Learning Outcomes Integration and Implementation

1. Learning Outcomes Integration and Implementation Jackie Buitelaar

2. My StoryWho am I? before What’s my offering? • TWU graduate – Education • Elementary School Teacher – Public and Independent • Graduate Mentor – SFU Graduate Diploma Field Program • Elementary Coordinator – TWU PYP School of Education

3. 19 years ago… • “transferable intellectual and practical skills” • “unite reason and faith” My English 104 Personal Narrative: Me: “ETL” – Displaced - “must-take” class – goal for C+ Content: “Great Gatsby” “The Taming of the Shrew” “A Bird’s House” Impactful Learnings: Dig Deeper, Essay Writing Transformational Learning: Spiritual Formation I was convicted and reclaimed by God as a freshman in that course.

4. What matters most? The impact and influence of your course transcends the confines of the content you impart. There is an opportunity, an invitation to open the space of possibility in each course.

5. Practitioner Perspective • Learning Outcomes have been and continue to be part of “the way to do things” in the K-12 system. (IRP, BC Ed Plan, School/District Level) • Learning Outcomes are the “bigger umbrella” or the “root system” from which to align my assessment and instructional plan. • Practitioner learning through engagement, dialogue, and process

6. Splash in the Rain What is your Passion Fruit Offering? • Making it more Visible and Intentional

7. What’s Your Treasure? Think of one tangible topic/assessment/assignment/activity in your course you love and why? “What do I want students to do?” Your treasure is… • Personal (Authentic) – reflects who you are / enables students to demonstrate their understanding • Passion-centered/oriented – makes you or students come alive/flourish • Purposeful – it such a great fit with assessment/outcome/discipline/field

8. Example EDUC 459 – Strategies for Teaching Reading and Writing at the Primary Level “Contextual Language Arts Unit” Literature Emphasis Professional Dialogue and Collaboration Synthesis of Learning

9. Where does the treasure belong? Look over the 7 areas: • Where does it fit well? • Where does or could it extend to? “Contextual Language Arts Unit” Literature Emphasis, Professional Dialogue and Collaboration, & Synthesis of Learning KA, CC, SR/GE, L In-class process may also include: AE/I, IIW, SF

10. Changes in the K-12 System Core Competencies: Communication, Critical and Creative Thinking, Personal and Positive Culture Identity, Personal Awareness and Responsibility, Social Responsibility Curricular Competencies: Science example: “make observations” Learning Outcomes: Marriage of Curricular Competency + Content with the blessing of the Core Competencies

11. Question every K-12 Teacher is grappling with… • What is worth knowing and understanding? • Opportunity (and permission) for improvement and innovation through “audacity of imagination”

12. Parallels to TWU… • TWU Student Learning Outcomes (root system) • Disciplinary Learning Outcomes (trunk) • Course Learning Outcomes (branches) • Assessment (fruit)

13. Learning Outcomes • Marriage of assessment and disciplinary focused content/ process/skill • Blessed by TWU Student Learning Outcomes Students will be able to…(verb) I can…(verb) Level 4: Design a context specific language arts unit for practicum implementation. Level 2: Describe and connect literacy strategies explored in class and in readings in relation to practicum context.

14. Your turn with your treasure…

15. Why?

17. 3R’s of Curriculum Changes: Reuse, Recycle, Reduce With the focus on New Student Learning Outcomes, our course syllabus (outcomes, assessment, learning plan) may need to be revisited. REUSE: keep the same RECYCLE: old elements into new purpose REDUCE: lessen it at some capacity to make space for something else