these handouts, right? 1106 00:55:41,690 --> 00:55:42,390 OK. 1107 00:55:42,390 --> 00:55:43,590 Check. 1108 00:55:43,590 --> 00:55:44,990 It happened. 1109 00:55:44,990 --> 00:55:47,040 Whether or not you could do anything with them, 1110 00:55:47,040 --> 00:55:50,199 I don't know at this point, right? 1111 00:55:50,199 --> 00:55:50,990 That's the problem. 1112 00:55:50,990 --> 00:55:53,833 AUDIENCE: It doesn't tell us what kind of problem 1113 00:55:53,833 --> 00:55:55,920 and what kind of tools we're going to use. 1114 00:55:55,920 --> 00:55:57,795 Just who gets to choose the strategies. 1115 00:55:57,795 --> 00:55:59,290 JANET RANKIN: Right. 1116 00:55:59,290 --> 00:55:59,790 Right. 1117 00:55:59,790 --> 00:56:02,520 It's very, very general, totally not specific. 1118 00:56:02,520 --> 00:56:04,230 So what could we do? 1119 00:56:04,230 --> 00:56:06,750 I mean, we don't know what this instructor had in mind, 1120 00:56:06,750 --> 00:56:08,700 but what could you do if this was your class? 1121 00:56:08,700 --> 00:56:09,491 What would you say? 1122 00:56:09,491 --> 00:56:11,685 AUDIENCE: What about develop instead of provide? 1123 00:56:11,685 --> 00:56:13,890 JANET RANKIN: Develop. 1124 00:56:13,890 --> 00:56:15,930 And again, it would have to be student centered, 1125 00:56:15,930 --> 00:56:19,470 so the student will be able to develop problem 1126 00:56:19,470 --> 00:56:21,540 solving tools and strategies. 1127 00:56:21,540 --> 00:56:24,900 That's for x, exactly. 1128 00:56:24,900 --> 00:56:28,620 We want to make it a little more specific and a little more 1129 00:56:28,620 --> 00:56:32,580 focused, because that's pretty broad. 1130 00:56:32,580 --> 00:56:34,219 I mean, I have developed a problem 1131 00:56:34,219 --> 00:56:35,760 solving strategy that lets me get out 1132 00:56:35,760 --> 00:56:38,190 the door without tripping. 1133 00:56:38,190 --> 00:56:41,340 Does that mean I satisfied your learning outcomes? 1134 00:56:41,340 --> 00:56:44,070 Probably not. 1135 00:56:44,070 --> 00:56:48,570 So in order to do something-- 1136 00:56:48,570 --> 00:56:51,000 Use thermodynamics to solve engineering problems. 1137 00:56:56,536 --> 00:56:58,675 AUDIENCE: That's not specific as well. 1138 00:56:58,675 --> 00:57:00,725 JANET RANKIN: It's not specific at all. 1139 00:57:00,725 --> 00:57:04,209 AUDIENCE: Engineering is [INAUDIBLE]. 1140 00:57:04,209 --> 00:57:05,000 JANET RANKIN: Yeah. 1141 00:57:05,000 --> 00:57:08,240 I mean, it's crazy broad on a number of fronts, right? 1142 00:57:08,240 --> 00:57:10,280 I mean, it's like engineering is huge. 1143 00:57:10,280 --> 00:57:12,680 Thermodynamics is pretty darn big, too. 1144 00:57:12,680 --> 00:57:18,240 So which part of thermodynamics, which part of engineering? 1145 00:57:21,750 --> 00:57:23,503 Build an SAE race car. 1146 00:57:23,503 --> 00:57:24,489 AUDIENCE: [INAUDIBLE] 1147 00:57:24,489 --> 00:57:25,475 JANET RANKIN: What? 1148 00:57:28,433 --> 00:57:29,907 AUDIENCE: It's not realistic. 1149 00:57:29,907 --> 00:57:30,740 JANET RANKIN: Right. 1150 00:57:30,740 --> 00:57:32,660 It's pretty specific. 1151 00:57:32,660 --> 00:57:34,910 Build a functioning SAE race car. 1152 00:57:34,910 --> 00:57:38,000 It's very specific, and I can totally 1153 00:57:38,000 --> 00:57:40,292 think of the metric of how I would measure 1154 00:57:40,292 --> 00:57:41,500 whether students could do it. 1155 00:57:41,500 --> 00:57:43,730 I would just ask them to build the race car. 1156 00:57:43,730 --> 00:57:45,860 But they're never going to do it in a class, 1157 00:57:45,860 --> 00:57:48,230 in one class period, in one course. 1158 00:57:48,230 --> 00:57:51,920 It's unrealistic, exactly. 