WRITING AND UTILIZING LEARNING OBJECTIVESPresented by

Sheree P. Koppel, Ed.D.

Academic Dean

Sullivan College of Technology and Design

SESSION OBJECTIVES

Define “learning objective”

List and describe the attributes of a learning objective

Create objectives for a lesson you will teach in the future

PREPARATION

Before beginning this session, select a lesson that you plan to teach in the near future. Gather whatever materials you might need to begin developing the lesson. Review the content of the lesson so you will be prepared to create appropriate learning objectives for the lesson.

WHAT IS A LEARNING OBJECTIVE?

A brief, clear statement that describes a desired learning outcome of instruction in a measurable way

A description of a performance you want learners to exhibit

A statement of what you want students to KNOW and BE ABLE TO DO following instruction

KNOW = process DO = product

COMPONENTS OF AN OBJECTIVE

An objective must include:

* a strong action verb

* a way to measure whether it is attained or not

* a specific standard of performance or level of knowledge

* a single skill or content item

SMART OBJECTIVES

S = specific

M = measurable

A = appropriate for course content/covered in course content

R = realistic to achieve/obtainable

T = time-bound with a deadline

WHY ARE OBJECTIVES IMPORTANT?

How will you get there if you and your students don’t know where you’re going?

WHY DEVELOP AND UTILIZE LEARNING OBJECTIVES?

They focus/organize content and instruction.

They help keep a class “on track”.

They help students recognize what is critical to know and do.

They guide assessment.

Other

EXAMPLES FOR CRITIQUE

Understand how to use technology effectively.

Explain the theoretical bases of various dramatic genres and illustrate them with plays from different eras.

Know the historically important systems of psychology.

Demonstrate knowledge of the math, science and engineering fundamentals.

MORE EXAMPLES TO CRITIQUE

Analyze and interpret data to produce meaningful conclusions and recommendations.

Solve a problem using appropriate mathematical theories, principles and formulas.

List three characteristics of a medical coder that distinguish this position from that of other medical or healthcare specialists.

VERBS YOU SHOULDN’T USE!

Why are these verbs poor choices for learning objectives?

know

comprehend

understand

familiarize

study

learn

CHECKLIST FOR QUALITY OBJECTIVES

Use this checklist to evaluate examples of objectives you create.

__ uses a single strong word at the beginning

__ uses a verb that accurately describes the desired action

__ is measurable

__ matches instructional activities

VERBS TO USE – BLOOM’S TAXONOMY

Knowledge/Remember

Define Label Recite

Describe State List

Name Write Recall

Recognize Underline Select

Reproduce Outline Match

VERBS TO USE/BLOOM’S TAXONOMY

Comprehension/Understand

Identify DiscussExplain

Paraphrase Indicate Illustrate

Represent NameFormulate

Classify

VERBS TO USE/BLOOM’S TAXONOMY

Application/Apply

Predict CalculateDraw

Manipulate Assess Explain

Choose FindShow

Demonstrate ConstructCompute

UsePerform

VERBS TO USE/BLOOM’S TAXONOMY

Analysis/Analyze

Analyze CharacterizeDiagnose

Identify DiscriminateDifferentiate

Dissect SelectDocument

Separate CompareContrast

Justify ResolveCriticize

VERBS TO USE/BLOOM’S TAXONOMY

Synthesis/Create

Combine AssembleSummarize

Compile ArgueCreate

Discuss DesignOrganize

Generate DeriveIntegrate

Relate GeneralizeConclude

VERBS TO USE/BLOOM’S TAXONOMY

Evaluation/Evaluate

Judge EvaluateDetermine

Support DefendAttack

Choose AppraiseAssess

Predict PrescribeRank

Rate Recommend Validate

Verify

PRACTICE WRITING OBJECTIVES

Create three or four learning objectives for the lesson you selected for today’s practice session. Use the verb lists to help you get started. After you have written them, go back to the checklist provided on an earlier slide. Critique your own created objectives. Then unveil them in your classroom. Tell your students at the start of the lesson what you expect them to know and do when the lesson is over. Watch and listen to them. You might find that learning and engagement are both enhanced by this practice!

FOLLOW UP

If you would like me to review your objectives, you may send them to me by email (skoppel@sctd.edu). I will be happy to make suggestions and provide encouragement.

RESOURCES

Writing Learning Objectives: Beginning with the End in Mind

www.oucom.ohiou.edu/fd/writingobjectives

A Model of Learning Objectives

http://www.celt.iastate.edu/teaching/RevisedBloom’s1.html

Marzano, R. J. (2009). Designing and Teaching Learning Goals and Objectives. Marzano Research Laboratory, Bloomington, Indiana.