This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.

1. Plan de cours et objectifs d’apprentissage / Syllabus & Learning Objectives Andrée Robertson Centre de pédagogie universitaire (CPU) / Centre for University Teaching 613-562-5800, 2784 [email_address]

5. Content-centered planning model Student-centered planning model SYLLABUS... or

13. This model can be applied to the design of any kind of instruction, from single lectures to entire curricula, and many teachers have reported that they have used it to improve their presentations at professional conferences.

15. Remember... No teacher--even the best--will create a great course on the first try. As a matter of fact, some instructors feel that you must teach a course at least three times before it really works well.

17. Basic Planning Model Syllabus Pool Handout

23. Learning Objectives... Or... Learning Outcomes

26. Definitions... Un objectif d’apprentissage est un énoncé qui indique ce que l’apprenant pourra faire à la suite d’un enseignement (Prégent, 1991; Vaneeta-Marie, D’Andrea, 1999) Un résultat d’apprentissage est une phrase qui précise ce que les étudiants devraient savoir, démontrer ou produire à la suite de leur apprentissage (Anderson et al., 2001).

29. Taxonomie révisée de Bloom - Revised Bloom Taxonomy- (Anderson et al., 2001) Cognitive Domain – domaine cognitif Upper Level of Thinking Lower Level of Thinking handout

30. Niveaux d’apprentissage (Bloom, 1956) Passif Méthodes d’apprentissage actif Connaître définir répéter enregistrer raconter souligner Comprendre traduire décrire reconnaître expliquer exprimer identifier trouver Appliquer interpréter appliquer employer adapter pratiquer illustrer utiliser prévoir ébaucher Analyser distinguer analyser évaluer calculer comparer opposer inspecter discuter questionner classer Synthétiser composer planifier proposer concevoir formuler arranger assembler recueillir créer organiser gérer préparer Juger estimer évaluer classifier comparer réviser

31. Anatomy of a Learning Objective Criteria … the four major reasons… (100% competency) Performance (action verb) … the participant will be able to identify…why it is important to develop a plan for their research project… Conditions At the end of this module…

38. Questions / Comments.....

39. Andrée Robertson, Ph.D. Centre for University Teaching [email_address] 613-562-5800, 2784