Learning Activities Aligned with Significant Learning Outcomes
Below are some ideas for teaching/learning methods that align well with each category or significant learning
| Taxonomy of Significant Learning | Possible, Appropriate Teaching Method Ideas |
|---|---|
| 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 |
Rich Learning Experiences
Many teaching methods have the potential to span multiple outcome areas. For example
| 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 or Service 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) |
Taxonomy of Significant Learning based on: Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.