Training Trainers and Educators Unit 6 Developing Aims

Training Trainers and Educators Unit 6 – Developing Aims and Learning Outcomes and Planning a Learning Session Aim • To provide participants with the knowledge and skills required for planning and delivering an effective learning session. Learning outcomes • Apply the principles of adult learning theory and constructive alignment to facilitate learning • Demonstrate ability to appraise examples of aims and learning outcomes • Design a set of robust aims and learning outcomes • Describe the criteria to be considered when planning a learning session

NHS Education for Scotland Adult Education The purpose of adult education is to help them learn, not to teach them all they know and stop them from carrying on learning (Rogers 2002)

NHS Education for Scotland Optimise Learning: Principles of Constructive Alignment • Learners construct their learning: • Teaching and learning activities and assessment must be aligned with learning outcomes • When there is alignment between what we want, how we teach and how we assess, teaching is likely to be much more effective than when it is not. (Biggs, 2003)

NHS Education for Scotland Principles of constructive alignment Learning Outcomes Teaching and Learning Activities Assessment

NHS Education for Scotland Process of Constructive Alignment Decide on: • • • Aim Intended learning outcomes Content Teaching and Learning activities Assessment and evaluation

NHS Education for Scotland Planning and designing teaching and learning • • Who are our learners? What do we want our learners to achieve? What are the aims and learning outcomes What learning opportunities will be provided? • How will learning be assessed? • How will we evaluate it?

NHS Education for Scotland Who are our learners? • Background • Previous knowledge • Stage in learning or career

NHS Education for Scotland What do we want our learners to achieve? • Setting appropriate aims and learning outcomes is the most crucial task designing an educational programme • Everything else depends on this

NHS Education for Scotland What is the Aim? To give an overall purpose or educational intent e. g. The aim of this programme is to bring together a range of professionals/service users/carers to explore teaching methodologies and strategies which can be applied to a range of learning and teaching settings.

NHS Education for Scotland Developing Learning Outcomes Don’t forget to: • Identify the end point of the learning session • Identify your assumptions about what can be achieved during that process • Limit the number of outcomes to those which are key • Make sure they are learner focused

NHS Education for Scotland What is expected of the learner? • Start by using an unambiguous action VERB needs to be measurable e. g. design, describe etc » • Then state the OBJECT of the verb e. g. A set of aims and learning outcomes • If appropriate add CONTEXT or CONDITION e. g. Robust Design a robust set of aims and learning outcomes

NHS Education for Scotland Learning outcome examples • Write a sonnet in the style of William Shakespeare • Apply theories of adult learning effectively in practice • Fry an egg for your breakfast, that has the white completely set and the yolk completely runny

NHS Education for Scotland SMART Outcomes Effective learning outcomes should be SMART: • S - Specific, significant, stretching • M - Measurable, meaningful, motivational • A – Achievable, agreed upon, attainable, acceptable, action-oriented • R - Realistic, relevant, reasonable, rewarding, results-oriented • T - Timely, time-based, tangible, trackable

NHS Education for Scotland Blooms Taxonomy of Educational Objectives (1956) Bloom suggested that learning tended to fall into 3 domains: • Cognitive domain – relating to intellectual capability knowledge and thinking e. g. Recall, understand, analyse • Affective domain – relating to feelings, attitudes, values and behaviours e. g. receive (awareness), respond, value • Psychomotor domain – relating to physical coordination and performance of physical skills e. g. Copy, follow instructions, articulate, become expert https: //tips. uark. edu/using-blooms-taxonomy/

NHS Education for Scotland Bloom’s Taxonomy (1956) Updated by Anderson & Krathwohl (2001) https: //tips. uark. edu/using-blooms-taxonomy/

NHS Education for Scotland Group Activity 1 In pairs • Think of an educational programme you are currently involved in delivering or are intending to deliver • Write one learning outcome for this programme https: //vimeo. com/163388111

NHS Education for Scotland What learning opportunities will be provided? Learning activities: • select and design those that enable achievement of expected outcomes. Remember: • learning styles • adult learning theories

NHS Education for Scotland How will learning be assessed? • Align the learning outcomes to the assessment. • Match the form of assessment (formative or summative) to what is being learned e. g. essay, quiz, project, practical skill etc • Assessment must be valid and reliable, measure what it’s supposed to measuring and be consistent • Evaluation - have the students learned what the learning outcomes state they should be learning? (Biggs 2003)

NHS Education for Scotland Group Activity 2 • Think about what criteria you need to consider when designing and planning a learning session e. g. learner profile and venue • Develop your aim and learning outcomes for the learning session you would like to deliver • Think about appropriate activities to enable learners to achieve the learning outcomes

NHS Education for Scotland Group Activity 2 continued Write the aim and develop the learning outcomes VERB OBJECT CONTEXT/ CONDITION WRITE SONNET STYLE OF WILLIAM SHAKESPE ARE FRY EGG SET WHITE AND RUNNY YOLK ACTIVITY

NHS Education for Scotland Summary • Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. Confucius (approx 450 BC) • Learning takes place through the active behaviour of the student: it is through what he does that he learns, not what the teacher does. Tyler (1949)