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by: Austyn Johnson

AnalyticGeometryandCalculusI MATH2100

Marketplace > Taft College > Mathematics (M) > MATH2100 > AnalyticGeometryandCalculusI
Austyn Johnson

GPA 3.57


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Class Notes
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This 9 page Class Notes was uploaded by Austyn Johnson on Wednesday October 21, 2015. The Class Notes belongs to MATH2100 at Taft College taught by Staff in Fall. Since its upload, it has received 53 views. For similar materials see /class/225671/math2100-taft-college in Mathematics (M) at Taft College.

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Date Created: 10/21/15
PROCESS FOR WRITING COURSE LEVEL SLOS 1 Refer to the Course Outline of Record s Learning Objectives 2 Use the Taft College Course SLO Template 3 In the SL0 column state outcomes of the course These should be things the student can do upon completing the course Use higher order skills from Bloom s taxonomy You don t need too many Limit yourself to the most important knowledge skills and attitudes students can perform upon completing the course Incorporate multiple learning domains cognitive affective psychomotor as appropriate to your course Words like quotknowquot and quotunderstandquot are too vague to measure Don t use them Think of it as what the student can do 4 In the quotassessmentsquot column list the means by which you and other faculty who instruct the course assess the extent to which the outcome has been met This could include portfolios essays class presentations and exams Assessments are the means by which instructors measure SLOs 5 In the quotInstitutional SLOs aligned with column list any of the five Taft College Institutional SLOs that your course SLOs align with In other words your SLO is one skill that contributes to the institutional SLO 6 Have full time faculty who teach the course review for agreement Dialog and make changes to ensure you all agree that these are the outcomes of the course and the means of assessment faculty of course may use different assessments for the same SLO Make changes as needed so that everyone s perspective is included and the SLOs relate directly to the course content listed on the COR Have all fulltime faculty who teach the course sign off and date the document 7 Send to SLO coordinator If he has questions about the alignment SLOs or assessments he will contact you SLO Coordinator will upload most current course SLOs to Taft College s SLO Website 8 Congratulate yourself on a job well done Distribute to your students INCLUDED IN THIS PACKET FOR REFERENCE Learning domain charts by Kate Pluta and Janet Fulks 24 SLOs vs Course Objectives as posted by Santa Monica Community College Academic Senate Blank Course Level SLO Template 6 Completed Taft College Course Level SLOs by Brian Jean and Julian Martinez 7 Taft College Institutional SLOs for alignment 8 Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacuItytaftcolegeeduslosdatasloshtml Cognl ve Domain Learning outcomes Related To Knowledge Knowledge Evaluation msmmmates amzes and samumzes assumptmns m an attempt to Mammy swarms fur a cuncmsmn Separate Basic More Sophisticated Knowiedge Higher Level Thinking mp mam a taHEge eausmsaaaga 3mm Psychomotor Domain Learning Outcomes Related To Skills Observe Model Recognize Correct Apply Coach Standards Students Students are Students Students use Students Students are translate able to recognize standards to apply this able to sensory replicate a standards or evaluate their skill to real instruct or input into fundamental criteria own life train others to physical skill or task important to performances situations perform this tasks or perform a skill and make skill in other activities or task corrections situations correctly Hear Attempt Check Adapt Build Demonstrate Identify Copy Detect Adjust Compose Exhibit Observe Follow Discriminate Alter Construct Illustrate See Imitate Differentiate Change Create Instruct Smell Mimic Distinguish Correct Design Teach Taste Model Notice Customize Originate Train Touch Reenact Perceive Develop Produce Watch Repeat Recognize Improve Reproduce Select Manipulate Usually no Show Modify outcomes or Try Practice objectives Revise written at this level Basic Knowledge More Sophisticated Skills Basic Skills Higher Level Abilities Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacuItytaftcoIegeeduslosdatasloshtml Affective Domain Learning Outcomes Related To Attitudes Behaviors Receiving Responding Valuing Organizing Characterizing Students become Students exhibit a Students Students determine a Students integrate aware of an reaction or change recognize new value or behavior consistent behavior as attitude as a result of value and as important or a a naturalized value in behavior or exposure to an display this priority spite of discomfort or value attitude behavior through cost The value is or value involvement recognized as a part or of the person s commitment character Accept Behave Accept Adapt Authenticate Attend Comply Adapt Adjust Characterize Describe Cooperate Balance Alter Defend Explain Discuss Choose Change Display Locate Examine Differentiate Customize Embody Observe Follow Defend Develop Habituate Realize Model Influence Improve lnternalize Receive Present Prefer Manipulate Produce Recognize Respond Recognize Modify Represent Show Seek Practice Validate Studies Value Revise Verify and Values Elementary Values and Behaviors More Highly Inherited Value System Developed Attitudes Well Thought out Value System Developed by Janet Fulks and Kate Pluta