Guiding TOC

The GUIDING Primer: Guiding Toward Learning Outcomes

By: Don Prickel and Ruth Stiehl

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