8. Crafting Learning Outcomes
Who is your audience?
What will they do or
know as a result of the
instruction / training /
session?
What is the desired end
product?
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9. Tips
Figure out who you’re
writing the outcome for
Focus on student
performance
Look at the process, not
just the product
Choose transferable skills
Align with institutional
priorities
Don’t use jargon!
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10. The _________ will be able to ...
Verb or
Action Phrase + In order to + Impact Statement
= An Assessable Outcome
13. What do you need to show them?
Let the learning outcomes
guide your content
Consult the ACRL Information
Literacy Standards or others
What else is at your disposal?
videos or podcasts
tutorials
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16. Engagement Strategies
Background knowledge probe
provides students with opportunity to put session into
context
Reciprocal teaching
students are given the chance to lead discussion or
demos
Think-Pair-Share
engages students in individual,
small, and large group
discussion
Matching experience
students are grouped together
based on experience levels
Image Source
17. Check for understanding
What questions do
you have?
What would you do
next?
Tell me more about
that . . .
How would you
describe this
process to
someone?
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20. Questions to Ask
How will I create an environment where
students are most likely to learn based on
the learning outcomes?
How will students demonstrate learning?
What evidence of learning is available?
(We’ll talk more about this after the break!)
22. Madeline Hunter Template
Anticipatory Set (what will set the
stage?)
Objectives/Purpose
Teaching
Input
Modeling
Checking for Understanding
Questioning Strategies
Guided Practice
Closure
Independent Practice
23. Understanding by Design (UbD)
“Backwards” design
What do you want students
to learn? (outcomes)
How will you know if they’ve
learned it? (assessment)
What activities will help
them learn and, at the same
time, provide assessment
data? (teaching method)
Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD. (p. 15)
24. UbD Lesson Plan Template
Vital Information
Stage 1: Desired Results
Established goals
Understandings / misconceptions
Essential questions
Knowledge
Skills
Stage 2: Assessment Evidence
What authentic performance tasks will students demonstrate?
By what criteria will performances be judged?
How will students reflect upon and self asses their learning?
Stage 3: Learning Plan
What learning experiences and instruction will enable students to achieve the desired results?
25. Library Workshop Lesson Plan (Oakleaf)
Outcomes to be taught & assessed
How will you know the outcomes are
achieved?
“Big Picture”
learning that transfers to life
transferable learning skills
Teaching Strategies
Comprehension Checks
Transitions
Learning Assessments
Short term and long term
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26. 5 E’s
Engagement
How will you capture their interest?
Exploration
“Big idea” conceptual questions to focus students
Explanation
Questions and activities to solicit student explanations
Elaboration
How will students develop understanding of the concepts and apply
knowledge?
Evaluation
How will students demonstrate they have achieved the learning
outcomes?