This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with it, so writing objectives can end up being a very long process.\u00a0 Finding more overarching, higher level, objectives seems important to be able to do because of how easy it is to lose sight of the big picture amongst reams of specific objectives.<\/p>\n
According to the authors of the article (and other articles they cite) teachers often general learning objectives in real-time, while teaching.\u00a0 To aid pre-planning, they outline a technique for generating SLOs.\u00a0 Some notes on the SLOs: if students meet them, they should be able to solve multivariable problems at the level of the course, similarly to the way a more trained-mathematician would.<\/p>\n
In the FAST-SLO method, I will first list a bunch of thoughts, ideas, concepts, and topics that I associate with some topic in the course.\u00a0 This is all about massive idea generation.\u00a0 I will also try to map these so that they are getting connected up.\u00a0 After creating the “FAST” via this thought-generation phase, I will be creating just a few SLOs.<\/p>\n","protected":false},"excerpt":{"rendered":"
This article is focused on a method for writing student learning objectives for a course (SLOs).\u00a0 I find writing learning objectives challenging when working alone.\u00a0 They can be written at so many different levels of detail.\u00a0 Almost every example or question in a textbook has an implicit objective associated with it, so writing objectives can […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[157887],"tags":[],"class_list":["post-36","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-A","jetpack-related-posts":[{"id":32,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-student-learning-objectives-and-mathematics-teaching\/","url_meta":{"origin":36,"position":0},"title":"Reading “Student learning objectives and mathematics teaching”","author":"siams","date":"25 August 2017","format":false,"excerpt":"I am working to write learning objectives for multivariable calculus this Fall. This article helped distinguish between overarching goals (that students are able to fit the math in the course into a greater understanding of math and of the world) and the learning objectives, of what I hope students will\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":81,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/01\/03\/grading\/","url_meta":{"origin":36,"position":1},"title":"Grading!","author":"siams","date":"3 January 2018","format":false,"excerpt":"I'm reading Effective Grading: A Tool for Learning and Assessment in College, by Barbara Walvoord and Virginia Johnson Anderson. To think about grading, they emphasize that building learning objectives is core to the process.\u00a0 They break these into a few categories: the vocabulary and content and concepts that students should\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":96,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2018\/06\/04\/notes-on-how-learning-works-by-ambrose-et-al-2010\/","url_meta":{"origin":36,"position":2},"title":"Notes on “How Learning Works” by Ambrose et. al., 2010","author":"siams","date":"4 June 2018","format":false,"excerpt":"Notes based on How Learning Works : Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, , Michele DiPietro, , Marsha C. Lovett, Marie K. Norman, and Richard E. Mayer.\u00a0 Wiley 2010. Chapter 1: Prior knowledge. There can be a mismatch between the prior knowledge and\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":175,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/notes-on-how-a-detracked-mathematics-approach-promoted-respect-responsibility-and-high-achievement\/","url_meta":{"origin":36,"position":3},"title":"Notes on “How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Boaler, 2006. \u00a0\"How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement\". \u00a0\u00a0Theory Into Practice, 45:1, 40-46 This article is about a high school math program with high and equitable math achievement, where mixed-ability approaches led to \"higher overall attainment and more equitable outcomes\". \u00a0The students in this study\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":160,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/bonem-et-al-2019-learning-environment-and-student-outcomes\/","url_meta":{"origin":36,"position":4},"title":"Reading “Learning environment and student outcomes”","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am reading\u00a0\"What you do is less important than how you do it: the effects of learning environment on student outcomes\", Bonem, Fedesco, and Zissimopoulos 2019 (Learning Environment Research). They survey a large number (14,000) students across a variety of disciplines and find students \" in highly autonomy-supportive learning environments\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":163,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/10\/course-calendars\/","url_meta":{"origin":36,"position":5},"title":"Course calendars: making a course schedule","author":"siams","date":"10 July 2019","format":false,"excerpt":"I am thinking about how to build the schedule for my course. \u00a0Even though I've taught it before, scheduling is intimidating. \u00a0It has a few components: There are topics that will be uncovered over the semester. \u00a0Each topic has associated informational materials (videos and text), typical student questions, follow-up check\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/36\/revisions"}],"predecessor-version":[{"id":37,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/36\/revisions\/37"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=36"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=36"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}