Goals of this Webinar 
         on Learning Goals
   By the end of this webinar, you will be able 
   to…
      Give examples of an overarching course-level learning 
      goal and a more specific topic-level or activity-level goal.
      Describe the difference between the cognitive levels in 
      Bloom’s Taxonomy and why InTeGrate authors should 
      know this difference.
      List at least two characteristics of well-designed learning 
      goals and state why they are important.
      Defend why learning goals should align with 
      assessments for a given course.
       Learning Goals: What 
              and Why
      What is a “Learning Goal?”
      What do you want students to be able to do after 
      completing your course? Therefore, LGs…
        Clarify what you want students to accomplish
        Effectively communicate expectations to students
        Help you select methods, materials and assignments 
        that are appropriate
        Help guide development of assessments that show 
        what students have learned
      Why do we use LGs? Why are they important?
        Align goals, materials, activities and assessments
        About 40 to 50% of the InTeGrate rubric relates to 
        goals
        LGs should be measurable
      Learning Goals: What 
             and Why
      We will use the term “learning goals” today or 
      LGs
       Other popular terms: Objectives or Outcomes.
       Let’s keep it simple: Stick with Learning Goals 
       (or LGs)
      Recap:
       All goals should be measurable
       All goals (and teaching, really) should be 
       student-centered
       All goals should align with one or more 
       assessment elements
      Learning Goals: What 
             and Why
      What is a “level” for a learning goal?
       How are course-level goals (also called 
       “overarching goals”) different from unit-
       level or activity-level goals?
       Discuss
      So a course-level goal is still measurable 
      but has a broader focus. Unit-level or 
      activity-level goals will be more specific 
      and will mention specific tasks or practices 
      that students will master or least become 
      proficient in.
      Introducing Bloom’s Taxonomy!
        Bloom’s Taxonomy – Big 
                        Picture
       Three (3) Domains of learning:
      1. Cognitive (Knowledge)
            Creating        Higher 
            Evaluating      Cognitive
            Analyzing       Orders 
                            (HOCs)
            Applying
            Understanding Lower 
                            Cognitive
            Remembering Orders 
                            (LOCs)
       2. Affective (Feelings,     3. Psycho-motor (Skills)
          Emotion)                       Manual or Physical 
             Attitude, Sense of Self     Skills