![\"Dr](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2021\/11\/Dr-Amit-Jinabhai-4-150x150.png\")
Dr\u00a0<\/b>Amit N. Jinabhai<\/b><\/a>\u00a0is a Senior Lecturer in Optometry, working in the Faculty of Biology, Medicine and Health.\u00a0He won\u00a0<\/b>a Teaching Excellence Award (2021)<\/b><\/a>\u00a0for his ability to\u00a0teach\u00a0challenging content\u00a0in innovative and engaging ways, to positive effect on both student feedback and performance.\u00a0Amit\u00a0is also a former\u00a0winner\u00a0of the\u00a0<\/b>Association of Optometrists (AOP) \u2018national\u2019 Lecturer of the Year Award<\/b><\/a>.\u00a0In this post,\u00a0Amit tells us the steps he has taken to\u00a0try to\u00a0improve\u00a0his\u00a0students\u2019 understanding of,\u00a0and engagement with,\u00a0intended learning outcomes (ILOs)\u00a0and the improvements that\u00a0this can\u00a0make to\u00a0learning and engagement.<\/b>\u00a0<\/p>\nMost\u00a0lecturers are aware of the need to publish their unit\u2019s intended learning outcomes\u00a0(ILOs)\u00a0within their programme\u2019s\u00a0handbook and on their unit\u2019s Blackboard site.\u00a0Good teaching practice\u00a0suggests\u00a0that\u00a0each\u00a0individual lecture\u2019s ILOs should\u00a0also\u00a0be\u00a0presented\u00a0near the\u00a0start of\u00a0every lecture.\u00a0But is\u00a0this enough\u00a0\u2018exposure\u2019\u00a0for our students to fully grasp the\u00a0value\u00a0of\u00a0their\u00a0ILOs?\u00a0\u00a0<\/p>\n
Revealing the issue\u00a0<\/b>\u00a0<\/h6>\n
My experience\u00a0has been\u00a0that only a handful of students in a\u00a0cohort ever\u00a0understood\u00a0the\u00a0true\u00a0value of\u00a0their\u00a0ILOs.\u00a0However, I could never quite put my finger\u00a0on why this was the case.\u00a0<\/p>\n
In\u00a0September\u00a02018,\u00a0I took over a first-year teaching unit.\u00a0In week 2 of the\u00a0first\u00a0semester,\u00a0using a\u00a0basic \u2018show\u00a0of hands\u2019,\u00a0I found that\u00a0none of\u00a0these brand\u00a0new first-year Optometry undergraduates\u00a0\u2018actively\u2019\u00a0revisited\u00a0each lecture\u2019s\u00a0individual\u00a0ILOs\u00a0whilst\u00a0reading through\u00a0the\u00a0lecture notes\u00a0that\u00a0I provided for them.\u00a0<\/p>\n
More positively,\u00a0Blackboard\u2019s\u00a0\u2018statistics tracking\u2019\u00a0tool\u00a0showed me that\u00a015\u00a0students had visited\u00a0the\u00a0unit\u2019s\u00a0overall\u00a0ILOs\u00a0presented\u00a0on\u00a0my\u00a0unit\u2019s\u00a0Blackboard\u00a0site, and 23 students had visited the ILOs listed in my unit\u2019s \u2018syllabus\u2019 document,\u00a0within\u00a0this 2-week\u00a0timeframe.\u00a0\u00a0<\/p>\n
This\u00a0led me to\u00a0reflect\u00a0on:\u00a0<\/p>\n
- \n
- Whether ILOs\u00a0are\u00a0not as widely used in\u00a0secondary and\u00a0further education (FE)\u00a0as\u00a0they are in higher education (HE)?\u00a0\u00a0<\/li>\n
- Whether\u00a0all new undergraduates should be given guidance on\u00a0how\u00a0to\u00a0use ILOs?<\/li>\n<\/ul>\n
Having never\u00a0lectured\u00a0first-year students before, I\u00a0wondered\u00a0if I\u00a0had\u00a0previously\u00a0made\u00a0some\u00a0incorrect assumptions about their learning\u00a0practices.\u00a0Naturally,\u00a0I decided to\u00a0take\u00a0some positive action!\u00a0<\/p>\n
What I tried first\u00a0<\/b>\u00a0<\/h6>\n
I\u00a0started\u00a0by\u00a0instructing\u00a0my\u00a0students to\u00a0\u2018actively\u2019\u00a0review each lecture\u2019s ILOs\u00a0at both the start and the end\u00a0of\u00a0each lecture. To help them with this task I added a final slide to\u00a0all of\u00a0my lectures\u00a0which\u00a0simply\u00a0replicated the\u00a0ILOs\u00a0presented at the beginning of each lecture. I also\u00a0verbally\u00a0explained that the purpose\u00a0of\u00a0ILOs\u00a0was\u00a0two-fold, in that they\u00a0served\u00a0both staff and students alike,\u00a0with benefits such as the following.\u00a0<\/p>\n
For\u00a0staff:\u00a0<\/p>\n
- \n
- ILOs allow\u00a0staff\u00a0to break each lecture\/practical lab\u00a0session\u00a0down into exactly\u00a0what\u00a0knowledge our\u00a0students\u00a0must\u00a0learn\u00a0in order to\u00a0develop\u00a0all of\u00a0the key skills\u00a0for that\u00a0particular unit.\u00a0<\/li>\n