1159 00:57:51,920 --> 00:57:54,200 Learn to use Laplace transforms to solve 1160 00:57:54,200 --> 00:57:56,234 differential equations. 1161 00:57:56,234 --> 00:57:59,433 AUDIENCE: [INAUDIBLE] 1162 00:57:59,433 --> 00:58:02,010 JANET RANKIN: It's funny. 1163 00:58:02,010 --> 00:58:04,900 I mean, you can imagine the instructor 1164 00:58:04,900 --> 00:58:07,530 saying you will learn to use that. 1165 00:58:07,530 --> 00:58:13,580 But let's go, Katherine, work your magic with this one. 1166 00:58:16,564 --> 00:58:23,452 AUDIENCE: [INAUDIBLE] 1167 00:58:23,452 --> 00:58:24,475 JANET RANKIN: Right. 1168 00:58:24,475 --> 00:58:26,600 You're my go-to person for when you want to get rid 1169 00:58:26,600 --> 00:58:27,869 of all the extra words. 1170 00:58:27,869 --> 00:58:28,910 I'm going to call on you. 1171 00:58:28,910 --> 00:58:29,410 Right. 1172 00:58:29,410 --> 00:58:31,995 Use Laplace transforms. 1173 00:58:31,995 --> 00:58:32,870 That you can measure. 1174 00:58:32,870 --> 00:58:34,760 You can give them an equation and see 1175 00:58:34,760 --> 00:58:38,459 if they can use Laplace transforms to solve it. 1176 00:58:38,459 --> 00:58:40,250 And yes, you might want to be a little more 1177 00:58:40,250 --> 00:58:42,541 specific about the kinds of differential equations they 1178 00:58:42,541 --> 00:58:48,415 use, and know how to upper diagonalize a matrix. 1179 00:58:51,090 --> 00:58:52,207 Katherine. 1180 00:58:52,207 --> 00:58:52,706 AUDIENCE: . 1181 00:58:52,706 --> 00:58:55,600 Upper diagonalize a matrix. 1182 00:58:55,600 --> 00:58:58,300 JANET RANKIN: Upper diagonalize a matrix. 1183 00:58:58,300 --> 00:58:59,770 That's all you have to say, right? 1184 00:58:59,770 --> 00:59:02,620 Forget the extra words. 1185 00:59:02,620 --> 00:59:06,610 And that is really, I have just written the assessment question 1186 00:59:06,610 --> 00:59:07,510 for that. 1187 00:59:07,510 --> 00:59:10,060 I know it's totally measurable. 1188 00:59:10,060 --> 00:59:13,780 I give you a matrix and I ask you to upper diagonalize it. 1189 00:59:13,780 --> 00:59:16,330 I haven't given it away. 1190 00:59:16,330 --> 00:59:19,860 I haven't told you you will upper diagonalize this matrix, 1191 00:59:19,860 --> 00:59:20,560 right? 1192 00:59:20,560 --> 00:59:22,450 Memorize these equations that you're 1193 00:59:22,450 --> 00:59:25,480 going to need to write down in order to upper diagonalize it. 1194 00:59:25,480 --> 00:59:29,440 But I have told you that that's what's expected of you. 1195 00:59:29,440 --> 00:59:31,238 AUDIENCE: I have a comment on it. 1196 00:59:31,238 --> 00:59:33,733 It's pretty useful when a student 1197 00:59:33,733 --> 00:59:36,730 is trying to evaluate the use of the class. 1198 00:59:36,730 --> 00:59:41,226 For example, the career fair tomorrow [INAUDIBLE]. 1199 00:59:41,226 --> 00:59:43,218 There's a million [INAUDIBLE] to get jobs. 1200 00:59:43,218 --> 00:59:45,210 OK, how are they going to evaluate me? 1201 00:59:45,210 --> 00:59:46,635 And if you could come in and say, 1202 00:59:46,635 --> 00:59:48,297 this happened and this is what we 1203 00:59:48,297 --> 00:59:51,560 did, as opposed to having, or have them 1204 00:59:51,560 --> 00:59:53,269 evaluate me on some random knowledge. 1205 00:59:53,269 --> 00:59:55,060 And then I don't know that I could respond, 1206 00:59:55,060 --> 00:59:58,880 but I do know stuff. 1207 00:59:58,880 --> 01:00:02,526 So this is really helpful in kind of a broader sense. 1208 01:00:02,526 --> 01:00:03,801 JANET RANKIN: Right. 1209 01:00:03,801 --> 01:00:04,300 Great. 1210 01:00:04,300 --> 01:00:04,900 No, I'm glad. 1211 01:00:04,900 --> 01:00:06,530 And I think it's so true. 1212 01:00:06,530 --> 01:00:09,880 And people often think, well, you're giving it away. 1213 01:00:09,880 --> 01:00:11,710 But you're not giving anything away. 1214 01:00:11,710 --> 01:00:14,020 You're just telling them the expectations. 