Part 2: Aligning Classroom Teaching and Learning to Outcomes
Main Function
Every instructor should offer classroom activities that are directly aligned to learning outcomes so that students have opportunities to be introduced to related concepts and to practice or master related skills. This does not mean that all activities must be connected to a learning outcome, but it does mean there should be at least one activity aligned to every learning outcome.
Key Points to Know
- A classroom activity that is aligned to learning outcomes might be used to introduce students to content related to a given outcome, or the activity might be used to allow students to practice or master related skills.
- Students must be given opportunities to learn, practice, or master related content if there is an expectation for them to do so.
Benefits
Classroom activities that are aligned with learning outcomes
- help faculty members know where in the curriculum they will introduce related content to students or give students opportunities to practice or master related skills and abilities;
- provide opportunities for students to engage with related content, knowledge, skills, and abilities; and
- build in formative assessment opportunities which help faculty members know how well students are achieving a given outcome before it is time to formally assess.
Getting Started
You have good outcomes. Now what? Good outcomes mean nothing if several things do not happen. Students should know the outcomes. In fact, students should be explicitly told what the outcomes are, because it lets them know what they will be expected to demonstrate during or by the end of the course or program. Faculty should know where in the curriculum students have the opportunity to be introduced to related skills and when students can practice those skills. It should also be clear to the faculty member, students, and external evaluators what assessments allow students to demonstrate those skills.
Curriculum maps are excellent tools to articulate this information and should be considered before building classroom activities. Maps provide a “check and balance” for faculty members and the institution. Curriculum mapping is an exercise that can be done at all levels. Mapping allows faculty to document connections between program and institutional outcomes, between course and program outcomes, and between course activities, assignments, or assessments and outcomes at any level.
Mapping Learning Outcomes to the Curriculum
Begin by asking for any outcome: “In what program, course, or session will students be introduced to and master the necessary skills associated with this outcome?” How a map is created really depends on the level of outcomes being mapped, and specific terms used may vary among institutions that use curriculum mapping. Curriculum maps “front-load” a lot of work in planning a course or program, but once a curriculum map is complete, it provides clear direction for instruction and assessment.
Terminology of a Curriculum Map
Typically, a curriculum map includes three levels of activity related to outcomes. Many institutions use the terms “introduce” and “reinforce” to describe the first two levels. The highest degree may be described by what the faculty will do (emphasize, provide extra coverage) or what the students will do (master). In this section, the terms “introduced, reinforced,” and “proficient” will be used to describe activity levels.
- Introduced – students likely see content or learn a skill for the first time.
- Reinforced – students are typically allowed to practice related skills or apply related knowledge.
- Proficient– students are typically expected to demonstrate mastery.
Building Classroom Activities that Lead to Outcomes Achievement
After mapping the curriculum, a faculty member should be well acquainted with not only each learning outcome but also the extent to which related skills and knowledge are included in the course. Faculty should know at this point if students are simply introduced to the content in the course. Faculty should know if they will reinforce previously learned content, giving students the chance to practice related skills, or if the student is expected to demonstrate mastery of related skills in the course.
In other words, if a curriculum map verifies that only an introduction to knowledge or skills is necessary, a lecture may suffice, and instructors can often select activities that require only lower levels of thinking. However, if knowledge and skills are to be practiced by the student, instructors should seek activities that will require students to apply and analyze content. Finally, if students must demonstrate mastery of knowledge or skills, instructors should consider classroom activities that will promote the higher-level thinking skills of synthesis and evaluation.