Facilitating

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Learning is a Creative ActAdapted from Peter Ewell, 19981. Learning is an essentially creative act. The learner creates his or her learningactively and uniquely.2. Learning is about making meaning for each individual learner by establishing andreworking patterns, relationships, and connections.3. Every student learns all the time, both with us and despite us.4. Direct experience decisively shapes individual understanding.5. Learning occurs best in the context of a compelling “presenting problem.”6. Beyond stimulation, learning requires reflection.7. Learning occurs best in a cultural context that provides both enjoyable interactionand substantial personal support.Checklist for Writing Learning Outcomes*Reprinted by permission by BCIT Learning Resources Unit, Burnaby, BC V5G 3H2 Phone: 604-432-8406Use the following checklist to help you as you write learning outcomes.When writing learning outcomes, I need to:1. Focus on outcomes, not processes2. Start each outcome with an action verb3. Use only one action verb per learning outcome4. Avoid vague verbs such as know and understand5. Check that the verbs used reflect the level of learning required6. Ensure that outcomes are observable and measurable7. Write the outcomes in terms of what the learner does, not what the instructor does8. Check that the outcomes reflect knowledge, skills,or attitudes required in the workplace:9. Include outcomes that are woven into the entire course (such as work effectively inteams)10. Check that there are the appropriate number of outcomes (no more than three permajor topic)11. List the sub-outcomes for each outcome12. Check that the outcomes fit within program and course goals* For more on outcomes, see Student Learning Outcomes and Assessments and Outcomes Templatein Section #18: Websites and Resources in this guide.2.20CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING - LEVEL 1I