Creating High Performance Learning Environments Discussion-m4u3a2-McNeese

Creating High Performance Learning Environments-m4u3a2-McNeese

Scenario 1 Roller Coaster Physics (Roller Coaster Physics: STEM in Action, n.d.)- In this Scenario Teacher Migdol has students working using Problem Based Learning.  The students are 5^th and 6^th graders designing roller coasters. Not only are they learning Physics they are learning planning skills, collaborative skills, and developing cognitive thinking skills. The students are busy making and learning by doing. They have assigned roles and predetermined list of tasks and objectives.

Teacher Migdol does have high Performance expectations. A teacher that has high expectations will make sure students know what the end product should look like (Hattie, 2014). And a teacher with high expectations will make sure the constraints and parameters of the learning activity are clear. Teacher Migdol can be heard giving students the constraints of the experiment. In addition, Teacher Migdol has high ambitions for her students she purposely limits the constraints to make the problem more challenging. She is challenging them with content that is usually for higher academic grades. For example, physics is usually taught in High school and I never took physics until college.

Another indicator of Teacher Midol’s high performance expectations is her use of the “Reflect and Practice” strategy outlined in Lemov’s Teach Like a Champ and her use of Self-Reflection tools. Both tools to develop academic success. Teacher Migdol has the student complete a reflection paper at the end of the experiment. In addition, Teacher Migdol asked students to demonstrate learning a component of high performance expectations.

Teacher Migdol also has high behavior expectations. One of her goals is character development and socialization skills. Teacher Migdol describes how students are learning communication skills, leadership skills, and collaborative skills. Teacher Migdol encourages team building skills which is key for success after k-12 school.

Some of the Rules and Norm in this scenario are Teacher Migdol models expectations.  Teacher Migdol makes her expectations specific and clear. Teacher Migdol has clear rules that students respect everyone and clear rules and procedures for communicating.

 

In Scenario 2 (3rd grade Chinese-math class.avi, 2011) the teacher is conducting a lesson on multiplication. The students have learned a song (chant) where students learn the multiplication table by rote memory.  She then quickly goes to another topic subtraction.

This teacher demonstrated some strategies used by teachers with higher student performance expectations.  She used a strategy used in the “No Opt Out” method (Teach Like a Champion Right is Right, 2015). She called on students that did not have their hands raised. This strategy helps the teacher include all students in the learning task, especially low performing students who are not likely to have their hand raised.

I did not see much evidence of high performance expectations. I did not see her do some things I would have expected to see like checking for understanding or having the students complete problems themselves, practicing their new knowledge. Instead the students involvement was almost passive simply watching the teacher demonstrate.

I did not notice high behavior expectations in this clip. The lesson did not seem particularly challenging. Students’ behavior requirement were to spit out the information students had previously memorized. Norms and procedures exhibited here are students are to raise their hands to answer.

Scenario 3 (Whole Brain Teaching Richwood High-The Basics, 2011) the teacher is teaching a math lesson using Whole Brain Teaching Techniques. I did not notice anything that stood out indicating this teacher has high performance expectations. Although the teacher used strategies to improve student learning these strategies are common and are not necessarily developing higher order thinking.

In addition I don’t think this teacher had high behavior expectations either. Although it was clear she definitely had behavior expectations I would not consider them high. I have seen WBT used with all ages of students but I am unclear how this learning developing the behavior of successful people. WBT appears to be a wonderful tool for classroom management however, I don’t see the connection to High behavior expectations.

The norms and procedures she used were modeling expected behavior, establishing routine, her students practice behavior, and the teacher’s expectations were specific and clear.

Setting high performance expectations among my students

For my 10^th grade school students I will create learning environments that stimulate cognitive thinking skills by implementing Problem Based Learning into my classroom on a more regular basis. I plan to schedule at minimum one to two projects per month. Or perhaps one project per unit. I don’t want to be too ambitious until I know what I am doing. In the Space Probe (Project Based Learning in the Blended Learning Classroom, 2014) video the teacher mentions PBL lessons require more classroom management which appears to be true so I need to be prepared. My 10^th graders are asking for a challenge, at least some are, and I want to create a sense of excitement with this particular class. They are at diverse levels and I struggle to provide content in a way that is intriguing for all levels of students. And unlike the Chinese 3^rd grade (3rd grade Chinese-math class.avi, 2011) teacher I plan to teach using more than rote memorization.