1215 01:00:14,020 --> 01:00:15,880 You're not giving them the problems, 1216 01:00:15,880 --> 01:00:20,350 you're not teaching to the test, but you're just telling them 1217 01:00:20,350 --> 01:00:26,290 what they're going to be able to do at the kind of high level, 1218 01:00:26,290 --> 01:00:28,816 or medium level. 1219 01:00:28,816 --> 01:00:30,940 You're telling what they're going to be able to do. 1220 01:00:30,940 --> 01:00:33,310 I will say-- so ABET, the Accreditation Board 1221 01:00:33,310 --> 01:00:35,050 for Engineering Teaching-- 1222 01:00:35,050 --> 01:00:38,170 every accredited engineering program has to list, 1223 01:00:38,170 --> 01:00:40,352 they have A through K outcomes. 1224 01:00:40,352 --> 01:00:41,560 And if you look it up, ABET-- 1225 01:00:44,230 --> 01:00:48,010 and I'm sure you see us as accredited-- 1226 01:00:48,010 --> 01:00:54,870 if you look up, they have to, they 1227 01:00:54,870 --> 01:00:57,060 used to do a lot more bean counting. 1228 01:00:57,060 --> 01:00:59,100 But what they would do is the outcomes 1229 01:00:59,100 --> 01:01:04,340 would be critical thinking and problem solving skills, 1230 01:01:04,340 --> 01:01:06,420 and they were a little bit broad. 1231 01:01:06,420 --> 01:01:08,910 But every department that got accredited 1232 01:01:08,910 --> 01:01:14,130 had to show how various courses contributed to the outcomes. 1233 01:01:14,130 --> 01:01:19,350 So somewhere in your department should be a pretty detailed 1234 01:01:19,350 --> 01:01:22,770 list of how 6 double 00 whatever, did this. 1235 01:01:22,770 --> 01:01:23,980 Or 6 yada, yada-- 1236 01:01:23,980 --> 01:01:25,705 I know your grad students-- but did this. 1237 01:01:25,705 --> 01:01:27,330 The problem is they don't have to do it 1238 01:01:27,330 --> 01:01:28,440 for grad student courses. 1239 01:01:28,440 --> 01:01:32,430 But it might be helpful if you looked at that, because I would 1240 01:01:32,430 --> 01:01:34,770 imagine that sometimes the recruiters would 1241 01:01:34,770 --> 01:01:38,550 be looking at that information, so that might be a commonality. 1242 01:01:38,550 --> 01:01:42,240 But every program in the US that's accredited has to have, 1243 01:01:42,240 --> 01:01:46,270 show at least how they've addressed those outcomes. 1244 01:01:46,270 --> 01:01:48,441 So you might want to take a look at that. 1245 01:01:48,441 --> 01:01:50,190 But yeah, if it was a little more explicit 1246 01:01:50,190 --> 01:01:51,437 it would certainly be better. 1247 01:01:51,437 --> 01:01:52,520 And I'm glad it's helpful. 1248 01:01:55,290 --> 01:01:57,240 So I think we can see, you can start 1249 01:01:57,240 --> 01:02:00,150 to see how there are better and worse learning outcomes, 1250 01:02:00,150 --> 01:02:03,840 that if they're not measurable they're not so useful. 1251 01:02:03,840 --> 01:02:06,580 If they are measurable, they're quite useful. 1252 01:02:06,580 --> 01:02:12,620 So now what I'd like to do is revisit the worksheet. 1253 01:02:12,620 --> 01:02:16,470 And what we can do is we're going 1254 01:02:16,470 --> 01:02:20,490 to take about five minutes where you just sit quietly 1255 01:02:20,490 --> 01:02:25,720 and write out specific intended learning outcomes. 1256 01:02:25,720 --> 01:02:29,160 So you'll be able to upper diagonalize a matrix, 1257 01:02:29,160 --> 01:02:33,180 you will be able to use Laplace transforms 1258 01:02:33,180 --> 01:02:35,790 to solve this type of differential equation, 1259 01:02:35,790 --> 01:02:39,450 whatever you've written in this column. 