[et_pb_section fb_built=”1″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
The CFC follows an integrated backward design process. Instead of starting with content, we prioritize intended learning outcomes.<\/p>\n
It is busy work if you have content, assignment, or assessment that is \u2018nice to have\u2019 but does not tie directly to a course outcome. All the course components must be aligned.<\/p>\n
To determine if all your course components align to the course outcomes, assemble your work in this table.<\/p>\n
\nCOURSE LEARNING OUTCOMES<\/h4>\nWhat will you (the student) be able to do by the end of your course?<\/p>\n<\/td>\n | \nASSESSMENT<\/h4>\nHow will the student show the instructor that they\u2019ve met the learning outcomes?<\/p>\n<\/td>\n | \nLEARNING ACTIVITIES<\/h4>\nPractice activities<\/p>\n<\/td>\n | \nCONTENT<\/h4>\nResources, texts, videos, worksheets, quizzes, project or assignment instructions, etc.<\/p>\n<\/td>\n<\/tr>\n | ||||||||||||
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| \u00a0<\/td>\n | \u00a0<\/td>\n | \u00a0<\/td>\n | \u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n One outcome per line. An assessment will likely measure multiple outcomes so there doesn\u2019t need to be a separate assessment for each. There may be multiple learning activities and content items that tie to one or more outcomes.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Objectives vs. Outcomes<\/h2>\nWhat is the difference between course learning objectives and outcomes?\u00a0\u00a0 This is a timely question since higher ed in general is moving more towards outcomes because we are increasingly being asked to show not just what we are teaching but also what the students can do with this new knowledge and skills. To prevent student confusion, use either objectives or outcomes, not both.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2024\/08\/target-square-scaled.jpeg” title_text=”target square” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Barkley & Major (2022) in Engaged Teaching, <\/em>discuss the differences between learning goals, objectives, and outcomes.<\/p>\n Learning Goals: Identify the target [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Here are a couple of examples:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n We use this active verb list from L. Dee Fink to write observable and measurable learning outcomes:<\/p>\n |