Something in particular that I need to do to create a learning environment that is student directed is to believe better of my students. I need to develop and increase my own level of high expectations for my students. I admit I have rejected some lessons or activities because I doubted to ability of my students to successfully complete the challenge. Shame on me. After viewing this week’s videos, the roller coaster video in particular (Roller Coaster Physics: STEM in Action, n.d.), showed me even these very young students understand these complex theories and are applying what they’ve learned. Although we can argue that the younger you start the better. My students have been denied this type of education at an early age. In fact most of my students have huge gaps in their knowledge because of high teacher turnover and other reasons.

I hope to create a learning environment that mirrors the excitement of the roller coaster students, even my 10th graders. In addition, I hope to create a learning environment where my students are learning real world skills just as the roller coaster students were learning the skills of a scientist. I hope PBL will give students an opportunity to sample careers and see what they like. I had no idea what my major in college would be until my senior year. My time in college allowed me to sample a variety of study areas until I found the one I loved. I hope PBL will do the same for my students.

 

 

 

 

 

 

 

References

3rd grade Chinese-math class.avi. (2011, Jun 12). http://www.youtube.com. Retrieved Dec 13, 2015, from Retrieved from https://youtu.be/h7LseF6Db5g

Hattie, J. (2014, Aug 29). Teachers as Change Agents. http://www.youtube.com. Retrieved Dec 13, 2015, from https://youtu.be/7XWMAteuaks

Lemov, D. (2015). Teach Like a Champion: 62 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass, a Wiley brand.

Roller Coaster Physics: STEM in Action. (n.d.). Teaching Channel. Retrieved Dec 13, 2015, from https://www.teachingchannel.org/videos/teaching-stem-strategies

Teach Like a Champion Right is Right. (2015, Nov 9). http://www.youtube.com. Retrieved Dec 12, 2015, from https://youtu.be/8P1o8y9ZXWY

Whole Brain Teaching Richwood High-The Basics. (2011, May 31). http://www.youtube.com. Retrieved Dec 13, 2015, from https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be

M5U1A2- Standards and Backwards Mapping-McNeese

M5U1A2- Standards and Backwards Mapping-McNeese

Some strategies teachers can use to make lessons more pointed and relevant to the goals of the standards is a technique called “Backwards Mapping” (McTighe, 2012). With this method teachers plan lessons with the end in mind. Teachers will create lessons and lesson activities that guide students to specific performance tasks and skills. Although we are hearing a lot about “backwards planning” now this is not a new strategy. According the Edutopia article “Common Core Big Idea 4: Map Backward from Intended Results” this strategy was introduced more than 65 years ago by Ralph Tyler (McTighe, 2012).

Another strategy is to plan lessons using the “Understanding by Design” method (McTighe, 2012). This method breaks the standards down into stages. The first stage outlines the desired results (goals and big ideas) of the standard. Stage two outlines what assessment tools will be used as evidence that the student goals have been met. Assessments can be both formal (tests, performance tasks, homework, etc.) and informal (observation, informal questioning, etc.). And stage three outlines the “Learning Plan” which describes what will be student learning experiences, how will the students be engaged or what activities will best help students acquire the skills or processes required by the standard.

For example, the Common Core Standard below

CCSS.MATH.CONTENT.7.EE.B.3

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

can be dissected and broken into proficiencies that students should achieve to meet this standard. The proficiencies will answer the “Student From there a teacher could then plan assessments that will help the teacher, and others for that matter, know that the students have met the standards. And finally the learning experiences or activities that help the teacher know the student has develop the knowledge and skills to meet the standard.

Sample unpacking of a Standard

Proficiencies required by the standard	Possible assessments     (informal or formal)		Possible learning activities/ experiences
Solve Real-world problems Solve Multi-step problems Use variables to represent quantities Solve problems posed with (+ & -) numbers	Performance Task Formal Formal Informal	Students will create their own word problem Electronic quiz and test Write detailed steps to solve a multi-step word problem, students choice Informally assess through observation and oral questioning	Students swap their created word problems and solve them Practice solving problems Workbook PBL Activity-real world (check out BIE for ideas) KWL as a check for prior knowledge

References

McTighe, J. (2012, December 6). Common Core Big Idea r: Map Backward from Intended Results. Teacher Leadership. Edutopia.

Wiggins, G., Wilbur, D., & McTighe, J. (2002). Understanding by Design: Overview of UBD & the Design Template. Alexandria, VA: ASCD.

Image- http://www.kickasscreatives.com/why-not-try-planning-your-project-backwards-seriously-give-it-a-go/

What is Formative Assessment?