- ILOs are what\u00a0staff\u00a0aim\u00a0to assess in our summative and formative assessments, to ensure that students have grasped the\u00a0key information and developed the key skills needed to\u00a0\u2018pass\u2019 all aspects of\u00a0the unit.\u00a0<\/li>\n
- ILOs are\u00a0used by our external examiners to judge if the learning outcomes are appropriate to meet the level for that stage in the degree (e.g.,\u00a0year 1, year 2\u00a0\u2026\u00a0etc.),\u00a0and to judge the\u00a0academic\u00a0standard of that unit versus a similar unit at their own institution.\u00a0<\/li>\n<\/ul>\n
\u00a0For\u00a0students:\u00a0<\/p>\n
- \n
- ILOs allow students to focus on the key applications of their new knowledge in order to develop new skills\u00a0which\u00a0they will need for their future careers.\u00a0<\/li>\n
- ILOs\u00a0summarise\u00a0the\u00a0key\u00a0areas in which\u00a0students\u00a0should expect to\u00a0be assessed.\u00a0<\/li>\n
- ILOs\u00a0provide\u00a0students\u00a0with a \u201cchecklist\u201d\u00a0against\u00a0which they can double-check that they have not accidentally missed off any\u00a0crucial\u00a0parts of a lecture\/practical lab.\u00a0\u00a0<\/li>\n
- ILOs can be used to hold the lecturer(s)\u00a0accountable\u00a0for their\u00a0learning materials, in that\u00a0all of\u00a0the ILOs should be covered within the unit\u2019s materials\/directed reading.\u00a0<\/li>\n<\/ul>\n
Using this approach\u00a0of highlighting the ILOs and outlining their importance,\u00a0I found\u00a0only\u00a0a\u00a0nominal\u00a0increase\u00a0(up to\u00a016%)\u00a0in the number of students\u00a0who \u2018actively\u2019\u00a0revisited\u00a0their ILOs\u00a0whilst\u00a0reviewing their\u00a0lecture\u00a0materials.\u00a0<\/p>\n
Adapting my approach\u00a0<\/b>\u00a0<\/h6>\n
This prompted me to\u00a0amend the presentation of my\u00a0opening\u00a0and\u00a0final\u00a0slides;\u00a0in particular,\u00a0to\u00a0depict\u00a0the final slide as a \u2018checklist\u2019. I also\u00a0reworded\u00a0the\u00a0slides\u2019\u00a0headings to use phrases that would be more meaningful to students and have a greater impact on their understanding of the purpose\u00a0and usefulness\u00a0of\u00a0their\u00a0ILOs\u00a0\u2013 see\u00a0Figure 1 and\u00a0Figure\u00a02.<\/p>\n
\u00a0<\/p>\n
![\"\"](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2021\/11\/Figure-1.png\")
<\/p>\nFigure 1:<\/b>\u00a0An example of\u00a0the opening slide to one of my lectures.\u00a0This slide\u00a0sets the scene of what the lecture will cover\u00a0and what students can expect to learn by reviewing\u00a0all of\u00a0this lecture\u2019s learning materials.\u00a0<\/p>\n
\u00a0<\/p>\n
![\"\"](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2021\/11\/Figure-2.png\")
<\/p>\nFigure 2:<\/b>\u00a0An example\u00a0of the\u00a0\u2018final\u2019\u00a0slide\u00a0taken\u00a0from the same lecture referred to in Figure 1. This slide presents a \u2018checklist\u2019 of what the lecture covered and what students should have learned from this lecture\u2019s learning materials.\u00a0<\/p>\n
In the opening slide, I chose to emphasise\u00a0the phrase\u00a0\u201cWhat will I learn today?\u201d<\/i>\u00a0\u00a0Phrasing this as a question\u00a0which\u00a0is \u2018looking forwards\u2019\u00a0would\u00a0allow\u00a0students to consider their current knowledge\u00a0from\u00a0the unit and how this\u00a0new\u00a0lecture\u00a0will\u00a0add\u00a0further value to their learning by exploring new topics,\u00a0theoretical\u00a0concepts and calculations.\u00a0<\/p>\n
In the final slide, I chose to emphasise\u00a0the phrase\u00a0\u201cWhat I have learned today!\u201d<\/i>\u00a0\u00a0This\u00a0specific\u00a0phraseology, coupled with\u00a0a\u00a0subtle\u00a0change in tense,\u00a0would\u00a0allow\u00a0students\u00a0to better appreciate that these points\u00a0list\u00a0what they should now understand and appreciate\u00a0as\u00a0new\u00a0knowledge and\/or\u00a0new\u00a0skills,\u00a0which add to what they had learned\u00a0in\u00a0previous\u00a0sessions.\u00a0<\/p>\n
