Learning Activities Aligned with Significant Learning Outcomes
Below are ideas for teaching and learning activities and methods that align well with each category of the Taxonomy of Significant Learning.
| Taxonomy of Significant Learning | Appropriate Teaching and Learning Methods |
|---|---|
| Foundational Knowledge Understanding and remembering Information, ideas, perspectives | Presentations Explanations Just-in-time teaching Readings/multimedia resources combined with quizzes, student reflections, summaries or focusing questions Entry and exit tickets Guest speakers |
| Application Critical, creative & practical thinking, skill development, complex projects | Class Discussions Question-driven Inquiries Written critiques or analysis Creativity exercises Working problem sets Case studies Projects Labs Practice and Feedback Role Play Simulations |
| Integration Connections within the course, beyond the course | Discussions Question-driven Inquiries Connect-the-concepts exercises Essays Projects Concept mapping Debates Real world experiences |
| Human Dimension Learn about self, learn about interacting with others | Working in groups and teams Collaborative projects Perspective-taking activities Self-awareness activities Structured reflection Analysis of inventories/surveys Journals |
| Caring Changes in interests, values, feelings | Structured reflection Reflecting on experience Surveys of changes in interest Guest speakers Real world experiences Discussions Situational observations |
| Learning How to Learn Learn about learning, engaging in inquiry, becoming self-directed | Learning plans Self-assessment Exam/assignment wrappers Teach-backs Creation of resource list/bibliographies Learning portfolios |
Taxonomy of Significant Learning based on: Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Rich Learning Experiences
Many comprehensive teaching methods and learning experiences span multiple categories of learning and can bring together many of your course learning outcomes in an integrated way. Dee Fink calls such approaches, Rich Learning Experiences. Examples are shown below.
| Rich Learning Experience | Connections to Significant Learning Outcomes |
|---|---|
| Team-based learning | Foundational knowledge (entry quizzes based on readings) Application (in-class group problems)Integration (in-class group problems) Human dimension (group discussions and projects) Learning to learn (periodic reflections on learning process) |
| Community Engagement orService Learning Projects | Foundational knowledge (gained before/during community work) Application (putting concepts to practice in real world setting) Integration (adapting course material to situation) Human dimension (working with others, developing skills) Caring (empathy/value of community partner needs) Learning to learn (self-assessing current and future skills) |
| Student “teach back” or“teach-a-concept” sessions | Foundational knowledge (necessary to teach concepts) Application (developing activities to appropriately teach concepts) Integration (situating lesson in context of the course) Human dimension (self-assess facilitation skills, group dynamics) Caring (empathy for audience needs) Learning to learn (summative reflection on strengths/challenges) |
Resources for Rich Learning Experiences
Team-Based Learning
- Team-Based Learning Cooperative with many online resources
- Team-Based Learning: A Transformative Use of Small Groups in College Teaching, by Larry K. Michaelsen, et al. (2004).
- Getting Started with Team-Based Learning, by Jim Sibley and Peter Ostafichuk (2014) and related website with many free resources: https://learntbl.ca/
- Educause Review article: Team-Based Learning Revisited
Problem-Based Learning
- The Power of Problem-Based Learning, by Barbara J. Duch, et al. Stylus: 2001.
- The Challenge of Problem-Based Learning, by David Boud and Grahame Feletti. Kogan page: 1998.
- Problem-Based Learning Clearinghouse at the University of Delaware
- Centre for Problem-Based Learning in Engineering Science under UNESCO
POGIL (Process-Oriented Guided Inquiry Learning)
- The POGIL Project
- An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners, Edited by Shawn Simonson, Stylus (2019).
