Learning Outcomes - Week 2

One of the keys to developing effective learning outcomes is the effective use of action verbs when specifying outcomes.  Kubiszyn and Borich (2010) are quick to point out the difference between learning activities and learning outcomes, stating that "not all action verbs specify outcomes" (p. 110).  Some verbs will specify learning activities that can be employed in an effort to achieve the desired learning outcome.

The learning outcomes listed here are part of a lesson plan I developed for teaching fractions.  The lesson meets the criteria for 3rd grade math as specified by the Utah Department of Education, which can be found here: Core Curriculum Standards

The lesson utilizes a matrix made of coins, buttons, beans, etc. and lengths of yarn to create fractional relationships within the matrix.

In order for the lesson to be successful the student must first display proper multiplication skills in order to determine the correct number of items to create the matrix.

Learning Outcome 1: The student will construct a matrix of a particular width and height after selecting the appropriate number of items.

The lesson calls for the instructor to have the students select from matrices that are divisible by both 2 and 3.   Then they can use the lengths of yarn to divide the matrix into the different fractions addressed in the lesson.

Learning Outcome 2: The student will demonstrate basic knowledge of fractions by using the yarn to divide the matrix into halves, thirds, etc.
                                 


Any effective lesson plan incorporates multiple activities for students to demonstrate their learning, and this one is no different.  After the yarn activity is complete the students must use the chalkboard and communicate the related equations from their matrix to their fellow students.

Learning Outcome 3: The student will complete the following 4 equations on the blackboard, explaining them to their fellow students (M = matrix size):

M x 1/2 =
M x 1/3 =
1/3M + 2/3M = M
1/4M + 3/4M = M

Reference

Kubiszyn, T. & Borich, G.. (2010). Educational testing & measurement: Classroom application and practice (9th ed.). John Wiley & Sons, Inc: Hoboken, NJ.