Transcript Writing Learning Objectives Workshop

Writing Learning
Objectives Workshop
Jamila Harris
Educational Developer
Terminal Learning Objective
Action: Develop effective learning objectives
Condition: Given a handout with Bloom’s
Taxonomy of Educational Objectives
Standard: Develop learning objectives in
accordance with guidelines identified in the
Learning Objectives Rubric.
Administrative Notes
Safety Requirements: General
 Risk Assessment: Low
 Environmental Considerations: None
 Evaluation
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Vocabulary
Terminal Learning Objective
 Enabling Learning Objective
 Bloom’s Taxonomy
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 Cognitive
Domain
ADDIE Process
Design
Phase
Critical Tasks and Objectives
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Objectives are based on Critical Tasks
that contain:
 Action
Statement
 Condition Statement
 Standard Statement
Definition of Learning Objective (LO)
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“A LO is a statement describing student
performance to demonstrate competency
in the material being taught in a formal
training environment.”
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TR 350-70 (VI-6-6 Learning Objective (LO) Descriptive Details)
Types of Learning Objectives
Terminal Learning Objectives (TLO)
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Only one per lesson.
Has only one verb.
Contains main objective of a lesson.
Fully describe in action, conditions,
and standards the performance
required to demonstrate
competency.
Enabling Learning Objectives (ELO)
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Has only one verb.
Supports the TLO.
Is optional for lessons; is
required for CBI.
How can we select verbs with
fewer interpretations?

Levels of Bloom’s Taxonomy
Verbs with Many Interpretations
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Many Interpretations
 Understand
 Know
 Believe
 Appreciate
Check on Learning

What process does the Army use to
develop training?
 SAT
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better known as ADDIE
What phase during the ADDIE process do
you write learning objectives?
 Design
Action Statement

Description of the action or behavior – or
what the student is to do.
Good or Bad?
 Understand Bloom’s taxonomy.
 Vague
 Not
an action verb
 Not measurable or observable
Conditions Statement

Gives an initiating cue and/or describes
what the students will be given or denied,
and under what circumstances they must
work to perform.
Good or Bad?
 Given a personal computer, Word, and
printer, create a two-page document that is
correctly formatted with no spelling
mistakes.
 Personal
computer, Word, and printer
Standard Statement

Describes how well the task will be
performed.
Good or Bad?
 Given a personal computer, printer, and
PowerPoint, create a presentation with at
least 10 slides..

at least 10 slides
Is the learning objective written
correctly?
Develop and evaluate appropriate
multiple-choice questions to measure
student achievement of the objective.
 Condition: Given learning objectives and
TR 350-70,
 Standard: MC test items meets guidelines
established in TR 350-70.
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Practical Exercise

Write a terminal learning objective for a
Program of Instruction (POI).

You have 1 minute to write your objective.
 Turn your index card over when you are
finished.
Learning Objective Rubric
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Did the learning objective begin with a verb?
Is the learning objective measurable or observable?
Does the learning objective have 3 parts: action
statement, condition statement, and standard statement?
Does the action statement describe exactly what the
student must do at the end of instruction?
Does the condition statement reflect training conditions?
Does the standard statement identify how well the
objective must be performed?
Is the learning objective written in present tense?
Action: Create a Program of Instruction (POI).
Condition: Given access to the Automated Systems Approach to Training (ASAT) database
and/or Training Development Capability (TDC) and TRADOC Regulation 350-70,
Standard: POI includes the following criteria in accordance with TR 350-70:
Lesson
title and number
Task(s) taught, supported, and/or reinforced
TLO
ELO (if applicable)
Learning steps/activities
•Method of instruction
•Instructor to student ratio
•Time of instruction (minutes)
•Media
•References
•Security Classification
•Resource requirements
Lesson academic hours
Testing requirements
Action: Develop a lesson outline,
Condition: Given lesson design outputs, TR 350-70, and access to the Automated Systems
Approach to Training (ASAT) database,
Standard: Lesson outline includes the following criteria in accordance with TR 350-70:
Lesson
title and number
Task(s) taught, supported, and/or reinforced
TLO
ELO (if applicable)
Learning steps/activities
•Method of instruction
•Instructor to student ratio
•Time of instruction (minutes)
•Media
•References
•Security Classification
•Resource requirements
Lesson academic hours
Testing requirements
Reflection Session
How did you feel during the learning
experience? Why?
 Did you learn or relearn something?
 Do you think that the workshop content
was applicable to your current position?
 What suggestion(s) do you have for
improving the training session?
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