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--- concordia:meetings:meeting-2021_08_19-ctl [2021/08/20 17:40] – [MEETING 2021-08-19 - CTL - syllabus] 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>
 <note important>   * [[https://www.concordia.ca/ctl/teaching/syllabus.html|concordia syllabus guide]] </note>
@@ Line 125: / 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 =====