1260 01:02:39,450 --> 01:02:41,460 And note that if you put it in this column, 1261 01:02:41,460 --> 01:02:43,470 let's say you put it in the apply column, 1262 01:02:43,470 --> 01:02:46,110 then when you write the learning outcome it's going to be you 1263 01:02:46,110 --> 01:02:51,870 will be able to interpret data using blah, blah, blah. 1264 01:02:51,870 --> 01:03:01,380 You will be able to model the vibration, model a car 1265 01:03:01,380 --> 01:03:04,770 suspension system using linearization techniques. 1266 01:03:04,770 --> 01:03:08,280 They're going to be whatever, wherever you put it in the box. 1267 01:03:08,280 --> 01:03:09,750 These are some of the verbs, these 1268 01:03:09,750 --> 01:03:13,295 are the verbs you're going to use in your learning outcome. 1269 01:03:13,295 --> 01:03:14,170 Does that make sense? 1270 01:03:17,050 --> 01:03:20,740 And I have even more verbs for you if that's helpful. 1271 01:03:20,740 --> 01:03:22,401 Did I pass those out? 1272 01:03:22,401 --> 01:03:23,275 You got those, right? 1273 01:03:23,275 --> 01:03:23,980 AUDIENCE: Yeah. 1274 01:03:23,980 --> 01:03:25,480 JANET RANKIN: So there's more verbs. 1275 01:03:25,480 --> 01:03:26,950 It's the same thing. 1276 01:03:26,950 --> 01:03:28,960 I mean, it's consistent. 1277 01:03:28,960 --> 01:03:31,000 So take five minutes by yourself and do that. 1278 01:03:31,000 --> 01:03:33,220 And then you're going to get into pairs 1279 01:03:33,220 --> 01:03:35,380 and you're going to discuss. 1280 01:03:35,380 --> 01:03:38,320 You're going to trade worksheets and give each other feedback. 1281 01:03:38,320 --> 01:03:38,980 All right? 1282 01:03:38,980 --> 01:03:44,310 So five minutes of quiet and then we'll pair up. 1283 01:04:03,540 --> 01:04:06,655 So if you can pair up, you don't necessarily 1284 01:04:06,655 --> 01:04:09,030 have to pair up with people that are sitting next to you. 1285 01:04:09,030 --> 01:04:12,060 You might want to get a different perspective, 1286 01:04:12,060 --> 01:04:13,785 so feel free to get up and move around. 1287 01:04:13,785 --> 01:04:16,780 You can talk to somebody that wasn't in your group. 1288 01:04:16,780 --> 01:04:19,330 So maybe if you go back and talk with Alex, maybe. 1289 01:04:19,330 --> 01:04:20,890 We need one group of three. 1290 01:04:20,890 --> 01:04:22,810 Oh, are you a group of three? 1291 01:04:22,810 --> 01:04:28,740 So now just trade sheets of paper with your partner, 1292 01:04:28,740 --> 01:04:33,670 or if you're a threesome you can figure out how to do it. 1293 01:04:33,670 --> 01:04:38,010 And then review the learning outcomes critically. 1294 01:04:38,010 --> 01:04:40,710 Guys, just one sec. 1295 01:04:40,710 --> 01:04:43,530 So just review your partner's learning outcomes critically. 1296 01:04:43,530 --> 01:04:45,570 Make sure that they're measurable, realistic, 1297 01:04:45,570 --> 01:04:46,650 and specific. 1298 01:04:46,650 --> 01:04:48,210 If your partner has used the word 1299 01:04:48,210 --> 01:04:50,910 understand, help him or her work through that 1300 01:04:50,910 --> 01:04:53,340 to get a better word. 1301 01:04:53,340 --> 01:04:56,820 So you're going to be a critical friend here. 1302 01:04:56,820 --> 01:04:59,730 And then you guys can discuss how to improve it. 1303 01:04:59,730 --> 01:05:02,640 And then I'm going to pass around some flip chart paper 1304 01:05:02,640 --> 01:05:05,880 and each one of you will write, maybe 1305 01:05:05,880 --> 01:05:08,310 just write your name at the top, and write two or three 1306 01:05:08,310 --> 01:05:10,534 learning outcomes on the flip chart paper. 1307 01:05:10,534 --> 01:05:12,450 And then we can stick them up around the room, 1308 01:05:12,450 --> 01:05:14,580 and then everybody can see everybody else's, 1309 01:05:14,580 --> 01:05:16,652 all learning outcomes. 