5 Writing Learning Goals Activity
This page will lead you though an exercise resulting in the construction of 2-4 actionable, measurable learning goals to engage with learners’ cultures and create a sense of classroom belonging. It begins with an optional “Preamble” exercise.
Preamble: Learning Outcomes Review
Learning outcomes are the foundation of every curriculum. If it’s been a while since you’ve thought about your class’s course learning outcomes, you may wish do so now.
Spend several minutes reviewing and reflecting on the Course Learning Outcomes (CLOs) of your course. You can find the learning outcomes on the course syllabus or by searching for the class in the Course Catalog. As you review your course’s CLOs, you might consider:
- What are the types of classroom activities that you do (projects, discussions, etc.) so that learners develop proficiency in the course outcomes?
- Which of the skills and content areas present in the learning outcomes do learners tend to struggle with? Where do learners excel?
- Given your existing activities and assessments, where do you already see the human dimension and care criteria in your classroom approaches and activities?
Example
Here is an example of notes from this learning outcomes activity for WRT faculty Elliot Mead’s WRT101S class:
|
Learning Outcome |
What is it really? | How do learners to meet it? |
| Critically read texts to analyze and respond to texts | what are primary texts – how to engage in longer readings summarize, analyze, interpret & contextualize |
analysis exercises; class discussion/activities |
| Write college-level essays using strategies such as summary, reflection, analysis, and argument | three essays plus annotated bibliography that involve the skills: summary, synthesis, analysis, reflection, classical rhetoric and argumentation | three essays plus annotated bibliography that involve the skills: summary, synthesis, analysis, reflection, classical rhetoric and argumentation |
| Practice writing processes including prewriting, drafting, revising, peer reviewing, editing, and proofreading to produce college-level essays | class exercises in essay formation | completion of class activities and identification of self-practice |
| Locate, evaluate, and use research effectively | research Essay; information literacy unit; annotated bib | development of researched argument, library resources and involvement |
| Write using standard grammar and mechanics | can students write in standard English | class exercises; as part of writing process work; assessed through essay/script |
Freewrite Reflection: one thing that really stands out to me is that while I say that I place value in classroom community, I don’t really list a lot of ways I specifically develop community in the way I set up my class. I mean, my students “do” groupwork and complete peer review assignments but I don’t do much to strategically build community beyond tossing them into activities together and hoping they get along
Writing Goals with Fink’s Taxonomy
Now that you’ve refreshed your memory on your course’s learning outcomes and practices overall, reflect on the other elements of and values in learning you would like your course to bring forward. From Fink’s Taxonomy, consider:
The human dimension of learning, wherein students learn something about themselves or others that creates a fundamental change within them. For example, this may mean how the material applies to them and those around them, how accomplishing a task or difficult project might reflect on their sense of self, or what these accomplishments might mean for their future goals.
Or when a class changes the degree to which students care about something. This care may be reflected in the form of new feelings, interests, or values. And any of these changes means students now care about something to a greater degree or in a way than they did before.
Activity
Consider the experiences and qualities that came to mind when you considered the human dimension and caring criteria in Fink’s Taxonomy, and once again center your student in five years. Using the following sentence construction, frame 1-2 learning goals for your course:
As a result of participating in (educational unit), students will (measurable, active verb) + (learning statement).
| As a result of participating in (educational unit), | students will (measurable, active verb) + (learning statement). |
| On completing this class | Identify and self-identify characteristics of effective college readers |
| On finishing this unit | Gain confidence as an effective consumer and communicator of information regardless of context |
| After participating in this project | Develop teamwork skills in problem solving |
| Reflect on interest in conducting field research in the future |
While you work, ask these questions:
- Who are my students?
- Am I engaging with both the surface and deep aspects of the cultures in my classroom? where can I improve?
- What soft skills should learners in my class, discipline, and/or program need to succeed?
- What values am I currently instilling in my class, such as teamwork, or a growth mindset? how am I accomplishing this?
- What values would I like to instill?
- What types of learning environments support the acquisition of these skills and values?
- What partnerships would I like to build?
- Where do I already see elements of culturally responsive practices in my classroom approach, and where can I build more?
Example
Elliot’s Learning Goals for WRT101S
I hope this class helps you:
- identify and develop successful information literacy skills to navigate any rhetorical situation you are in
- identify and develop strategies to best convey your ideas to others
- feel more confident as an effective consumer and communicator of information
- find community and have an enjoyable time
Additional Examples
Students will:
- Produce your own personal code of ethics to guide decision-making
- Be excited and motivated to learn more about elementary education as a field of practice and research
- Become a conscious consumer committed to increasing own and others’ wellbeing
