Transcript Writing and utilizing Learning objectives

WRITING AND UTILIZING
LEARNING OBJECTIVES
Presented by
Sheree P. Koppel, Ed.D.
Academic Dean
Sullivan College of Technology and Design

Define “learning objective”

List and describe the attributes of a learning objective

Create objectives for a lesson you will teach in the future
SESSION OBJECTIVES
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.
PREPARATION


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
WHAT IS A LEARNING 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
COMPONENTS OF AN OBJECTIVE


S = specific
M = measurable

A = appropriate for course content/covered in course content

R = realistic to achieve/obtainable
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T = time-bound with a deadline
SMART OBJECTIVES

How will you get there if you and your students don’t know where
you’re going?
WHY ARE OBJECTIVES IMPORTANT?

They focus/organize content and instruction.

They help keep a class “on track”.
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They help students recognize what is critical to know and do.

They guide assessment.

Other
WHY DEVELOP AND UTILIZE LEARNING
OBJECTIVES?

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.
EXAMPLES FOR 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.
MORE EXAMPLES TO CRITIQUE
Why are these verbs poor choices for learning objectives?
know
comprehend
understand
familiarize
study
learn
VERBS YOU SHOULDN’T USE!
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
CHECKLIST FOR QUALITY OBJECTIVES
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
Discuss
Explain
Paraphrase
Indicate
Illustrate
Represent
Name
Formulate
Classify
VERBS TO USE/BLOOM’S TAXONOMY
Application/Apply
Predict
Calculate
Draw
Manipulate
Assess
Explain
Choose
Find
Show
Demonstrate
Construct
Compute
Use
Perform
VERBS TO USE/BLOOM’S TAXONOMY
Analysis/Analyze
Analyze
Characterize
Diagnose
Identify
Discriminate
Differentiate
Dissect
Select
Document
Separate
Compare
Contrast
Justify
Resolve
Criticize
VERBS TO USE/BLOOM’S TAXONOMY
Synthesis/Create
Combine
Assemble
Summarize
Compile
Argue
Create
Discuss
Design
Organize
Generate
Derive
Integrate
Relate
Generalize
Conclude
VERBS TO USE/BLOOM’S TAXONOMY
Evaluation/Evaluate
Judge
Evaluate
Determine
Support
Defend
Attack
Choose
Appraise
Assess
Predict
Prescribe
Rank
Rate
Recommend
Validate
Verify
VERBS TO USE/BLOOM’S TAXONOMY
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!
PRACTICE WRITING OBJECTIVES
If you would like me to review your objectives, you may send them
to me by email ([email protected]). I will be happy to make
suggestions and provide encouragement.
FOLLOW UP
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.
RESOURCES