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Definitions of Learning Outcomes and Learning Objectives

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Definitions of Learning Outcomes and Learning Objectives

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How to write MEASURABLE Learning Outcomes?

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How to write MEASURABLE Learning Outcomes?

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Oakleaf (2012) claims that the learning outcomes are statements that specify that learners will know or be able to do as a result of a learning activity. These outcomes are typically articulated in terms of knowledge, skills, or attitudes.

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According to Kuh (1981) conducting an analysis is a crucial step in learning in education, this process consists of assessing and identifying specific needs, in order to apply strategies and improve them, and ensures that the solutions or interventions applied are in line with the goals and objectives set.

Additionally, it allows adapting solutions and interventions to the required needs and characteristics, improving decision making, improving performance and effectiveness.

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 The importance of conducting a Needs Analysis process?

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 The importance of conducting a Needs Analysis process?

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A good analysis improves and enhances

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What is Learning Outcomes  | Teacher Education Video 

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Learning Outcomes constitute useful tools to measure and improve the Teaching and Learning Process.

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Learning Outcomes constitute useful tools to measure and improve the Teaching and Learning Process.

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What is Learning Outcomes in a Lesson Plan | Teacher Education Terms Video || SimplyInfo.net

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Aligning Learning outcomes and assesment

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Aligning Learning outcomes and assesment

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Learning outcomes must be aligned with the different assessment methods to be measurable.

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Harden (2002) claims that there are five differences which have practical implications for the curriculum developer, the teacher and the student.

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Bloom's Taxonomy, created by Benjamin Bloom in 1956, is essential in education, classifying objectives into domains such as cognitive. We focus on this domain, with six hierarchical levels: knowledge, comprehension, application, analysis, synthesis and evaluation.

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Writing learning outcomes is a crucial aspect of educational planning. According to Anderson (2007), educators must focus on the student and their learning when crafting these outcomes. Learning outcomes provide a student-centered approach to academic curriculum planning.

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SMART is an acronym which incorporates criteria to set good Learning Outcomes

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1. Clearly defined for teachers and students to understand.

2. Observable and assessable with clear evaluation criteria.

3. Feasible and challenging to pique students' interest in learning.

4. Relevant to the subject and teaching.

5. Aligned with the global teaching-learning outcomes

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Priyadharshini, C. (2021). Objectives of Teaching and Interactive Learning. The Creative launcher, 6(4), 125-131. https://orcid.org/0000-0002-9267-2685

Anderson, J. (2007). Crafting Measurable Learning Outcomes: A Comprehensive Guide. Educational Innovations Journal, 12(3), 45-58. https://www.nu.edu/wp-content/uploads/2018/11/journal-of-research-in-innovative-teaching-volume-6.pdf

Mcdaniel, R. (2010, junio 10). Bloom’s taxonomy. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Kuh, G. D. (1981). Designing and Conducting Needs Assessments in Education.https://files.eric.ed.gov/fulltext/ED215994.pdf

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Finally, I think that the main difference between Learning Outcomes and Learning Objectives is that Learning Objectives focus on what educators intend to teach, while Learning Outcomes emphasize what students are expected to achieve as a result of the educational experience. Learning Outcomes describe the end goals and the tangible results of learning, while Learning Objectives outline the specific teaching intentions and topics to be covered during instruction.

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Promoting Student-Centered Approach:

Learning outcomes, focus on the student's learning, promoting a student-centered approach to academic curriculum planning.

Providing Clarity and Transparency:

Anderson (2007) suggests that learning outcomes enhance clarity and transparency in the educational system.

Demonstrating Coherence and Integration:

Learning outcomes, contribute to coherence, integration, and consistency across all subjects.

Offering Clear Information to Teachers and Students:

Learning outcomes provide clear information to both teachers and students about expectations.

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Tools for Developing Learning Outcomes:

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Tools for Developing Learning Outcomes:

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Use Bloom's Taxonomy to identify the level of learning.

Choose appropriate verbs aligned with Bloom's Taxonomy.

Select learning objects relevant to the theme or content.

Establish conditions for learning.

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Remembering:

Action Verbs: Arrange, define, identify, list, recall, etc.

Understanding:

Action Verbs: Classify, explain, illustrate, predict, report, etc.

Applying:

Action Verbs: Apply, choose, solve, etc.

Analyzing:

Action Verbs: Analyze, categorize, compare, differentiate, etc.

Evaluating:

Action Verbs: Argue, assess, conclude, evaluate, judge, etc.

Creating:

Action Verbs: Construct, design, generate, invent, etc.

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According to Anderson (2007), identify the level of learning using Bloom's Taxonomy.

1. Choose appropriate verbs according to the level.

2. Select relevant learning objects.

3. Establish conditions for learning.

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Writing Measurable Course Outcomes and Learning Objectives

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Crafting measurable learning outcomes, as highlighted by Anderson (2007), is fundamental for effective education. The student-centered approach and emphasis on clarity and coherence align with modern teaching practices. Personally, I value the integration of technology for dynamic assessments. This process, guided by Bloom's Taxonomy, ensures a comprehensive and thoughtful approach to education. In my opinion, writing clear and measurable learning outcomes is pivotal for fostering meaningful and transparent learning experiences.

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According to Kuh (1981) motivation is important to maintain a good performance and take into account the different skills that vary according to the needs of each one, for which it is important a strategic plan, didactic according to the stages, in this subject usually have different perspectives according to psychology and sociology.

At the same time it is important to emphasize that it is planned before, it is verified as it goes according to the needs and by means of the observation and evaluation improvements are proposed to increase the results and to continue evolving in the teaching for the development of a good learning.

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Clarity in Objectives: The Taxonomy brings clarity to learning objectives, allowing educators to define expected skills and thinking.

Assessment Design: Facilitates the design of assessments according to desired skill levels, adapting them to cognitive demands.

Instructional Guidance: Serves as a guide for designing lessons that progress through cognitive levels, fostering deep understanding.

Personalized Learning: Recognizing different skill levels, it allows for customized approaches to address diverse learning needs.

Cultivating Critical Thinking: Emphasizes developing critical thinking as students progress.

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Bloom's Taxonomy is key to setting clear objectives, designing effective assessments, guiding instruction, and fostering personalized learning experiences and critical thinking in education, highlighting its enduring relevance in global education.

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Bloom's Taxonomy In 5 Minutes | Blooms Taxonomy Explained | What Is Bloom's Taxonomy? | Simplilearn

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From my perspective I believe that Bloom's Taxonomy has been highlighted as an essential tool in education, providing an organized framework for planning and evaluation in the classroom, in turn the gradual approach that has been seen in cognitive development facilitating educators with the definition of clear objectives and the creation of activities that stimulate deeper and more critical thinking.

The ability to personalize learning and adapt to diverse learning styles and ability levels are positive aspects that promote inclusion. However, it is essential to remember that, like any educational resource, its effectiveness depends on how it is implemented and adapted to specific teaching and learning contexts.

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 The importance of conducting a Needs Analysis process?

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 The importance of conducting a Needs Analysis process?

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What Learning Strategies Are Most Helpful?

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It focuses on the investigation of needs before, during and after, always seeking to improve and obtain strategies according to the needs observed, as mentioned by Kuh (1981).

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Analyzing and observing the methods and strategies for me is important because it can achieve improvements and help motivate students to obtain better academic results and also get to know their interests and curiosities and adapt them to the curriculum of the students according to their ages and thus to flourish the individual and group capabilities of each one and the evolution of the educational community contributing with ideas and new strategies.