1310 01:05:16,652 --> 01:05:21,170 [INTERPOSING VOICES] 1311 01:05:22,587 --> 01:05:24,045 JANET RANKIN: Was there a question? 1312 01:05:24,045 --> 01:05:24,753 AUDIENCE: Oh, no. 1313 01:05:24,753 --> 01:05:25,600 I just think-- 1314 01:05:25,600 --> 01:05:27,320 AUDIENCE: I think [INAUDIBLE]. 1315 01:05:32,800 --> 01:05:35,340 JANET RANKIN: How are you guys doing? 1316 01:05:35,340 --> 01:05:37,950 Doing OK? 1317 01:05:37,950 --> 01:05:41,868 [INTERPOSING VOICES] 1318 01:05:58,286 --> 01:06:01,470 JANET RANKIN: So you can use this zone if you need it. 1319 01:06:05,490 --> 01:06:08,160 As you're looking at other people's 1320 01:06:08,160 --> 01:06:11,910 learning outcomes, think about how clear, 1321 01:06:11,910 --> 01:06:14,130 how easy it would be, or not easy, 1322 01:06:14,130 --> 01:06:17,130 to come up with an exam question, or a project, 1323 01:06:17,130 --> 01:06:20,070 or an assessment or measurement of whether 1324 01:06:20,070 --> 01:06:23,580 or not the student reached, attained the learning outcome. 1325 01:06:23,580 --> 01:06:25,630 You can put them up here, Ina and Shau. 1326 01:06:34,841 --> 01:06:35,340 OK. 1327 01:06:35,340 --> 01:06:37,810 And as I said, make sure that you've read everybody else's. 1328 01:06:37,810 --> 01:06:40,750 I'm going to say a few words about them. 1329 01:06:45,550 --> 01:06:47,500 I think we may have a record. 1330 01:06:47,500 --> 01:06:51,400 This is like the first time ever that no one 1331 01:06:51,400 --> 01:06:54,850 has used the word understand, which I think 1332 01:06:54,850 --> 01:06:56,370 you're all to be commended for. 1333 01:07:00,190 --> 01:07:04,900 So David, make sure you don't write understand. 1334 01:07:04,900 --> 01:07:06,736 You build me up just to knock me down. 1335 01:07:12,110 --> 01:07:13,597 AUDIENCE: [INAUDIBLE]. 1336 01:07:13,597 --> 01:07:15,430 JANET RANKIN: You can, or you don't have to. 1337 01:07:15,430 --> 01:07:16,179 It doesn't matter. 1338 01:07:18,680 --> 01:07:24,260 Does anyone have any comments, either about the exercise 1339 01:07:24,260 --> 01:07:29,510 itself, or about somebody's learning outcomes, 1340 01:07:29,510 --> 01:07:30,380 that you see around? 1341 01:07:33,250 --> 01:07:35,260 Again, the measurement, the thing 1342 01:07:35,260 --> 01:07:37,510 you want to look at when you look at your own learning 1343 01:07:37,510 --> 01:07:40,640 outcomes and those of others, is are they specific, measurable, 1344 01:07:40,640 --> 01:07:42,940 and realistic? 1345 01:07:42,940 --> 01:07:46,540 And would you know if a student achieved 1346 01:07:46,540 --> 01:07:48,500 those learning outcomes? 1347 01:07:48,500 --> 01:07:53,740 So I would say about 90% of these are very specific, 1348 01:07:53,740 --> 01:07:54,980 which is great. 1349 01:07:54,980 --> 01:07:59,470 I mean, there's some incredibly specific ones here. 1350 01:07:59,470 --> 01:08:04,060 The more specific, the easier it is to measure. 1351 01:08:04,060 --> 01:08:04,900 So that's one thing. 1352 01:08:04,900 --> 01:08:06,610 That's a useful thing. 1353 01:08:06,610 --> 01:08:08,950 You want to make sure you don't get so specific 1354 01:08:08,950 --> 01:08:11,980 that there's only like one question you could ask. 1355 01:08:11,980 --> 01:08:14,170 So that's the balance. 1356 01:08:14,170 --> 01:08:16,270 Sometimes you can't tell that unless you're 1357 01:08:16,270 --> 01:08:18,355 in the discipline. 1358 01:08:18,355 --> 01:08:24,040 Do we have other comments about any of these learning outcomes, 1359 01:08:24,040 --> 01:08:29,279 something you don't get, something that 1360 01:08:29,279 --> 01:08:30,784 looks particularly interesting? 1361 01:08:33,990 --> 01:08:34,890 Yes, Gordon. 1362 01:08:34,890 --> 01:08:38,355 Perhaps you can sit down if you're done reading. 