Transcript presentation - ed

Learning Objectives
for Senior School
Students
Failing to plan is planning
to fail.
/Psychology of Achievement/
Page Contents:
O Categories of objectives
O What are learning objectives?
O What are the differences between goals and
O
O
O
O
O
O
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objectives?
What is a frame of learning objectives?
Why do we use learning objectives?
What are the key characteristics of a learning
objective?
Bloom’s Taxonomy and learning objectives.
How do we write learning objectives ?
Reading,writing and speaking objectives
How can we modify learning objectives to make
them more demanding?
Categories of Objectives
categories
characteristics
Students will be able to …
Content objectives
refer to concepts
related to the topic
of the lesson
… display an
understanding of…;
…identify the…;
Culture objectives
Identify learning
cross-cultural
comparison
…demonstrate and
understanding
of…by comparing
them to familiar…
Learning objectives
Identify specific
strategies or skills
…
Social objectives
/soft targets/
help students to
develop personal
and social skills
… show the ability
to work
independently;
…cooperatively in
pairs to complete
assigned tasks.
What are Learning
Objectives?
A
learning
objective
is
A
learning
objective
should
• an outcome statement that
captures specifically what
knowledge, skills, attitudes
learners should be able to
exhibit.
• describe what students should
know or be able to do at the end
of the course that they couldn’t
do before.
What is the difference
between Goals and
Objectives?
O Goals are general, objectives are
specific.
O There are more objectives than
goals.
O Goals are like strategy, objective
are like tactics.
SKA
Skills What
students
should be
able to do
by the time
the course
is
completed.
Knowledge
What
students
should
know and
understand
by the time
the course
is
completed
Attitudes
What the
students’
opinions will
be about
the subject
by the time
it is
completed.
Why do we have to use
learning objectives?
Creating clear learning objectives serves
the following purposes:
- helps unit
planners
integrate across
a day/week/unit
of learning
- serves to
connect content
and assessment
around learning
-gives learners a
clear picture of
what to expect
and what’s
expected of
them
- guides
selection of
teaching/learning
activities that
will best achieve
objectives
-forms the basis
for evaluating
teacher, learner,
and lesson
effectiveness
What are the key characteristics
of a learning objective?
A learning objective should be :
Specific ;
Measurable /Observable;
Attainable for target audience within
scheduled time and specified conditions;
 Relevant and results-oriented;
 Targeted to the learner and to the desired
level of learning.



Bloom’s Taxonomy
Key verbs associated with
each of the categories of taxonomic
elements
Remembering
recognising, listing, describing, identifying,
retrieving, naming, locating, finding
Understanding
interpreting, summarising, inferring,
paraphrasing, classifying, comparing,
explaining, exemplifying
Applying
implementing, carrying out, using, executing
Analysing
comparing, organising, deconstructing,
attributing, outlining, finding, structuring,
integrating
Evaluating
checking, hypothesising, critiquing,
experimenting, judging, testing, detecting,
monitoring
Creating
designing, constructing, planning, producing,
inventing, devising, making
Objectives are built around
good verbs.
O Action verbs in your objectives help you
assess students and be sure they know or
can do what you taught them.
add
compute
inspect
rate
alphabetize
construct
list
review
assemble
debate
locate
say
assess
define
match
select
build
design
measure
show
calculate
discuss
operate
solve
collect
draw
place
speak
color
explain
plan
write
compare
grow
point
Passive Verbs to Avoid:
Appreciate
enjoy
learn
realize
believe
know
like
understand
Passive verbs are often
immeasurable and make an
objective weak.
How do we write learning
objectives?
Generally, learning objectives are written in
terms of learning outcomes:
1.Create a stem. Stem examples:
O After completing the lesson, the students
will be able to…
O After this unit , the students will have…
O By completing the activities, the students
will…
O At the conclusion of the course/ unit/study
the student will…
After you create the stem, add
a verb:
recognize
define
list
provide
/use the list of active verbs/
Once you have a stem and a
verb, determine the actual
product, process or outcome:
 After completing this lesson, the student will
be able to recognize foreshadowing in
various works of literature.
 Students will be able to explore, discuss,
write about a similar topic or theme.
 Students will be able to effectively access
resources in the library/media center to
complete at least one of the above
objectives.
Reading Objectives:
Students will be able to…
 use strategies before, during and after
reading to aid in the construction and
enhancement of meaning;

compare and contrast the essential
concepts of the works they are presently
reading with those they have previously
read or viewed;
 demonstrate reading comprehension skills
through participation in discussion and
writing activities.
Writing Objectives
Students will be able to…
 engage in informal writing assignment;
 engage in formal writing assignments that
require utilization of all stages of the writing
process;
 to choose and use relevant pre-writing
strategy that will help them to prepare for
the assignment;
 to evaluate their own writing according to
established criteria and rubrics.
Speaking and Listening
Objectives.
Speaking Objectives
Listening Objectives
Students will be able to
…
 respond orally grounding
their ideas;

listen attentively;
 ask and answer questions  understand spoken instructions
logically and effectively;
and give spoken instructions to
others;
 support their position in
discussion or in formal
debate;

identify major concepts and
ideas in speech, discussion;
 offer constructive
feedback.

participate in both sides of an
interview process.
How can I modify learning
objectives to make them more
demanding?
change the active verb to a more
complex one or add specific conditions
or limits;
O use more complex objectives, ask
learners to apply or use knowledge in a
particular context that might not have
been met before;
O the highest levels of objectives ask
learners to solve complex problems by,
for example evaluating or analyzing
evidence or synthesizing information.
O
Outcomes. Goals, objectives and
outcomes for this presentation are:
O Goal:
- to increase understanding and confidence in producing
learning objectives suitable for secondary school.
O Objective:
- to be able to differentiate between goals, objectives
and outcomes.
O Outcomes:
- all participants will be able to list 2 differences
between a goal and an objective;
- most students will be able to identify statements that
are goals and those which are objectives;
- some students will be able to write new objectives and
outcomes.
"If you don't know where
you are going, you will
probably end up
somewhere else."
Laurence J. Peter (1919–1990),
Canadian academic and writer
Source: The Peter Principle: Why
Things Always Go Wrong (cowritten
with Raymond Hull, 1969)
 Thank you very much
for your time and
attention.
 Please provide follow-up
questions and suggestions
in writing.
References.
O http://www.learningandteaching.info/learning/bloomta
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x.htm
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www.cityu.edu.hk/pdqs/
http://ccoe.umdnj.edu/forms/EffectiveUseofLearningOb
jectives.pdf
http://web.mit.edu/tll/teaching-materials/learningobjectives/index-learning-objectives.html
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
http://www.teachingenglish.org.uk/articles/negotiatedobjectives
http://www.celt.iastate.edu/teaching/RevisedBlooms1.
html
http:/www.educationoasis.com