How do you feel when it’s time to talk about or write your course learning outcomes? Do you feel excited? Energized and ready to pull out a list of measurable learning outcome verbs? Or, do you take a deep sigh. Do you feel overwhelmed? Wanting someone else to do it? Or, do you get yourselfContinue reading “How do learning outcomes make you feel?”
Category Archives: Course Design
Tips for Starting the Semester Teaching Remotely
As the new year begins, the pandemic still looms and Covid cases are currently spiking. Many college educators are finding themselves starting the first few weeks of the semester back in remote teaching settings. Yes, we’ve had experience with this by now! However, college faculty can still benefit from thoughtful planning about how to useContinue reading “Tips for Starting the Semester Teaching Remotely”
3 Significant Benefits of Integrated Course (Re)Design
One of the best parts of teaching a course about course design is seeing faculty view prior teaching “challenges” as exciting new opportunities. In Significant Learning by Design, based on Dee Fink’s Integrated Course Design framework and the Taxonomy of Significant Learning, this happens quite frequently. Although it would be wonderful to share each andContinue reading “3 Significant Benefits of Integrated Course (Re)Design”
Learning Outcome Verb List for Fink’s Taxonomy of Significant Learning
Download our list of learning outcome verbs that align with Dee Fink’s Taxonomy of Significant Learning. A word of caution about using verbs as a magical solution. As a study by Claudia Stanny exemplifies, an analysis of 30 widely-used compilations of verbs for Bloom’s categories revealed that many lists frequently put the same verb inContinue reading “Learning Outcome Verb List for Fink’s Taxonomy of Significant Learning”
Bloom’s Taxonomy: Benefits and Limitations
Many college educators are familiar with Bloom’s Taxonomy of the Cognitive Domain. This well-known categorization of learning, developed by a team of scholars but often attributed to the first author, Benjamin Bloom, has been used by countless educators to design, structure, and assess learning. The six categories in Bloom’s Taxonomy for the Cognitive Domain –Continue reading “Bloom’s Taxonomy: Benefits and Limitations”
The Caring Category in Fink’s Taxonomy: How Do We Support and Assess Caring?
Dee Fink’s Taxonomy of Significant Learning has led thousands of college instructors to reimagine their courses and articulate what they truly hope for their students. This taxonomy goes beyond the well-known Bloom’s Taxonomy of the Cognitive Domain, and empowers instructors to include meaningful and desired goals — goals such as wanting their students to valueContinue reading “The Caring Category in Fink’s Taxonomy: How Do We Support and Assess Caring?”
Course Design: Building around your big rocks
You may be familiar with the Big Rocks analogy. It goes like this…let’s pretend we are trying to fit big rocks, little rocks, and sand into a jar. If we start with the sand, then the little rocks, and then the big rocks, we cannot fit everything in. There is simply not enough room andContinue reading “Course Design: Building around your big rocks”