1363 01:08:38,355 --> 01:08:42,323 AUDIENCE: I'm looking around and I'm seeing [INAUDIBLE]. 1364 01:08:52,739 --> 01:08:54,723 I don't know how it's going to be. 1365 01:08:54,723 --> 01:08:56,211 How are we going to test that? 1366 01:08:56,211 --> 01:09:00,740 JANET RANKIN: Well, I guess you have to come up with a reaction 1367 01:09:00,740 --> 01:09:03,810 that you're confident they haven't seen before. 1368 01:09:03,810 --> 01:09:08,359 So if you can do that, then you can ask them to propose 1369 01:09:08,359 --> 01:09:11,560 a mechanism for it, I suppose. 1370 01:09:11,560 --> 01:09:13,370 If the person that wrote it wants to-- 1371 01:09:13,370 --> 01:09:15,578 I know who wrote it-- but if the person that wrote it 1372 01:09:15,578 --> 01:09:18,600 wants to talk a little bit about it, that would be great. 1373 01:09:18,600 --> 01:09:19,100 If not-- 1374 01:09:19,100 --> 01:09:22,390 AUDIENCE: OK, So a lot of people are 1375 01:09:22,390 --> 01:09:26,150 going to just try to memorize each specific outcome. 1376 01:09:26,150 --> 01:09:29,516 But it's easier to just identify your activity group 1377 01:09:29,516 --> 01:09:31,585 and find patterns within them. 1378 01:09:31,585 --> 01:09:45,445 So if you can try [INAUDIBLE] They can't just [INAUDIBLE]. 1379 01:09:50,890 --> 01:09:52,207 JANET RANKIN: Right. 1380 01:09:52,207 --> 01:09:53,290 And this is a great point. 1381 01:09:53,290 --> 01:09:54,790 I mentioned it to one of the groups. 1382 01:09:54,790 --> 01:09:59,550 But sometimes we'll say explain how blah, blah, blah, works. 1383 01:09:59,550 --> 01:10:01,680 And that's a great thought, that, oh, 1384 01:10:01,680 --> 01:10:04,170 they're going to be able to explain it, right? 1385 01:10:04,170 --> 01:10:06,390 But many times they can fall back 1386 01:10:06,390 --> 01:10:09,855 on a memorized explanation or sort 1387 01:10:09,855 --> 01:10:12,960 of kind of a canned procedure. 1388 01:10:12,960 --> 01:10:16,620 So if you really want them to be at the level of explain, 1389 01:10:16,620 --> 01:10:19,410 you will have to kind of make some things up 1390 01:10:19,410 --> 01:10:21,840 to get them out of, to get them away 1391 01:10:21,840 --> 01:10:24,870 from the ability to just pull something completely 1392 01:10:24,870 --> 01:10:26,040 from memory. 1393 01:10:26,040 --> 01:10:30,505 So this is an example of how you might do that. 1394 01:10:34,780 --> 01:10:37,392 Other observations or questions? 1395 01:10:37,392 --> 01:10:41,180 AUDIENCE: I also [INAUDIBLE] something that all [INAUDIBLE]. 1396 01:10:52,680 --> 01:10:56,410 JANET RANKIN: So perhaps the person 1397 01:10:56,410 --> 01:10:58,191 that wrote it wants to comment on it. 1398 01:10:58,191 --> 01:10:59,574 AUDIENCE: OK. 1399 01:10:59,574 --> 01:11:00,957 So [INAUDIBLE]. 1400 01:11:19,390 --> 01:11:22,220 I think what we have, just [INAUDIBLE]. 1401 01:11:26,550 --> 01:11:27,800 So we write and compile. 1402 01:11:31,380 --> 01:11:37,112 So you write a code and then you compile it. 1403 01:11:37,112 --> 01:11:37,945 JANET RANKIN: Right. 1404 01:11:40,600 --> 01:11:45,640 And this is a great example of how 1405 01:11:45,640 --> 01:11:48,040 having people that aren't in the field 1406 01:11:48,040 --> 01:11:51,580 read them can help clarify things for your students, who 1407 01:11:51,580 --> 01:11:54,400 are by default not experts. 1408 01:11:54,400 --> 01:11:57,430 So perhaps to an expert, it totally 1409 01:11:57,430 --> 01:11:59,650 makes sense, of course, code. 1410 01:11:59,650 --> 01:12:02,470 But to somebody that's not an expert, maybe that's confusing. 1411 01:12:02,470 --> 01:12:06,010 Maybe the use of code twice was confusing. 1412 01:12:06,010 --> 01:12:08,290 To an expert, it's totally readable. 