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What are my course goals or outcomes? What do I want my
students to learn primarily?
___ Content [facts, applications, theories, etc.]
___ Skills [writing skills, library skills, computer
skills, job skills, critical thinking, problem solving, etc.]
___ Attitudes [appreciation for field/subject, global
perspective, tolerance], etc.
___ Other, or some combination of the above.
At what levels] do I want my students to perform?
___ Knowledge [ability to recall facts]
___ Comprehension [ability to understand ideas and
translate them into other formats]
___ Application [ability to sue ideas in particular and
concrete situations]
___ Analysis [ability to dissect ideas into constituent
parts to make their organization clear]
___ Synthesis [ability to integrate parts into a unified
whole]
___ Evaluation [ability to judge the value of an idea,
procedure, using appropriate criteria]
[Note that each higher level assumes the mastery of lower
levels of performance.]
OR
___ Outcomes as activities: what will the learners be
doing?
___ Outcomes as Content: what concepts and principles are
students learning from activities?
___ Outcomes as Processes: experiencing, practicing, &
applying the processes needed to think creatively and critically: observing
& collecting data, forming and testing hypotheses, drawing conclusions, and
posing questions
___ Outcomes as Dispositions: systems thinking: directing
and controlling thinking, managing impulsivity, creativity, metacognition,
striving for precision and accuracy, listening with empathy, risk-taking,
wonderment
___ Outcomes as Mind States: efficacy, flexibility,
craftsmanship, consciousness, interdependence
___ Outcomes as Ideas: making ourselves better, purer,
more beautiful and more loving persons concerned with uniting and not
dividing; reaching for what is beautiful, what is good, what is true, what
unites and does not divide
What class activities will help my students meet these
outcomes and levels?
___ lecture
___ large group discussion/problem solving
___ demonstration
___ small group discussion/problem solving
___ debate
___ laboratory exercise/experiment
___ case methods
___ programmed learning
___ role play
___ library/internet research
___ games, simulations
___ field research
___ underexplaining with questioning and fielding of
responses
___ cushioning
___ use of graphic organizers, metacognitive reflection,
or critiquing and feedback
___ conferencing or interviews
___ exhibitions
___ performances of understanding or expertise
___ work experience or teaching others
___ Other:
_______________________________________________________________
What support will I give to my students to enhance their
success in meeting these outcomes and levels?
___ Administrative handouts [course outline, course
policies]
___ Content handouts [outliner of presentations,
illustrative examples, tables, charts, etc]
___ References, bibliographies
___ Practice sessions
___ Models, demonstrations
___ Review sessions
___ Individual conferences/interviews
___ Other:
_______________________________________________________________
What assignments will I use to evaluate the success my
students have had in meetings these outcomes and levels?
___ exams, quizzes
___ oral presentations, oral examinations
___ papers
___ performance of skills
___ projects
___ Other:
_______________________________________________________________
How much uniformity of assignments will best help my students
meet these outcomes and levels?
___ Standardized [students have no choices]
___ Menu [students have choices from a fixed list
___ Individualized/Personalized [students have large
range of choices
___ Some combination of the above
What evaluation approach will best help my students to meet
these goals and levels?
___ Summative, for grades and evaluation
___ Formative, for feedback
___ Norm-Referenced, peer standards
___ Criterion-Referenced, absolute standards
What evaluation unit for each assignment is consonant with
these outcomes and levels?
___ individual [each student works independently]
___ small group [students work in pairs, triads, groups]
___ some combination of the above
What type of class atmosphere will foster students’ success
in meeting these goals and levels?
___ competitive
___ cooperative
___ some combination of the above
What kind of participation will foster students’ success in
meeting these goals and levels?
___ Teacher, 95%; students, 5% [lecture with occasional
student question]
___ Teacher 75%; students, 25% [lecture with some group
discussion]
___ Teacher, 50%; students, 50% [teacher-led discussion
as in a seminar]
___ Teacher 25%; students, 75% [hands-on problem solving]
___ Teacher 10%; students, 90% [student-designed and
directed projects]
What policy for class attendance will foster students’
success in meeting these outcomes and levels?
___ mandatory and graded
___ mandatory, but not graded
___ expected
___ voluntary
What pace of the course will foster students’ success in
meeting these goals and levels?
___ fixed [no deviation from course outline]
___ flexible [accommodate to background students being to
course]
___ some combination of the above
What criteria will I use to determine the amount of success a
student has achieved over the term?
___ achievement of preset outcomes [comparison with
standards]
___ achievement of norm [comparison with others]
___ progress made from the beginning of the term
[comparison with self]
___ some combination of the above] [How calculated?]
How will I calculate final grades for my students?
___ percentage of work completed satisfactorily
___ contracts made with individual students
___ competency-based evaluation
___ some combination of the above [in what percentages?
What qualities do I expect my students to possess as they
enter my class?
___ prerequisite content, prerequisite skills,
appreciation for the discipline
What behaviours do I expect of my students while they are in
class?
___ willingness to participate in class activities
___ prompt and consistent attendance
___ prompt and consistent completion of assignments
___ responsibility for the participation of others
___ bring all tools and equipment needed
___ show respect for self and others as well as property
What flexibility/contingencies have I planned in case my
students don’t meet these expectations?
___ reprimands [what kinds]
___ additional course work
___ adjustment of course outline
___ other:
________________________________________________________________
How will I convey all of the above information to my
students?
___ administrative handouts [course outline, course
policies, etc.]
___ content handouts
___ introductory session to course
___ pretest
___ verbal and nonverbal cues throughout term
___ other, or some specified combination of the above
In this case, how do you view the course outline?
___ as a contract between you and your students, telling
them what they can expect from you and what you expect from them
___ other:
_______________________________________________________________
In terms of evaluation, do you view evaluation as
___ accountability?
___ improvement?
___ both?
___ something else:
_______________________________________________________
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