Formative assessment is assessment of students that is designed to improve learning as opposed to evaluating learning. Formative assessment is often ungraded, can be obtrusive (interrupting the learning) or unobtrusive (as part of the learning process). The key component of formative assessment is the feedback provided by teachers.  Feedback must be meaningful and purposeful with the goal of improving student learning. Feedback should also help students’ build metacognitive skills encouraging self-reflection of their learning processes.

Formative assessments should be criterion based rather than norm-referenced.  These assessments should measure student progress against the criteria of the learning outcome or standard as opposed to comparing students with students. However, students can be measured individually, as a group, or as a whole class through a variety of strategies and measurement tools. Which will be discussed below.

Formative assessment is also used to improve instructional practice by allowing teachers to review teaching strategies and improve them to better facilitate learning in their classrooms. Teachers should continually assess and reassess with the goal of differentiating instruction throughout the entire process. Teachers should provide students with the opportunity to revise and improve their performance on specific assessments. When designing formative assessments teachers should ask themselves:  

• What is the standard or objective I am trying to teach?
• What learning outcome do I expect my students to be able to demonstrate or do at the end of the lesson or unit?
• How can I synthesize the ‘Big Ideas’ into smaller chunks of learning?
• What prior knowledge do my students have already?

Formative assessment should be aligned with a standard or outcome and closely aligned with post-summative assessments. Teachers should use formative assessments to gauge how close students are to satisfying the learning standard or outcome. Students should be formatively assessed on a standard or learning outcome many times and improvement tracked. They can be implemented before, during, and after units or lessons. Formative assessments should meet the criteria of SMART goals.  They should be specific, measurable, attainable, relevant, and timely. Especially timely in reference to teacher feedback. Feedback should have a quick turnaround so that the students can use feedback to improve their learning and teachers to revise instructional practices or strategies as needed.

Teachers should take the ‘Big Ideas’ of a topic and break it down into ‘Essential Standards’.  Essential standards are the key items that students must know in order to accomplish the learning outcomes and what students must know in order to be successful at the next learning level or grade. It is best to work with other teachers teaching the same grade level and subject, the district, lower grade teachers, and curriculum directors in order to decide what standards are essential for students to be able to progress to higher levels of learning.  However, teachers can, if they have to, tackle this task on their own.

Why should teachers assess formatively?

The benefits of formative assessment are many. For example, formative assessment can :

• Help teachers evaluate whether students have mastered a skill or concept
• Evaluate teaching strategies
• Prepare students for summative assessments
• Be used as input for summative assessments
• Give students feedback
• Help students develop a positive attitude toward assessments and scoring (retests are a usual part of formative assessments so students know they can improve and try again)
• Measure progress over a period of time and allow both parents and students to monitor improvement
• Communicate clear expectations to students (which helps students know what is expected of them)

An assessment system should include both assessments of learning and assessments for learning. Which means formative assessments should be used to help formulate a plan for teaching and help teachers gauge the degree of student learning. Formative assessments can also help teachers identify misconceptions.

What is Formative Assessment?

What is Formative Assessment?

Formative assessment is assessment of students that is designed to improve learning as opposed to evaluating learning. Formative assessment is often ungraded, can be obtrusive (interrupting the learning) or unobtrusive (as part of the learning process). The key component of formative assessment is the feedback provided by teachers.  Feedback must be meaningful and purposeful with the goal of improving student learning. Feedback should also help students’ build metacognitive skills encouraging self-reflection of their learning processes.

Formative assessments should be criterion based rather than norm-referenced.  These assessments should measure student progress against the criteria of the learning outcome or standard as opposed to comparing students with students. However, students can be measured individually, as a group, or as a whole class through a variety of strategies and measurement tools. Which will be discussed below.

Formative assessment is also used to improve instructional practice by allowing teachers to review teaching strategies and improve them to better facilitate learning in their classrooms. Teachers should continually assess and reassess with the goal of differentiating instruction throughout the entire process. Teachers should provide students with the opportunity to revise and improve their performance on specific assessments. When designing formative assessments teachers should ask themselves:  

• What is the standard or objective I am trying to teach?
• What learning outcome do I expect my students to be able to demonstrate or do at the end of the lesson or unit?
• How can I synthesize the ‘Big Ideas’ into smaller chunks of learning?
• What prior knowledge do my students have already?