1413 01:12:08,290 --> 01:12:09,542 It's totally understandable. 1414 01:12:09,542 --> 01:12:10,750 Perhaps to a novice it isn't. 1415 01:12:10,750 --> 01:12:11,416 You're laughing. 1416 01:12:11,416 --> 01:12:14,140 AUDIENCE: It's funny, because we're both [INAUDIBLE]. 1417 01:12:14,140 --> 01:12:17,957 JANET RANKIN: Yeah, that was kind of random. 1418 01:12:17,957 --> 01:12:19,540 Well, that's a perfect example, right? 1419 01:12:19,540 --> 01:12:22,300 It's a perfect example of how getting maybe other people that 1420 01:12:22,300 --> 01:12:23,830 aren't in your field to look at them 1421 01:12:23,830 --> 01:12:28,390 can help make them more accessible to your students. 1422 01:12:28,390 --> 01:12:29,327 OK. 1423 01:12:29,327 --> 01:12:29,910 This is great. 1424 01:12:29,910 --> 01:12:30,890 Oh, Hina. 1425 01:12:30,890 --> 01:12:34,260 AUDIENCE: I had, it's on a different topic. 1426 01:12:34,260 --> 01:12:36,890 But really, I'm talking about buzz words 1427 01:12:36,890 --> 01:12:38,270 in learning outcomes. 1428 01:12:38,270 --> 01:12:40,582 I think with engineering, you're really 1429 01:12:40,582 --> 01:12:43,950 excited about telling people about real world problems. 1430 01:12:43,950 --> 01:12:46,880 I guess that's the reason why. 1431 01:12:46,880 --> 01:12:50,370 I guess it's more of an opinion question. 1432 01:12:50,370 --> 01:12:54,290 As you write your learning outcomes I think in some ways 1433 01:12:54,290 --> 01:12:57,230 it's better to be specific about the real world problems 1434 01:12:57,230 --> 01:12:58,700 that they're going to attack. 1435 01:12:58,700 --> 01:13:02,130 Because I've seen that on syllabuses all the time. 1436 01:13:02,130 --> 01:13:04,090 I'm very excited about it. 1437 01:13:04,090 --> 01:13:06,540 I think it's a way to teach people in your class. 1438 01:13:06,540 --> 01:13:10,460 It's going to help them know what tools they're getting. 1439 01:13:10,460 --> 01:13:11,460 JANET RANKIN: Right. 1440 01:13:11,460 --> 01:13:13,650 I mean, real world problems in particular 1441 01:13:13,650 --> 01:13:19,590 really do kind of encapsulate a whole pile of hopes and dreams. 1442 01:13:19,590 --> 01:13:21,600 So it may help to be a little more specific. 1443 01:13:21,600 --> 01:13:24,630 You can use it in your learning outcomes, 1444 01:13:24,630 --> 01:13:27,450 but then maybe describe it in a little more detail 1445 01:13:27,450 --> 01:13:32,280 in your syllabus, the kinds of real world problems, 1446 01:13:32,280 --> 01:13:34,170 or why we care about real world problems. 1447 01:13:34,170 --> 01:13:35,140 They're messy. 1448 01:13:35,140 --> 01:13:36,750 They're ill-defined. 1449 01:13:36,750 --> 01:13:39,310 What about them is so important? 1450 01:13:39,310 --> 01:13:43,530 What about them is so important? 1451 01:13:43,530 --> 01:13:45,420 Try to minimize the buzz words. 1452 01:13:45,420 --> 01:13:47,859 But at some level, they may not know about something 1453 01:13:47,859 --> 01:13:49,900 until they're completely through with the course, 1454 01:13:49,900 --> 01:13:51,316 and you may have to use that word. 1455 01:13:51,316 --> 01:13:53,550 So there's a bit of a balance. 1456 01:13:53,550 --> 01:13:54,990 What I'm going to do before, I'll 1457 01:13:54,990 --> 01:13:56,880 probably bring all these back to my office, 1458 01:13:56,880 --> 01:14:00,570 take pictures of them, and put them up on the wiki 1459 01:14:00,570 --> 01:14:03,810 so you'll have a record of them. 1460 01:14:03,810 --> 01:14:08,230 I wanted to just as we go out here, 1461 01:14:08,230 --> 01:14:14,050 my point is really that the hard part 1462 01:14:14,050 --> 01:14:15,910 is these learning outcomes. 