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--- concordia:meetings:meeting-2021_08_19-ctl [2021/08/20 17:10] – [Bloom's Taxonomy] sam
+++ concordia:meetings:meeting-2021_08_19-ctl [2025/02/11 03:37] (current) – external edit 127.0.0.1
@@ Line 13: / Line 13: @@
 </note>
-<note tip>
+<note tip>  * [[https://docs.google.com/presentation/d/1tpMrxZWwXxodnz52hJP-Un9CQRJZgptm7vegHvZDLXM/edit#slide=id.ge99136a05d_0_115 |CTL presentation slide show]] </note>
-  * [[https://docs.google.com/presentation/d/1tpMrxZWwXxodnz52hJP-Un9CQRJZgptm7vegHvZDLXM/edit#slide=id.ge99136a05d_0_115 |CTL presentation slide show]]
-</note>
-  * https://www.concordia.ca/ctl/teaching/syllabus.html
+<note important>   * [[https://www.concordia.ca/ctl/teaching/syllabus.html|concordia syllabus guide]] </note>
@@ Line 42: / Line 39: @@
-===== Course Outline =====
+===== Course Outline / SYllabus =====
+==== Sections ====
+  * General Information
+    * Course title
+    * number
+    * credits
+    * date & time
+    * location
+    * faculty information
+    * office hours and contact info
+  * Course Description (as in the course calendar)
+  * Territorial acknowledgement
+  * Course Goals & Objectives/Outcomes
+  * Course Materials
+  * Assessments & Grading
+  * Schedule
+  * Ethical behaviour
+  * Policies & Statements
+==== notes ====
   * schedule = in a table format
-  * Course format - how you will teach
+  * Course format - how you will teach?
     * when are activities online / in sync>
     * do you want students to do stuff before or after the in-sync bit?
@@ Line 53: / Line 73: @@
-===== Learning Objectives =====
+===== Learning Objectives and Laerning Outcomess =====
 “your objective at the beginning of the course > what outcomes you want at the end of the course“
-"want you want students to be able to do at the end of the course"
+"want you want students to be able to do at the end of the course?"
-==== assessment ====
+Learning Outcomes need to be:
-  * assessments = measuring tools for learning objectives
+  - **student-focused**
+  - **achievable** (appropriate level  of knowledge & critical thinking)
+  - **measurable** (essential for assessment - assessments are simply measuring tools for learning objectives)
@@ Line 71: / Line 94: @@
-|  |  |  |  |  |  create  |
+|  |  |  |  |  ^  create  |  |  |  |  |
-|  ||||  evaluate  ||
-|  |||  analyze  |||
-| ||  apply  ||||
-| |  understand  |||||
-|  remember  ||||||
-|  |  |  |  |  ^  create  |  |  |  |  |  |
 |  |  |  |  ^   evaluate         |||  |
 |  |  |  ^     analyze            |||||
-|  |  ^       apply            |||||||
+|  |  ^       apply             |||||||
-|  ^        understand         ||||||||  |
+|  ^        understand        |||||||||
-^           remember           |||||||||||
+^           remember        |||||||||||
-==== alternative words ====
@@ Line 110: / Line 123: @@
   * alternative words - https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/
+==== learning outcome template / examples ====
+<note>
+^  <hi magenta> verb </hi>  ^  <hi magenta> what? </hi>  ^  <hi magenta> in what way? / condition </hi>  ^
+| give examples of   | teaching strategies  | associated with four learning strategies discussed |
+| explain how  | genetic variation  | influences biological variation in health and disease |
+| compare | themes | in the assigned readings |
+| solve | numerical conversion problems | related to (specific) chemical principles |
+</note>
+==== assessment ====
+  - What’s the learning objective?
+  - What evidence can students give to show they have achieved the learning objective? -> task
+  - What does the evidence look like?  -> rubric/ grading criteria
 ===== Curriculum Allignment =====