Formative assessment should be aligned with a standard or outcome and closely aligned with post-summative assessments. Teachers should use formative assessments to gauge how close students are to satisfying the learning standard or outcome. Students should be formatively assessed on a standard or learning outcome many times and improvement tracked. They can be implemented before, during, and after units or lessons. Formative assessments should meet the criteria of SMART goals.  They should be specific, measurable, attainable, relevant, and timely. Especially timely in reference to teacher feedback. Feedback should have a quick turnaround so that the students can use feedback to improve their learning and teachers to revise instructional practices or strategies as needed.

Teachers should take the ‘Big Ideas’ of a topic and break it down into ‘Essential Standards’.  Essential standards are the key items that students must know in order to accomplish the learning outcomes and what students must know in order to be successful at the next learning level or grade. It is best to work with other teachers teaching the same grade level and subject, the district, lower grade teachers, and curriculum directors in order to decide what standards are essential for students to be able to progress to higher levels of learning.  However, teachers can, if they have to, tackle this task on their own.

Formative assessment through questioning

Questioning is a quick and easy way for teachers to assess formatively. The teacher can use response tools to quickly gauge understanding. The questions below can be embedded in a lesson and used at opportune times throughout the lesson.

1. To assess learning.

• What is the most important idea that was generated in today’s discussion?
• Can you explain this concept in your own words?
• Can you draw a diagram to illustrate this idea?

2. To ask a student to clarify a vague comment.

• Could you elaborate on that point?
• Can you explain what you mean?

3. To prompt students to explore attitudes, values, or feelings (when appropriate).

• What are the values or beliefs that inform this argument?
• What is your initial reaction to this argument?

4. To prompt students to see a concept from another perspective.

• How do you think that this issue is viewed by those with whom you disagree?
• How does that concept apply to this new problem?

5. To ask a student to refine a statement or idea.

When does that principle apply? Always? Only under certain conditions?

Would you say, then, that you disagree with the author?

6. To prompt students to support their assertions and interpretations.

• How do you know that?
• Which part of the text led you to that conclusion?

7. To direct students to respond to one another.

• What do you think about the idea just presented by your classmate?
• Do you agree or do you see the issue differently? Explain.
• Can you think of another way to solve that problem?

8. To prompt students to investigate a thought process.

• What are the assumptions that informed the design of this experiment?
• What are the assumptions that these two arguments share?

9. To ask students to predict possible outcomes.

• What might happen if this practice were to be outlawed?
• What would be the result if a different set of assumptions were used to set up this experiment?
• Would you get a different result?

10. To prompt students to connect and organize information.

• How does this article shed light on the concept we studied last week?
• Can you develop a graph or table that organizes this information in a helpful way?

11. To ask students to apply a principle or formula.

• How does this principle apply to the following situation?
• Who can suggest how we might use this new formula to solve the problems we examined at the start of class today?
• Under what conditions is this equation not valid?

12. To ask students to illustrate a concept with an example.

• Can you think of an example of this phenomenon, drawn from your research?
• Can you point us to a specific part of the novel that led you to that conclusion?
• Can you identify a painting or design that exemplifies that idea?

https://teachingcenter.wustl.edu/resources/teaching-methods/participation/asking-questions-to-improve-learning/

An Example of how Formative Assessment can easily be added to a lesson

The objective which will be formatively assessed:

CCSS.MATH.CONTENT.7.EE.B.3 7^th Grade Math- (Common Core State Standards Initiative, n.d.)

…Students will be able to correctly convert between forms as appropriate. (This objective can be observed)

FYI- the forms are decimals, percentages, whole numbers, and fractions.

Examples of formative assessments that can easily be added to a lesson:

Online Lesson Quiz– Lesson quizzes are usually provided by the textbook publisher, are easily accessible, and can be used to provide quick online assessment usually measuring low-level bloom’s taxonomy. The students can quickly sign in, take the test and get instant results.  This allows both the teacher and students to get immediate feedback about their understanding. The questions can be randomized so student retakes are easy to create and students can retake until they get 100% correct. Lesson quizzes usually have few questions so a requirement of 100% is not excessive and it allows the teacher a quick snapshot of student learning of the lower level skills.

Questioning– During the teaching phase of a lesson, teachers can question students informally both individually as they practice independently and as a whole group during guided practice. Questioning allows teachers to determine weak areas among students and areas where they need to reteach or accelerate teaching.  The questions should be purposely designed to further understanding and help students develop deeper thinking about the topic. An alternative to teachers walking around is the use of whiteboards. Teachers can ask questions purposely and ask students to hold up whiteboards with their answers. This allows teachers to quickly gauge the level of understanding of students when time is limited.