1463 01:14:15,910 --> 01:14:17,830 And that once you write the learning outcomes, 1464 01:14:17,830 --> 01:14:20,110 as we said before, you kind of know 1465 01:14:20,110 --> 01:14:23,920 how you're going to test whether students got them, 1466 01:14:23,920 --> 01:14:28,600 and you know what you're going to do to help them get them. 1467 01:14:28,600 --> 01:14:34,810 The syllabus itself is just an articulation of that. 1468 01:14:34,810 --> 01:14:36,770 It's a description of the course, 1469 01:14:36,770 --> 01:14:38,470 an articulation of the learning outcomes 1470 01:14:38,470 --> 01:14:41,620 stated, like the laundry example, with the title. 1471 01:14:41,620 --> 01:14:43,810 This is what you're going to do. 1472 01:14:43,810 --> 01:14:46,450 By the end of the class this is what you'll be able to do. 1473 01:14:46,450 --> 01:14:49,420 It's kind of a promise that that's what you're going to do. 1474 01:14:49,420 --> 01:14:51,790 It motivates students to take the class, 1475 01:14:51,790 --> 01:14:56,230 to stay in the class, to engage with the class. 1476 01:14:56,230 --> 01:14:58,492 It keeps you on track. 1477 01:14:58,492 --> 01:14:59,950 So at the beginning of the semester 1478 01:14:59,950 --> 01:15:04,120 maybe I'll be very clear, but four weeks in, 1479 01:15:04,120 --> 01:15:06,820 and you're a little bit fuzzy, because you've been dealing 1480 01:15:06,820 --> 01:15:08,440 with all sorts of stuff. 1481 01:15:08,440 --> 01:15:10,690 And you kind of go, what the heck. 1482 01:15:10,690 --> 01:15:12,400 What's this in here for? 1483 01:15:12,400 --> 01:15:15,580 Well, if you've lined everything up at the beginning using 1484 01:15:15,580 --> 01:15:17,320 your learning outcomes as the anchor, 1485 01:15:17,320 --> 01:15:19,940 then you don't have to worry about that. 1486 01:15:19,940 --> 01:15:21,640 You just follow the map. 1487 01:15:21,640 --> 01:15:25,870 So it really, really helps you and the students 1488 01:15:25,870 --> 01:15:30,370 get through the semester in a logical way. 1489 01:15:30,370 --> 01:15:33,550 And it tells the students what they 1490 01:15:33,550 --> 01:15:37,070 can expect of you, what you can expect of them. 1491 01:15:37,070 --> 01:15:40,870 So it's motivational, structural, 1492 01:15:40,870 --> 01:15:45,310 and it's evidence, hopefully of what they did, but certainly 1493 01:15:45,310 --> 01:15:47,330 of what you hope to do with them. 1494 01:15:50,750 --> 01:15:53,060 So for the post-session assignment, 1495 01:15:53,060 --> 01:15:55,862 you'll have to write up more learning outcomes 1496 01:15:55,862 --> 01:15:56,570 from your course. 1497 01:15:56,570 --> 01:16:00,140 You can use these as the basis for sure. 1498 01:16:00,140 --> 01:16:04,190 Hopefully, that table will help you as you write more of them. 1499 01:16:04,190 --> 01:16:05,847 And I will go in and give you feedback. 1500 01:16:05,847 --> 01:16:08,180 I want to make sure that everybody knows that you should 1501 01:16:08,180 --> 01:16:10,550 read each other's postings. 1502 01:16:10,550 --> 01:16:14,577 So a lot of you had great examples from the first class 1503 01:16:14,577 --> 01:16:16,160 about how you would use these learning 1504 01:16:16,160 --> 01:16:20,154 theories in your courses and how you teach. 1505 01:16:20,154 --> 01:16:21,320 They were fabulous examples. 1506 01:16:21,320 --> 01:16:23,153 Make sure you read those postings of others. 1507 01:16:23,153 --> 01:16:26,100 That's one reason why it's up on a wiki and not just 1508 01:16:26,100 --> 01:16:28,640 you handing it in to me. 1509 01:16:28,640 --> 01:16:30,530 So you have the Mud cards. 1510 01:16:30,530 --> 01:16:33,420 Fill them out if you have any more information that you want. 1511 01:16:33,420 --> 01:16:39,730 And otherwise, we'll see next week.