The first step to designing and teaching a concept, a lesson, or your entire course is determining the learning outcomes: what must a student be able to do to demonstrate they understand at the level of your course? CTL consultants look forward to helping you define what learning means in your course.
Learning outcomes typically complete the sentence, “By the end of this lesson, you [the student] will be able to….” Some learning outcomes are easier to achieve, like remembering historical facts, describing objects in a set, or solving a problem with a given technique. Other learning outcomes require students to think more deeply, like comparing and contrasting artists’ works, recommending treatments based on a patient’s symptoms, or designing a prototype. Together, a course’s learning outcomes define what it means to “understand.”
If you’re developing resources to teach a concept, lesson, or course, Centre for Teaching and Learning consultants are prepared to help you write and align your learning outcomes.
Here are some examples:
|Learning outcome: represent molecules using their VSPER, electron-dot, chemical formula, and chemical names and translate between these representations|
|Learning outcome: “close read” original documents to identify the author’s thesis and supporting evidence|
|Learning outcome: label common structures in micrographs of plant and animal cells|
|Learning outcome: make a diagnosis from symptoms presented by a patient and propose possible treatments with justifications|
AX2E3-2D by Benjah-bmm27 (Own work) [Public domain] via Wikimedia Commons
St Augustine Reading the Epistle of St Paul byBenozzo Gozzoli [Public domain], via Wikimedia Commons
Light Micrograph of a Meissner Corpuscle by OpenStax Anatomy and PhysiologyOpenStax CC-BY-4.0 via Wikimedia Commons
Lt. Patricia Salazar examines a patient’s eyes by U.S. Navy photo by Mass Communication Specialist 1st Class Brian A. Goyak [Public domain], via Wikimedia Commons