#worksmarternotharder!

https://www.khanacademy.org/partner-content/talks-and-interviews/talks-and-interviews-unit/conversations-with-sal/v/lets-teach-for-mastery-not-test-scores-sal-khan

Question (just throwing this out there) : what if SLOs are the same for a few different courses in a department? More than one instructor involved… complicates it a bit? I have no opinion behind this, (I use outcomes-based grading personally) but just putting it up for discussion? It seems easier to follow this with only one instructor?

@Felicia: Really great observation. I think your question opens up conversations about even reorienting assessment to be more student-centered. Comprehensively: where are students picking up their skills and mastery in their learning journey? Do we do a good job of understanding what a student leaves us with?

Yes! This is why faculty collaboration and alignment is so useful.

Totally, @Sudie!

Yes, thank you. Agreed.

Absolutely! And it helps the student know what is expected of them throughout the course.

Transparent Outcomes-based Assessment & Grading <===> Ease of Assessment, Allows for Student-level data, & Empowers Equity-minded Conversations

Yes! @Stacy, so true!

I agree, Sudie and Stacy!

Thank you so much. Excellent talk. Always great to have some help with the elevator speech! I have to leave now for another meeting. Thanks Jarek also.

Thank you! I have to leave for another meeting. Hope you all have a great rest of your Friday and weekend!

Any advice on how to deal with students who are resistant to these types of changes in our classroom? I have many students who 'prefer' the lecture format and complain with more engaged strategies.

Great point, relevancy is so important! Just from a psychological perspective, when teaching can be tied to relevant things that students have or are currently experiencing, it creates networks of schemas and strengthens neural pathways. I think that's foundational to developing mastery of various competencies over time as well.

It helps if they have multiple chances to engage in the activities. I found that by the third time, comfort levels increase exponentially.

In regards to @Monica's observation--I think it also helps if engaging teaching becomes the norm across the campus. I think it is a shock for students who have been programmed to think education "always looks *this* way" in terms of lecture-based, low-interaction formats.

Yes!