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Teaching for Higher Order Outcomes

Teaching for Higher Order Outcomes. Peter Ling June 2012. So what are higher order outcomes?. Bloom’s Taxonomy - Behavioural. Higher Lower. EVALUATION developing of opinions; making judgments SYNTHESIS Creating; combining ideas ANALYSIS subdividing something; finding structure

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Teaching for Higher Order Outcomes

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  1. Teaching for Higher Order Outcomes Peter LingJune 2012 So what are higher order outcomes?

  2. Bloom’s Taxonomy - Behavioural Higher Lower • EVALUATION • developing of opinions; making judgments • SYNTHESIS • Creating; combining ideas • ANALYSIS • subdividing something; finding structure • APPLICATION • problem solving; using facts, rules and principles • COMPREHENSION • interpreting; describing; selecting facts and ideas • KNOWLEDGE • memorizing; recognizing; recall

  3. Graduate attributes imply higher order outcomes e.g. some Swinburne graduate attributes: • ability to work independently & collaboratively • ability to communicate using a range of media & in varied contexts • ability to critically understand innovations • have research and problem solving skills • have a capacity for flexibility & curiosity • are culturally sensitive & have respect for multiple points of view

  4. Graduate Attributes/Teacher Attributes • Much commonality across Australian universities (www.dest.gov.au/graduateattributes.html) • Team work • Inquiry research/problem solving skills • Critical thinking • Application • Analysis • Synthesis • Communication • Literacy and numeracy skills What do you claim for your graduates?

  5. Implications for teaching • Student attributes • Team work • Inquiry research/problem solving skills • Critical thinking • Application • Analysis • Synthesis • Communication • Literacy and numeracy skills • Learning activities ? • Learning activities Have the students practisewhat you preach

  6. Bloom’s Taxonomy – Student: • EVALUATION • argue, assess, compare, defend, predict, select • SYNTHESIS • arrange, compose, construct, design, formulate, organize, plan • ANALYSIS • analyze, calculate, categorize, compare, criticize, test • APPLICATION • Demonstrate, illustrate, interpret, practice, solve • COMPREHENSION • describe, discuss, explain, identify, • KNOWLEDGE • define, duplicate, label, list, memorize What do you expect of your students?

  7. THEORIZE GENERALIZE HYPOTHESIZE REFLECT COMPARE /CONTRAST EXPLAIN CAUSES ANALYSE RELATE APPLY ENUMERATE DESCRIBE LIST COMBINE DO ALGORITHMS IDENTIFY DO SIMPLE PROCEDURE MISSES POINT PRESTRUCTURAL UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL EXTENDED ABSTRACT QUANTITATIVE PHASE QUALITATIVE PHASE John Biggs – verb hierarchy

  8. John Biggs ‘What the student does’ High level engagement theorising applying relating explaining describing note-taking memorizing Passive (e.g. the standard lecture) Student activity required Active (e.g. problem-based learning) Teaching Method Low level engagement academic student Consequences for teaching? slower student

  9. Create Construct Demonstrate Resolve Solve Compare Distinguish List Recognize Learning objectives - verbs How do we apply this to learning activities & assessment?

  10. Have the students practisewhat you preach

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