One Simple Sentence
Learning how to learn is now becoming a bigger part of course design and planning used with the revised blooms taxonomy to challenge students with more complex learning which leads to higher order thinking.
I think that Dee Fink would say that every course requires you to teach the students how to learn, as Bloom, Krathwohl, Simpson, et al. would say that every lesson needs to use Action Verbs for Objectives. The challenge we face as program, course and lesson designers is how do we fit it all in?
To start, here is a summary of Fink's more holistic approach to learning with some examples of task students can do from BYU Idaho's post about outcomes and assessment.
Foundational Knowledge - Understanding and remembering information and ideas.
- Students will recognize and understand legal terminology.
- Acquire in-depth knowledge of key concepts of virology.
Application: Skills; critical, creative, and practical thinking; managing projects.
- Students will be able to compare and contrast opposing legal principles, choose a position and defend it.
- Students will demonstrate teamwork in preparing a complex project.
Integration: Connecting ideas, people, realms of life.
- Students will be able to apply legal principles to the accounting field.
- Assess the contributions of virology to advances in science and medicine.
Human Dimension: Learning about oneself, others.
- Students use reflection and team feedback to identify areas where they have strengths and areas that need improvement.
- Value the group learning environment.
Caring: Developing new feelings, interests, values.
- Students will want to apply legal and ethical knowledge to life events.
- Understand the impact of viral disease on individuals and populations.
Learning How to Learn: Becoming a better student; inquiring about a subject; self-directing learners.
- Students will be able to do research to assess and apply court cases to legal issues.
- Learn to think as a scientist.
Jose Bowen, in Teaching Naked (2012) states: "we need to adjust our classrooms to focus less on content and more on the application of material to new contexts, development of intellectual curiosity, investment in material, evaluation, synthesis, challenging personal beliefs, development of higher-level cognitive processing, oral and in written communication skills, construction and negotiation of meaning, information literacy, connection of information across disciplines, teamwork, and reflection of the significance of content" (21).
The question is:
How can we get all of this done in
one simple sentence?