Writing Effective Learning
Objectives
March 31, 2014
Cynthia Tysick
cat2@buffalo.edu
Associate Librarian
University at Buf...
What we’ll cover
 The goal(s) of learning objectives
 An introduction to the ABCD method for writing
learning objectives...
Learning objectives…
 are not goals. Goals are general and
non-specific, can be used for a course or
curriculum. (e.g. “C...
ABCD Method
 4 components of a learning objective:
◦ A is the Audience (always the student)
◦ B is the behavior or action...
The action verb is the key!
 Action verb can’t be omitted
◦ Tells the student what they will do after
instruction. (e.g. ...
Bloom’s Taxonomy…
 describes and classifies observable
knowledge, skills, attitudes, behaviors
and abilities.
 runs unde...
Cognitive Domain
 Level 1: remember (knowledge) &
understand (comprehension)
 Level II: apply (application) & analyze
(a...
See the handouts
 Critical thinking is developed as you
go up the levels.
 Creating has replaced synthesizing.
 Creatin...
Putting it all together
After the lecture the student will distinguish
academic scholarship from non-academic
scholarship....
Evaluating your current learning
objectives
Group exercise
Evaluating your current learning
objectives
The student will be able to understand
the information cycle.
Evaluating your current learning
objectives
The student will be able to understand
the information cycle.
What’s the verb ...
Evaluating your current learning
objectives
Work on finding a good verb for your
learning objective.
ACRL Info. Lit. Standards
 Determine the extent of information needed
 Access the needed information effectively
and eff...
ACRL Info. Lit. Standards
Group Exercise
ACRL Info. Lit. Standards
The student will create a search
strategy.
ACRL Info. Lit. Standards
The student will create a search
strategy.
Standard 2: Access the needed
information effectively...
ACRL Info. Lit. Standards
Can you identify a learning objective
that needs work aligning with ACRL
Info. Lit. Standards?
ABCD Method
 A=Audience (student)
 B=Behavior w/action verb
 C=Condition
◦ after attending a lecture. . . .
◦ following...
ABCD Method
 Order
◦ Condition
◦ Audience
◦ Behavior w/action verb
◦ D (if necessary)
 Within a given time frame
 Withi...
ABCD Method
Group Exercise
ABCD Method
The student will construct a search
strategy.
ABCD Method
The student will construct a search
strategy.
Use the ABCD method to create a more
measureable learning object...
ABCD Method
Use the ABCD method to make your
learning objective more measureable.
Lesson Plans
 What will you need to cover in order for the
student to be able to do what you want them to
do?
 What is t...
Lesson Plans
Create an outline for a lesson that
meets your learning objective?
 Delivery method
 Resources needed
Assessment
Some of the more common
assessments are:
◦ Completed handout
◦ Post-survey
◦ Quiz
◦ Response paper
◦ Presentati...
Assessment
How will you assess the learning
objective has been met?
Resources
 Writing Instruction Objectives by Kathy
Waller,
http://www.naacls.org/docs/announcement/wr
iting-objectives.pd...
Writing effective learning objectives
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Writing effective learning objectives

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How to write effective learning objectives for library instruction.

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Writing effective learning objectives

