How to Use Otter AI to Generate Lecture and Demo Scripts and Outlines



Unit Progress: 1: Your Foundation

 67%

Summary

  • Hierarchy of Learning and Course Curriculum Structure [0:00]
    • Josh Lomelino discusses the importance of structuring a course curriculum with formal goals and outcomes, like a college class.
    • He emphasizes starting with the end goal in mind, referring to John Dewey's "Learning by Doing" manifesto.
    • The hierarchy of learning is introduced as a structured approach to articulate and plan teaching and learning steps, measurable by student competency.
    • The bottom level of the pyramid focuses on knowledge and skills related to observation and recall of information.
  • Bloom's Taxonomy and Learning Outcomes [2:00]
    • Josh Lomelino explains how Bloom's Taxonomy maps to the hierarchy of learning outcomes and the language of verbs.
    • The lowest level of Bloom's Taxonomy is remembering, with verbs like arranging, defining, describing, identifying, and labeling.
    • Understanding is the next level, with verbs like associating, classifying, describing, differentiating, and distinguishing.
    • Applying is in the middle tier, with verbs like applying, calculating, changing, completing, executing, and producing.
  • Designing Course Outcomes and Action Steps [5:00]
    • Josh Lomelino stresses the importance of using proper verbs that align with the level of learning outcomes.
    • He suggests having three to six high-level course outcomes, which are then broken down into micro-outcomes for each week or unit.
    • The triangular approach helps design an incredible learning experience by mapping high-level course outcomes to individual lesson outcomes.
    • A 10-week experience can be mapped out, ensuring each week's outcomes align with the overall course outcomes.
  • Curriculum Matrix and Pre-Planning [7:00]
    • Josh Lomelino introduces the curriculum matrix as a tool for pre-planning and brainstorming, following best practices with Bloom's Taxonomy.
    • The matrix starts with the assessment, focusing on what students should be able to do with the information.
    • He explains the importance of stacking each action step in sequence to ensure successful completion of the overall course outcomes.
    • Brainstorming different verbs that correlate to the overall outcome is crucial for effective course planning.
  • Mapping Teaching Topics to Learning Outcomes [9:00]
    • Josh Lomelino advises starting with high-level course outcomes and mapping teaching topics to these outcomes.
    • An X or checkmark system ensures that every teaching topic maps over to an outcome, making it clear if the teaching produces value.
    • This approach helps prune and cut out non-essential elements, focusing on targeted goals.
    • Stringing out weekly outcomes provides a skill list for students to follow, ensuring they can perform the steps asked of them.
  • Scheduling and Visual Aids [11:00]
    • Josh Lomelino discusses the importance of scheduling a class to align with weekly outcomes and moving towards the goal of completing the class.
    • Visual aids like the hierarchy of learning and Bloom's Taxonomy should be included to provide a clear framework.
    • He suggests including a goals and outcomes document listed as gold in Google Drive for easy access.
    • Julie Basler's presentation should be referenced, highlighting her role in creating accredited programs and providing a helpful framework for program and course-level outcomes.
  • Final Notes and Results [17:00]
    • Josh Lomelino concludes by emphasizing the importance of a streamlined, effective curriculum that removes confusion and frustration.
    • The process results in a targeted curriculum that helps students achieve results fast and directly.
    • He reiterates the importance of using the hierarchy of learning and Bloom's Taxonomy as a blueprint for course design.
    • The final outcome is a well-structured curriculum that aligns with learning outcomes and ensures students can achieve the desired skills and knowledge.

How can we leverage the hierarchy of learning and Bloom's Taxonomy to create a structured and engaging curriculum?

 

To leverage the hierarchy of learning and Bloom's Taxonomy to create a structured and engaging curriculum, here are the key steps:

1. Start with the desired course-level outcomes. Identify 3-6 key things you want students to be able to do by the end of the course. Use verbs from the higher levels of Bloom's Taxonomy like "evaluate", "create", "analyze".

2. Break down those high-level outcomes into more granular weekly or module-level objectives. For each week/module, determine what students should be able to do, using verbs that align with the appropriate level of Bloom's Taxonomy (e.g. "identify", "explain", "apply").

3. Map your teaching topics and activities to directly support the learning objectives. Ensure there is a clear connection between what you're teaching and the skills/knowledge students need to demonstrate.

4. Design assessments that allow students to show their mastery of the objectives, progressing from lower-level recall to higher-order application and evaluation.

5. Structure the learning experience to gradually build students' competency. Start with foundational knowledge and comprehension, then provide opportunities to apply, analyze, and ultimately evaluate and create.

6. Incorporate active learning techniques that engage students and get them practicing the desired skills, not just passively consuming information.

By aligning your curriculum design to the hierarchy of learning and Bloom's Taxonomy, you can create a purposeful, scaffolded learning experience that moves students towards the targeted outcomes in an engaging way. The key is maintaining that clear line of sight from your high-level goals down to the weekly activities.

Previous Next




Related Resources