The\u00a0use of\u00a0the final slide as a checklist\u00a0was\u00a0also\u00a0reinforced verbally\u00a0at the end of\u00a0each lecture, to\u00a0encourage students to \u2018tick\u00a0off\u2019\u00a0each ILO\u00a0once they felt that they understood that\u00a0particular aspect\u00a0and\u00a0were\u00a0comfortable with the\u00a0associated\u00a0theory and calculations.\u00a0\u00a0I\u00a0chose to take\u00a0this approach as I know,\u00a0only too well,\u00a0the satisfaction I feel when I can\u00a0tick off\u00a0the\u00a0things\u00a0that\u00a0I have completed from my\u00a0own\u00a0\u2018to do\u2019\u00a0list!\u00a0\u00a0Also, ticking off the ILOs\u00a0would\u00a0help students to\u00a0visualise their progress, whilst simultaneously identifying any areas that they might have potentially missed off.\u00a0\u00a0<\/p>\n
Progress!<\/b><\/h6>\n
I found that these latter changes\u00a0in my approach\u00a0resulted in a\u00a0significant\u00a0shift\u00a0in\u00a0my students\u2019 behaviour.\u00a0In a doodle poll conducted one week before\u00a0my\u00a0unit\u2019s\u00a0examination, 58 out of 71\u00a0responding\u00a0students (~82%) reported\u00a0that they\u00a0\u2018actively\u2019 reviewed\u00a0their ILOs whilst assimilating the information from\u00a0each\u00a0lecture, and that\u00a0\u2018ticking off\u2019\u00a0each ILO\u00a0milestone\u00a0made them feel\u00a0\u201cpositive\u201d\u00a0and provided \u201ca sense of achievement\u201d\u00a0about the progress they were making in the unit.\u00a0<\/p>\n
Overall, the feedback comments that I received from students\u00a0in\u00a0my unit evaluation\u00a0survey were extremely positive, with a selection of free comments identifying this focus on ILOs as a strength:\u00a0\u00a0<\/p>\n
\u201cThe learning objectives are given in each PowerPoint at the start, so I know what I am going to learn about.\u00a0 And at the end, which I liked a lot because I use it as a checklist at the end to see if I understood the content in the lecture.\u00a0 All the learning objectives have been met.\u201d<\/i>\u00a0<\/p>\n
\u201c\u2026each learning objective was successfully covered within the lecture itself, so we did not have to rely on textbook and internet sources to gather information as all the information we need to answer each learning objective is on the lecture notes.\u201d<\/i>\u00a0<\/p>\n
\u00a0\u201cStructured lesson.\u00a0 Very specific and structured learning objectives. Passionately delivered\u00a0\u2026 The lectures were organised very well\u201d<\/i>\u00a0<\/p>\n
\u00a0\u201cI found the learning objectives very helpful as it helped me to arrange my notes well, this helped me prepare well for the exam\u00a0\u2026\u201d<\/i>\u00a0<\/p>\n
Not done yet<\/b>\u00a0<\/h6>\n
Whilst the proportion of students \u2018actively\u2019 reviewing their ILOs\u00a0for\u00a0my unit\u2019s lectures\u00a0remains\u00a0fairly high\u00a0(~75%), there are still some students who never adopt this approach. So,\u00a0in an attempt to\u00a0further improve\u00a0this aspect\u00a0for\u00a02021-22, I have\u00a0very recently\u00a0introduced\u00a0a\u00a0short\u00a0\u2018self-reflection task\u2019\u00a0at the\u00a0end of each lecture,\u00a0which\u00a0fits in alongside my \u2018checklist\u2019 approach\u00a0(see\u00a0Figure\u00a02). The purpose is for students to reflect on\u00a0and \u2018rank\u2019\u00a0their\u00a0ILOs, starting with the ILO that they found\u00a0\u201cthe most intellectually challenging\u201d\u00a0\u2013 see\u00a0Figure\u00a03\u00a0below.\u00a0\u00a0<\/p>\n
I emphasise that there are no\u00a0\u2018right\u2019\u00a0or\u00a0\u2018wrong\u2019\u00a0answers; rather, this task is designed to allow each student to\u00a0openly\u00a0reflect on WHY they found\u00a0those\u00a0particular\u00a0aspects\u00a0of the lecture\u00a0challenging,\u00a0and to consider HOW they will\u00a0plan\u00a0to improve their understanding of\u00a0those\u00a0particular areas.\u00a0<\/p>\n
I allow students\u00a0to\u00a0complete this reflection task\u00a0multiple times,\u00a0so\u00a0they can\u00a0explore\u00a0how their perceptions\u00a0change over time and\/or with additional studying.\u00a0<\/p>\n
![\"\"](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2021\/11\/Figure-3.png\")
<\/p>\n\u00a0<\/p>\n
