Fink (2013) recommends thinking about the impact you want to have on students a year or more after they’ve finished the course. The following table can guide you when thinking of learning outcomes and goals for each category.
The following table has a list of some verbs organized by significant learning category.
|Significant Learning Category||Questions to Ask|
|Foundational Knowledge|| |
What key information (facts, terms, formula, concepts, relationships…) is important for students to understand and remember in the future?
What key ideas or perspectives are important for students to understand in this course?
What kinds of thinking are important for students to learn here:
What important skills do students need to learn?
What complex projects do students need to learn how to manage?
What connections (similarities and interactions) should students recognize and make…
|Human Dimension|| |
What can or should students learn about themselves?
What can or should students learn about interacting with people they may actually encounter in the future?
What changes would you like to see in what students care about, that is, any changes in their…
|Learning How to Learn|| |
What would you like for students to learn about…