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Pacific U: Learning Objectives

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Derek Bruff

on 24 April 2018

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Transcript of Pacific U: Learning Objectives

“bookshelf spectrum, revisited,” chotda, Flickr (CC)
"Food for Thought," Derek Bruff, Flickr (CC)
“Fractal Landscape 3,” Ken Douglas, Flickr (CC)
Experts organize their knowledge.
Experts quickly retrieve information.
Experts see order in chaos.
“Swiss Army Knife,” Christian Kitazume, Flickr (CC)
Experts respond adaptively.
The Cerulean Sweater
Learning Objectives
Derek Bruff / derekbruff.org / @derekbruff
Vanderbilt University Center for Teaching
"Darts," Bogdan Suditu, Flickr CC BY
"Choices," Derek Bruff, Flickr (CC)
Transfer
Mental Models
An enduring understanding will...
Represent a big idea having enduring value beyond the classroom
Reside at the heart of the discipline
Require "uncoverage"
Offer potential for engaging students
Examples:
Organization of the solar system can be used to understand the motion of the stars, sun, moon, and planets in the sky.
Individuals develop relationships within the context of a culture, and, in turn, their actions influence that culture.
The variability we see in natural and human-made processes can be quantified in ways that facilitate decision making.
"Students are most likely to take a deep approach to their learning when they’re trying to answer questions."
Ken Bain
A good essential question...
Is open-ended
Is thought-provoking and intellectually engaging
Calls for higher-order thinking
Points toward important, transferable ideas within disciplines
Raises additional questions and sparks further inquiry
Requires support and justification, not just an answer
Recurs over time

Examples:
How should governments balance the rights of individuals with the common good?
How and why do scientific theories change?
In what ways does an artist have a responsibility to their audience?
How can I explore and describe cultures without stereotyping them?
How do effective writers hook and hold their readers?
Adapted from http://bit.ly/2qHQJCd
Lendol Calder, History
Questioning
Connecting
Sourcing
Making inferences
Considering alternate perspectives
Recognizing limits to one’s knowledge
Derek Bruff, Statistics
Determine an appropriate research question
Work with potentially messy data
Apply statistical techniques correctly
Visualize and communicate results
"All models are wrong, but some are useful."
George Box
Discuss
What are some ways your students are novices that make teaching challenging?

What kinds of expertise do your students bring to the learning process?
Alignment
"Parallel to nowhere,” Daniel Kulinski, Flickr (CC)
Full transcript