{"id":29,"date":"2023-03-01T10:34:46","date_gmt":"2023-03-01T10:34:46","guid":{"rendered":"https:\/\/openbooks.hdfoundation.in\/sdgs\/front-matter\/writing-learning-outcomes-with-the-sdgs\/"},"modified":"2023-03-01T10:34:46","modified_gmt":"2023-03-01T10:34:46","slug":"writing-learning-outcomes-with-the-sdgs","status":"publish","type":"front-matter","link":"http:\/\/openbooks.hdfoundation.in\/sdgs\/front-matter\/writing-learning-outcomes-with-the-sdgs\/","title":{"raw":"Writing Learning Outcomes with the SDGs","rendered":"Writing Learning Outcomes with the SDGs"},"content":{"raw":"There are already learning objectives<\/a> written for the SDGs. However, you may wish to align these more closely with your own course or program outcomes. Consider using the outcomes provided in the following section of this resource to modify your own.\n\nFor example:\n
Original learning outcome: Support a position or decision relevant to self, family, or community by analyzing statistical data, as well as considering other factors. (Math Foundations 20, Saskatchewan<\/a>)<\/div>\n

+<\/h1>\n
SDG Outcome: Learners will be able to communicate issues of health, including sexual and reproductive health, and preventative strategies. (Goal 3 Health and Well-being)<\/div>\n

=<\/h1>\n
SDG + Math Outcome: Learners will be able to support a position regarding health to community by analysing and communicating statistical data.<\/div>\n \n\nThen, consider what students will do\u00a0<\/strong>to demonstrate their knowledge, skills, abilities towards this outcome. The Commonwealth Secretariat<\/a> provides tables which outlines primary through tertiary education examples of activities for each SDG. Use these to design activities which align with your outcomes. Below is an example from the framework for SDG 13.\n\n[caption id=\"attachment_28\" align=\"aligncenter\" width=\"1024\"]\"\" Table is reproduced for educational purposes without resale and with full acknowledgement from \"A Curriculum Framework for the Sustainable Development Goals, First Edition, July 2017\", by Amina Osman, Sultana Ladhani, Emma Findlater and Veronica McKay for the Commonwealth Secretariat.[\/caption]\n\nDraw on higher cognitive order tasks (create\/evaluate on Bloom's taxonomy<\/a>) which align with higher impact instructional approaches<\/a>. Finally, consider what evidence you will have of students' learning and how it will be assessed. Use an assignment guide<\/a> to align purpose, task, criteria for assessment, and other inclusive priorities. Review other USask principles of assessment<\/a> and strategies during course design.\n\n\"\"\n
With this context of how the SDGs will fit within a course, we are ready to explore the 17 SDGs!<\/strong><\/div>\n ","rendered":"

There are already learning objectives<\/a> written for the SDGs. However, you may wish to align these more closely with your own course or program outcomes. Consider using the outcomes provided in the following section of this resource to modify your own.<\/p>\n

For example:<\/p>\n

Original learning outcome: Support a position or decision relevant to self, family, or community by analyzing statistical data, as well as considering other factors. (Math Foundations 20, Saskatchewan<\/a>)<\/div>\n

+<\/h1>\n
SDG Outcome: Learners will be able to communicate issues of health, including sexual and reproductive health, and preventative strategies. (Goal 3 Health and Well-being)<\/div>\n

=<\/h1>\n
SDG + Math Outcome: Learners will be able to support a position regarding health to community by analysing and communicating statistical data.<\/div>\n

 <\/p>\n

Then, consider what students will do\u00a0<\/strong>to demonstrate their knowledge, skills, abilities towards this outcome. The Commonwealth Secretariat<\/a> provides tables which outlines primary through tertiary education examples of activities for each SDG. Use these to design activities which align with your outcomes. Below is an example from the framework for SDG 13.<\/p>\n

\"\"
Table is reproduced for educational purposes without resale and with full acknowledgement from “A Curriculum Framework for the Sustainable Development Goals, First Edition, July 2017”, by Amina Osman, Sultana Ladhani, Emma Findlater and Veronica McKay for the Commonwealth Secretariat.<\/figcaption><\/figure>\n

Draw on higher cognitive order tasks (create\/evaluate on Bloom’s taxonomy<\/a>) which align with higher impact instructional approaches<\/a>. Finally, consider what evidence you will have of students’ learning and how it will be assessed. Use an assignment guide<\/a> to align purpose, task, criteria for assessment, and other inclusive priorities. Review other USask principles of assessment<\/a> and strategies during course design.<\/p>\n

\"\"<\/p>\n

With this context of how the SDGs will fit within a course, we are ready to explore the 17 SDGs!<\/strong><\/div>\n

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