Self-Directed Response (adapted from Teach thought We grow teachers) – Students will prove they understand the objective using one of a set of choices. For example, students could: create a written explanation of the steps to solve a problem, teach the class how to solve a problem, create a list of possible misunderstandings or a reflection of their thought process used to solve a word problem from the lesson. This is a good strategy for math lessons because writing is encouraged within math content according to Math Standards and it is great to allow students a choice of how they are to be assessed.

References

Common Core State Standards Initiative. (n.d.). Retrieved from http://www.corestandards.org: http://www.corestandards.org/Math/Content/7/EE/B/3/

Teach thought We grow teachers. (n.d.). Retrieved from http://www.teachthought.com: http://www.teachthought.com/pedagogy/assessment/10-assessments-you-can-perform-in-90-seconds/

Wormeli, R. (n.d.). Rick Wormeli: Formative and Summative Assessments. Retrieved January 27, 2016, from https://youtu.be/rJxFXjfB_B4

Image- http://arincoaches.wikispaces.com/Formative+Assessment

Writing Learning Outcomes in Parts- the ABCD Model

What is an ABCD model in relationship to Learning Outcomes?

The ABCD model is a guide for writing Learning Outcomes and helps teachers write outcomes that are meaningful and purposeful. When writing learning outcomes teachers should think of them as a series of parts ensuring that outcomes are created in a way that makes them meaningful and measurable.

Audience- write outcomes with your audience in mind. Are you writing outcomes for young students, adult learners, pre-service teachers, tradesmen or some other group? Tailor the task to ensure the best result and success for whoever will perform the task.

Behavior- The behavior is what your audience will do (Bloom’s Taxonomy verbs can help here). The action should be both measurable and observable.

Condition- the C can also stand for context or constraints. When writing Learning outcomes the writer should consider under what conditions are the actions to take place. How is your audience to perform or do a learning outcome? An example would be, given a set of coordinate points the student will identify which sets identify a function. The condition may not always have to be stated explicitly.

Degree- this is the part of the outcome that answers to what degree your learner should perform or in other words how well your learner should perform. An example, the student will solve order of operations problems with 80% accuracy or students will change four spark plugs in less than 20 minutes ( I have no idea how long it takes to change sparks plugs this is just an example).

(click here to learn more about writing learning outcomes-video)

ABCD Model for Writing Objectives. (2016). Retrieved January 2, 2019, from http://hermes.webster.edu/elnassio/abcd-model.html

ABCD Model for Writing Objectives. (2016). Retrieved January 2, 2019, from http://hermes.webster.edu/elnassio/abcd-model.html

Learning Outcomes- How to write them?

Learning Outcomes, Learning Objectives, and Learning Goals

Quite often learning goals, learning objectives, and learning outcomes are used interchangeably however there are subtle differences.

One of the differences between goals and learning outcomes will depend on who is doing them, the teacher or the student. Also, the language used in goals is more general in nature and are not necessarily measurable or observable.

Learning objectives generally describe what the teacher wants to accomplish over the length of the unit or course, what he or she will do. Learning objectives may describe how a goal is to be met.

While learning outcomes are what the students are expected to do at the end of a lesson, task, or unit. Learning outcomes, as opposed to goals and objectives, are by necessity measurable and observable. Learning outcomes should include action words. Using Bloom’s Taxonomy verbs are useful when creating good learning outcomes.

EXAMPLES

An example of a goal is –  Students will know the order of operations

An example of an objective is-  Students will use the order of operations to simplify expressions using multiple operations

An example of a learning outcome is- Students will apply the order of operations to solve expressions involving exponents, addition, subtraction, multiplication, division, and parentheses. (specific and measurable)