Bakersfield College Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacultytaftcollegeeduslosdatasloshtml Student Learning Outcomes SLOs versus Course Objectives Student Learning Outcomes for the classroom describe the knowledge skills abilities or attitudes that a student can demonstrate by the end of your course a Don t think about content or coverage Consider what students should be able to DO with what they ve learned by the end of the semester o How will students demonstrate this a What can they produce to show faculty that they have learned to apply their new knowledge When trying to define Student Learning Outcomes for a course think of the big picture SLOs Describe the broadest goals for the class ones that require higherlevel thinking abilities as described in Bloom s Taxonomy Require students to synthesize many discreet skills or areas of content Ask them to then produce something papers projects portfolios demonstrations performances art works exams etc that applies what they have learned Require faculty to evaluate or assess the product to measure a student s achievement or mastery of the outcomes Course objectives are on a smaller scale describing small discreet skills or nuts and bolts that require basic thinking skills They are subset ofoutcomes Think of objectives as the building blocks used to produce whatever is used to demonstrate mastery ofan outcome Objectives can be practice and assessed individually but are usually only a portion of an overall project or application Objectives Outcomes Objectives describe skills tools or Outcomes describe overarching goals content that a student will master by the that a student will be able to end of a course demonstrate by the end ofa course Objectives require the use of basic Outcomes require the use of higher thinking skills such as knowledge level thinking skills such as analysis comprehension and application synthesis and evaluation as described in Bloom s Taxonomy Objectives do not necessarily result in a Outcomes result in a product that can product Most often objectives are be measured and assessed synthesized or combined to produce something that measures an outcome Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacultytaftcollegeeduslosdatasloshtml Course Level SLOs Replace this with course title Course SLO SLOs Assessments with You may add or delete as many cells as you need Aim for a manageable amount of SLOs that indicate the most important outcomes ofyour course These assessments reflect multiple instructors Not all instructors use all of the assessments listed here Delete this comment if you are a discipline of one instructor or if the comment does not apply to your discipline Reviewed by on Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacultytaftcollegeeduslosdatasloshtml A Simple Model for SLOs Course Level SLOs Math 2100 Calc Course Level SLO With Institutional SLOs aligned Assessment Calculate limits 2 Computation 5 Discipline Content Written exam 5 Calculate and interpret instantaneous rates of change 2 Computation 5 Discipline Content Written exam 5 Calculate the area under a curve 2 Computation 5 Discipline Content Written exams Reviewed by Brian Jean DianeJones Course Level SLOs Spanish 1601 on 82208 Course Level SLO Institutional SLOs Assessments aligned with Communication Exchange greetings and farewells orally in Spanish Discipline Content Class discussion scored with participation card rubric Using formulaic phrases and memorized vocabulary the student will be able to order drinks at a Spanish speaking restaurant Communication Discipline Content Class discussion scored with participation card rubric and written test Using formulaic phrases and memorized vocabulary the student will be able to create a story Communication Discipline Content Students will look at an illustration and use learned vocabulary and expression to create a short story aloud in class first then written in a test or homework a ixrnm ent Reviewed by Julian Martinez Geofffrey Dyer on 10708 101008 Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacutytaftcolegeeduslosdatasloshtml Taft College Institutional Level Student Learning Outcomes 1 N w 5 Communication Graduates should be able to deliver focused and coherent presentations demonstrate active discerning listening and speaking skills in lectures and discussions demonstrate active reading skills and thorough comprehension and write clearly and effectively Computation Graduates should be able to solve problems involving data gathering and analysis apply mathematical concepts and use technology in these processes Critical and Creative Thinking Graduates should be able to analyze interpret explain and evaluate texts ideas works of art and scientific and mathematical problems CommunityGlobal Consciousness and Responsibility Graduates should be able to demonstrate social and cultural awareness ethical behavior effective and sensitive communication and a commitment to learning Discipline Content Graduates should be able to clearly demonstrate mastery and application of course content Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacutytaftcoegeeduslosdatasloshtml Sources Fulks Janet Assessing Student Learning in Community Colleges Bakersfield College 2004 lthttponinebakersfieldcollegeedu quot 39 l39 39 39 quot 39 39 lhtmgt Santa Monica College llStudent Learning Outcomes SLOs versus Course Objectivesquot lthttpwwwsmceduappspubaspQ680gt Blank Templates completed Course SLOs and more training materials available on Taft College SLO website at httpfacuItytaftcolegeeduslosdatasloshtml


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