The GUIDING Primer: Guiding Toward Learning Outcomes

By: Don Prickel and Ruth Stiehl

guiding

PREFACE: THE OUTCOME Primers Series 2.0
Once a Fad—Now a Fact!  xiii
Distinguishing Our Work xiv
PART ONE: How the Instructor’s Role Changes with the Introduction of Learning Outcomes
Change happens through a slight shift in imagination—Mary Catherine Bateson
Teach, Train or Guide?  3
To ‘teach’ is to convey information; to ‘train’ is to make proficient; to ‘guide’ is both and more.
The Increasing Complexities and Accountability of an Instructional Guide 4
When learning outcomes become important, our expectations  for instructors and trainers must go far beyond knowledge of a subject.
Designing Backwards in Preparation for Guiding 5
The Power of Story and Metaphor 8
The story…is one of the tools invented by the human mind for the purpose of understanding There have been great societies that did not use the wheel,but no societies that did not tell stories.Ursula K LeGuin
PART TWO: Guides in Action—On the River and in the Classroom
If  there is magic on the planet, it is contained in water — Loren Eiseley
E-Mail 11
1. The Boathouse
On the River: Focusing on Intended Outcomes 16
In the Classroom: Focusing on Intended Outcomes 19
2. The Bus
On the River: Creating and Mapping Essential Content and Assessment Tasks 27
In the Classroom: Creating and Mapping Essential Content and Assessment Tasks 29
3. Harpham Flats
On the River: Building Community 38
In the Classroom: Building Community 41
4. Wapanitia Rapid
On the River: Assessing to Assist 47
In the Classroom: Assessing to Assist 50
5. Boxcar Rapid
On the River: Building Proficiency 55
In the Classroom: Building Proficiency 58
6. Surf City
On the River: Reflecting on Issues 65
In the Classroom: Reflecting on Issues 68
7. Oak Springs Rapid
On the River: Gathering, Displaying, and Using Evidence to Advance the Learner 71
In the Classroom: Gathering, Displaying, and Using Evidence to Advance the Learner 77
8. Beavertail
On the River: Gathering, Displaying, and Using Evidence to Adjust the Learning Experience 82
In the Classroom: Gathering, Displaying, and Using Evidence to Adjust the Learning Experience 86
PART THREE: Tools for Embedding Essential Guiding Practices in the Classroom
There is nothing softer than water, and yet there is nothing better for attacking hard and strong things.
The Rest of the Story 91
1. Tools for Focusing on Outcomes 93
2. Tools for Creating and Mapping Essential Content and Assessment Tasks 96
3. A Tool for Building Community 107
4. Tools for Assisting to Assist 113
5. Tools for Building Proficiency 117
6. A Tool for Reflecting on Issues 123
7. Tools for Gathering, Displaying, and Using Evidence to Advance the Learner 125
8. Tools for Gathering, Displaying, and Using Evidence to Adjust the Learning Experience 130
PART FOUR: Continuing Your Learning
In Conclusion 149
Next Steps 149
Appendix A: Glossary of River Terms Applied to College Learning Experiences   153
Related Readings   159
Acknowledgments 161
About the Authors 162
In Memory of Dave Wilcox 164