Goals, Objectives, and Learning Outcomes Video

Characteristics of Good Learning Outcomes

• Learning outcomes should be student-centered. The focus should be on what the student can do or produce and not based on what the teacher was expected to teach by the district or curriculum.
• The learning should focus on big ideas or essential questions. What is it a student has to know in order to progress to the next level and to prepare for promotion.
• Learning outcomes should be relatively short and clearly state the expected behaviors of students.
• Learning outcomes should focus on the actions of the student using action verbs that are specific and measurable.
• Learning outcomes should be a manageable number. If the teacher focuses on the big ideas instead of the numerous individual standards the number of learning outcomes should be fairly low but this is something to be discussed within the department.
• Learning outcomes should be written in the future tense- Students will be able to…
• Learning outcomes should be both achievable and measurable. Expecting students to memorize the Periodic Table while measurable is likely unachievable.
• Learning outcomes should be in student-friendly language. In fact, you can include students in the writing process by letting them choose the verbiage for the outcomes.
• Learning outcomes should connect student learning with real-world scenarios and situations in hope of answering the age-old question asked by students everywhere, “When will I ever use this learning in real life?.” (click here for more information about 21 Century Skills)
• And finally, when writing Learning outcomes try to use higher levels of DOK (depth of knowledge) and the higher levels from Bloom’s Taxonomy ( apply, evaluate, and create). These express high expectations for students.  

(click here to learn more about writing learning outcomes-video)

Creating Student Learning Outcomes. (n.d.). Retrieved January 1, 2019, from https://offices.depaul.edu/center-teaching-learning/assessment/learning-outcomes/Pages/creating-student-learning-outcomes.aspx?dpusearchbytab=tab3

Assessing Learning. (n.d.). Retrieved January 1, 2019, from https://offices.depaul.edu/center-teaching-learning/assessment/assessing-learning/Pages/default.aspx

Aligning Learning Outcomes with Assessments.

Learning Outcomes that are specific and measurable allow teachers to create assessments aligned with these outcomes. Before designing an assessment, the teacher should know exactly which learning outcome he or she is trying to assess and what students are expected to accomplish. Both teachers and students should know what students should be able to do and precisely what the teacher should measure.

Both students and teachers should be able to articulate what students are being asked to do explicitly. Also, students should have had the opportunity to practice the learning outcome and understand how Mastery level looks. Demonstrating Mastery level can be accomplished through exemplars, checklists, and rubrics.

The students benefit because they know what they should focus on, what to study, and what to practice. Their practice will be intentional. Students will also be able to self-assess and decide if they have learned what is indicated by the learning outcome. If not, students and the teacher can be specific about areas of weakness.

When preparing an assessment aligned with learning outcomes, a teacher should ask herself the following questions:

What learning outcome am I trying to assess?

Do I understand my students’ achievement level of this outcome?

What will I know about my students after the assessment and how will I use the results?

What work, performance, products will demonstrate the learning outcome?

How will I collect the data from this assessment?

How will I know whether the students have mastered the learning outcome? And what will I do if they have not?

Assessing Learning. (n.d.). Retrieved January 1, 2019, from https://offices.depaul.edu/center-teaching-learning/assessment/assessing-learning/Pages/default.aspx

Learning Outcomes why write them and what are the benefits.

Why write student learning outcomes? 

• Identifying what students should be able to do at the end of a lesson or unit will help stakeholders know exactly what needs to be assessed and allow teachers to develop assessments that are aligned with specific learning outcomes.
• Learning outcomes can help departments and programs to create meaningful curriculum with outcomes that are mapped directly to the goals and standards of the curriculum.
• Learning outcomes help teachers, departments, and programs communicate to students the expectations of a course.
• Learning outcomes also help stakeholders outside of the learning facility, such as employers, know what students are able to do allowing employers to hire workers that more closely fit the skill set they are looking for.

Benefits of Measurable Learning Outcomes 

• Measurable learning outcomes help students and teachers differentiate among types of knowledge. Well written outcomes help both the teacher and students know what students should be able to do at the end of a lesson, unit, or course. Students can then use metacognitive skills about their learning. Students are able to reflect upon their own learning and assess their own learning. Clear learning outcomes help students articulate where they need help.
• Many times students will work on a particular skill and/or study something that is not covered on the assessment which builds frustration and confusion by the students. Measurable learning outcomes help students practice what they need to practice to accomplish the learning outcome. Specific learning outcomes give students more control over their learning because the guesswork is removed. Students have a clear view of what is expected of them. 
• Measurable learning outcomes help to create a balance between guided practice and independent practice. Students can actively participate in their learning changing the classroom from a teacher directed classroom to a student-centered classroom. 

Creating Student Learning Outcomes. (n.d.). Retrieved January 1, 2019, from https://offices.depaul.edu/center-teaching-learning/assessment/learning-outcomes/Pages/creating-student-learning-outcomes.aspx?dpusearchbytab=tab3

Assessing Learning. (n.d.). Retrieved January 1, 2019, from https://offices.depaul.edu/center-teaching-learning/assessment/assessing-learning/Pages/default.aspx