Figure\u00a03:<\/b>\u00a0An example of\u00a0the\u00a0short self-reflection task presented at the end of each of my lectures\u00a0(to work\u00a0alongside the \u2018checklist\u2019 approach\u00a0shown in Figure 2).\u00a0<\/p>\n
I also\u00a0hope\u00a0that\u00a0the\u00a0information\u00a0I collate from this approach\u00a0will provide me with a\u00a0clearer indication of exactly which aspects students find the most challenging, allowing me the opportunity to provide\u00a0targeted\u00a0additional support and formative assessment within those specific areas.\u00a0\u00a0<\/p>\n
Reflecting on this approach\u00a0<\/b>\u00a0<\/h6>\n
My first-year\u00a0undergraduates\u00a0seemed to benefit from\u00a0perceiving\u00a0their ILOs as\u00a0educational\u00a0\u2018milestones\u2019 that they\u00a0should\u00a0strive to achieve\u00a0within each lecture\/practical lab\u00a0whilst they try to assimilate the complex information\u00a0delivered\u00a0throughout\u00a0my Geometrical Optics unit.\u00a0\u00a0\u00a0<\/p>\n
My latest approach of asking my students to\u00a0\u2018self-reflect\u2019\u00a0on their ILOs and\u00a0to\u00a0consider HOW they\u00a0plan\u00a0to\u00a0overcome the\u00a0ones\u00a0that they found the most intellectually\u00a0challenging aligns\u00a0very\u00a0closely to\u00a0the reflective practice\u00a0endorsed by\u00a0our Healthcare Regulator,\u00a0the General Optical Council\u00a0(GOC)<\/a>,\u00a0which\u00a0is fundamental to\u00a0a\u00a0registered\u00a0Optometrist\u2019s\u00a0continuing\u00a0professional development.\u00a0\u00a0If successful, I am planning to\u00a0roll\u00a0this\u00a0approach out\u00a0for the other three units that I\u00a0lead\u00a0on,\u00a0as the Unit Coordinator,\u00a0to\u00a0further\u00a0boost student engagement.\u00a0<\/p>\n
By exploring these\u00a0different\u00a0approaches,\u00a0I have learned that first-year undergraduates\u00a0require\u00a0more guidance\u00a0about what ILOs mean for them. In my\u00a0humble\u00a0opinion,\u00a0ILOs\u00a0can\u00a0act as\u00a0a powerful tool\u00a0to\u00a0drive\u00a0student\u00a0engagement\u00a0and to encourage students to take\u00a0full\u00a0responsibility for their own learning.\u00a0\u00a0<\/p>\n
The approaches I have taken may be of interest to other educators who are also keen to\u00a0engage their students with their ILOs\u00a0to improve the quality of their learning experience.\u00a0\u00a0<\/p>\n
To find out more about Amit’s work contact him by email<\/a>.<\/p>\n
\u00a0<\/p>\n
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Dr\u00a0Amit N. Jinabhai\u00a0is a Senior Lecturer in Optometry, working in the Faculty of Biology, Medicine and Health.\u00a0He won\u00a0a Teaching Excellence Award (2021)\u00a0for his ability to\u00a0teach\u00a0challenging content\u00a0in innovative and engaging ways, to positive effect on both student feedback and performance.\u00a0Amit\u00a0is also a former\u00a0winner\u00a0of the\u00a0Association of Optometrists (AOP) \u2018national\u2019 Lecturer of the Year Award.\u00a0In this post,\u00a0Amit tells […]<\/p>\n","protected":false},"author":5160,"featured_media":2181,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"footnotes":""},"categories":[15],"tags":[],"class_list":["post-2172","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-teaching"],"_links":{"self":[{"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/posts\/2172","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/users\/5160"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/comments?post=2172"}],"version-history":[{"count":6,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/posts\/2172\/revisions"}],"predecessor-version":[{"id":2186,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/posts\/2172\/revisions\/2186"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/media\/2181"}],"wp:attachment":[{"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/media?parent=2172"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/categories?post=2172"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.manchester.ac.uk\/itl\/wp-json\/wp\/v2\/tags?post=2172"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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