  1. 1. Writing Effective Learning Objectives March 31, 2014 Cynthia Tysick cat2@buffalo.edu Associate Librarian University at Buffalo
  2. 2. What we’ll cover  The goal(s) of learning objectives  An introduction to the ABCD method for writing learning objectives  An introduction to Bloom’s Taxonomy  Evaluating your current learning objectives  Identifying gaps in your current learning objectives based on the ACRL Information Literacy Standards  Employing the ABCD method to rewrite your current learning objectives  Constructing a lesson plan necessary to meet your revised learning objectives  Creating assessments that align with your revised learning objectives
  3. 3. Learning objectives…  are not goals. Goals are general and non-specific, can be used for a course or curriculum. (e.g. “Create an information literate, lifelong learner.”)  are written for units of study.  guide the student to what they are expected to do after instruction. (e.g. “The student will distinguish academic scholarship from non-academic scholarship.”) Bonus: they help guide the lesson plan!
  4. 4. ABCD Method  4 components of a learning objective: ◦ A is the Audience (always the student) ◦ B is the behavior or action verb ◦ C is the condition for the objectives ◦ D is the degree of achievement or criteria
  5. 5. The action verb is the key!  Action verb can’t be omitted ◦ Tells the student what they will do after instruction. (e.g. distinguish academic scholarship from non-academic scholarship)  Benjamin Bloom and his colleague, David Krathwohl, created a taxonomy of verbs used to write effective and measureable learning objectives.
  6. 6. Bloom’s Taxonomy…  describes and classifies observable knowledge, skills, attitudes, behaviors and abilities.  runs under the assumption that there is cognitive activity happening in the brain. ◦ Levels of observable action ◦ Three domains: cognitive (thinking), affective (attitudes), and psychomotor (doing)  is commonly in the cognitive domain.
  7. 7. Cognitive Domain  Level 1: remember (knowledge) & understand (comprehension)  Level II: apply (application) & analyze (analysis)  Level III: evaluate (evaluation) and create (synthesis) Each level demonstrates a progression of critical thinking skills.
  8. 8. See the handouts  Critical thinking is developed as you go up the levels.  Creating has replaced synthesizing.  Creating new knowledge is the ultimate objective.
  9. 9. Putting it all together After the lecture the student will distinguish academic scholarship from non-academic scholarship. Lesson: PowerPoint defining academic scholarship, identifying authors of academic scholarship, and going over the sections of an academic article. Assessment: Show the covers and citations to a popular magazine piece and a journal article. Students distinguish one from the other using clicker or clicker app.
  10. 10. Evaluating your current learning objectives Group exercise
  11. 11. Evaluating your current learning objectives The student will be able to understand the information cycle.
  12. 12. Evaluating your current learning objectives The student will be able to understand the information cycle. What’s the verb here? Using the two handouts can you come up with a more descriptive verb?
  13. 13. Evaluating your current learning objectives Work on finding a good verb for your learning objective.
  14. 14. ACRL Info. Lit. Standards  Determine the extent of information needed  Access the needed information effectively and efficiently  Evaluate information and its sources critically  Incorporate selected information into one’s knowledge base  Use information effectively to accomplish a specific purpose  Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
  15. 15. ACRL Info. Lit. Standards Group Exercise
  16. 16. ACRL Info. Lit. Standards The student will create a search strategy.
  17. 17. ACRL Info. Lit. Standards The student will create a search strategy. Standard 2: Access the needed information effectively and efficiently. Can you use a more descriptive verb that aligns with this ACRL standard?
  18. 18. ACRL Info. Lit. Standards Can you identify a learning objective that needs work aligning with ACRL Info. Lit. Standards?
  19. 19. ABCD Method  A=Audience (student)  B=Behavior w/action verb  C=Condition ◦ after attending a lecture. . . . ◦ following review of a demonstration. . . . ◦ given a case study. . . . ◦ after completing the assignment. . . . ◦ given a specific instrument. . .  D=Degree ◦ How well the learner must perform (can be omitted if there is no deviation from normal protocol)
  20. 20. ABCD Method  Order ◦ Condition ◦ Audience ◦ Behavior w/action verb ◦ D (if necessary)  Within a given time frame  Within a give number of tries  Criteria set by instructor  Tense is always future (e.g. will)
  21. 21. ABCD Method Group Exercise
  22. 22. ABCD Method The student will construct a search strategy.
  23. 23. ABCD Method The student will construct a search strategy. Use the ABCD method to create a more measureable learning objective.
  24. 24. ABCD Method Use the ABCD method to make your learning objective more measureable.
  25. 25. Lesson Plans  What will you need to cover in order for the student to be able to do what you want them to do?  What is the most effective way to get your lesson across? ◦ Demonstration? ◦ Lecture? ◦ Hands-on? ◦ Flipped?  What materials will you need to create? ◦ Search examples for a demo? ◦ PowerPoint or Prezi? ◦ Checklist or worksheet? ◦ Video or PowerPoint with audio?
  26. 26. Lesson Plans Create an outline for a lesson that meets your learning objective?  Delivery method  Resources needed
  27. 27. Assessment Some of the more common assessments are: ◦ Completed handout ◦ Post-survey ◦ Quiz ◦ Response paper ◦ Presentation/demonstration ◦ Bibliography ◦ Faculty feedback
  28. 28. Assessment How will you assess the learning objective has been met?
  29. 29. Resources  Writing Instruction Objectives by Kathy Waller, http://www.naacls.org/docs/announcement/wr iting-objectives.pdf  Bloom’s Taxonomy of Measureable Verbs by Jerry Dugan, http://www.taasa.org/wp- content/uploads/2012/04/Working-on-the- Wow-Side-Handout-31.pdf  ASSURE model for designing instruction by Jerry Dugan, http://taasa.org/wp- content/uploads/2012/04/Working-on-the- Wow-Side-Handout-11.pdf  Bloomin’ Apps by Kathy Schrock, http://www.schrockguide.net/bloomin- apps.html
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