Uploaded byCarla Piper
Writing Learning Objectives
The document discusses best practices for writing learning objectives that are aligned with instruction and assessment. It emphasizes that objectives should have three parts: a measurable action verb, the condition or context of the performance, and the criteria or standard for acceptable performance. Learning objectives should be specific, measurable, and focus on what students will be able to do rather than just know. They provide the targets and expectations for what students will learn. Objectives should incorporate a range of cognitive levels and be assessable.
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Focus on aligning learning objectives with instruction and assessment.
Goals, standards alignment, learning activities, and assessment types must meet curriculum objectives.
Learning objectives should include a measurable action verb, conditions, and criteria for performance.
Defines audience, behavior, condition, and degree required for effective learning objectives.
Steps to create objectives including a stem, action verbs, and determining outcomes.
Learning objectives should be clear, measurable, and serve to shape the assessment process.
Utilizing Bloom's Taxonomy to guide the creation of educational apps and tech tools.
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Writing Learning Objectives
- 1. WRITING LEARNING OBJECTIVES ALIGNEDWITH INSTRUCTION AND ASSESSMENT
- 2. ALIGNMENT IN LESSON PLANNING Goal Learning Goal Overarching Theme Relatedto Curriculum Strand Standards Standards Limit Number All must be a part of the final assessment Objective Lesson Objective Must be aligned with CCSS and Content standards Activity Learning Activities Must result in meeting standards and lesson objectives Assessment Formative Summative Must measure if standard and objective have been met with this learning activity
- 3. WRITING LESSON OBJECTIVES THEIDEAL LEARNING OBJECTIVE HAS 3 PARTS: 1. A MEASURABLE ACTION VERB 2. THE IMPORTANT CONDITION (IF ANY) UNDER WHICH THE PERFORMANCE IS TO OCCUR 3. THE CRITERION OF ACCEPTABLE PERFORMANCE
- 4. ABCD'S OF LEARNING OBJECTIVES •AUDIENCE • THE LEARNERS: • IDENTIFY WHO IT IS THAT WILL BE DOING THE PERFORMANCE (NOT THE INSTRUCTOR) • BEHAVIOR (PERFORMANCE): • WHAT THE LEARNER WILL BE ABLE TO DO • MAKE SURE IT IS SOMETHING THAT CAN BE SEEN OR HEARD • CONDITION • THE CONDITIONS UNDER WHICH THE LEARNERS MUST DEMONSTRATE THEIR MASTERY OF THE OBJECTIVE: • WHAT WILL THE LEARNERS BE ALLOWED TO USE? WHAT WON'T THE LEARNERS BE ALLOWED TO USE? • DEGREE (OR CRITERION) • HOW WELL THE BEHAVIOR MUST BE DONE
- 5. WHAT DO YOUWANT YOUR STUDENTS TO LEARN AS A RESULT OF THIS LESSON? THREE-STEP PROCESS BELOW FOR CREATING DEFINING LEARNING OBJECTIVES. 1. CREATE A STEM • AFTER COMPLETING THE LESSON, THE STUDENT WILL . . . • AFTER THIS UNIT, THE STUDENT WILL . . . • BY COMPLETING THE ACTIVITIES, THE STUDENT WILL . . . • AT THE CONCLUSION OF THE COURSE/UNIT/STUDY THE STUDENT WILL… 2. AFTER YOU CREATE THE STEM, ADD AN ACTION VERB: VERB: ANALYZE, RECOGNIZE, COMPARE, PROVIDE, LIST, IDENTIFY, CREATE, DEMONSTRATE, USE, SHOW, CLASSIFY, CALCULATE, DESIGN, ETC.
- 6. WHAT DO YOUWANT YOUR STUDENTS TO LEARN AS A RESULT OF THIS LESSON? ONCE YOU HAVE A STEM AND A VERB, DETERMINE THE ACTUAL PRODUCT, PROCESS, OR OUTCOME: AFTER COMPLETING THIS LESSON, THE STUDENT WILL……. • CREATE A VENN DIAGRAM WHICH COMPARES AND CONTRASTS . . . • DEMONSTRATE LEARNING BY PRODUCING A …… • WRITE A RESEARCH PAPER SUMMARIZING 2 KEY IDEAS IN THE…. • EXPLAIN 3 KEY EVENTS THAT LED TO THE AMERICAN REVOLUTION THROUGH A MULTIMEDIA PRESENTATION • DESCRIBE THE EVENTS OF THE GOLD RUSH FROM THE VIEWPOINT OF MINER BY ANALYZING THE CONTENTS OF A PRIMARY SOURCE POSTER FROM THE CALIFORNIA ARCHIVES • CREATE A TIMELINE OF EVENTS LEADING UP TO THE REVOLUTIONARY WAR
- 7. CHARACTERISTICS OF LEARNING OBJECTIVES •DETERMINE THE BEHAVIOR CHANGES THAT WILL OCCUR, SETTING THE TARGETS THAT ARE TO BE REACHED BY THE END OF THE LESSON. • PROVIDE A CLEAR UNDERSTANDING OF WHAT HE/SHE WILL BE EXPECTED TO KNOW OR TO DO WHEN THE LESSON IS COMPLETED.
- 8. DO’S AND DON’TSFOR LEARNING OBJECTIVES
- 9. HOW TO WRITEGOALS FOR SPECIFIC BEHAVIORS REFER TO EXPLICIT RATHER THAN VAGUE BEHAVIORS • ASKING STUDENTS TO "GRASP THE SIGNIFICANCE," OR "APPRECIATE" SOMETHING WILL ONLY LEAD TO CONFUSION. • USING MORE EXPLICIT BEHAVIORS SUCH AS "IDENTIFY," OR "SORT," WILL CLARIFY THE PERFORMANCE EXPECTED OF STUDENTS. • EXPLAIN EXPLICIT BEHAVIORS REPRESENTATIVE OF DIFFERENT LEVELS OF COGNITION OR THINKING (SEE BLOOM VERBS) • DESCRIBE COMMON PRODUCTS OR OUTCOMES OF THOSE BEHAVIORS • AVOID “WILL UNDERSTAND” OR “EXPLORE” OR “LEARN ABOUT” OR “GAIN KNOWLEDGE” • ARE THESE BEHAVIORS “MEASURABLE” THROUGH ASSESSMENT? (FORMATIVE OR PROGRESS-MONITORING, SUMMATIVE, FORMAL, INFORMAL
- 10. Know Remember Comprehend Understand Use Apply Analyze Take Apart Synthesize Create New Evaluate Judge Behaviors: ActionVerbs name memorize record list match write state repeat describe discuss give examples locate tell find report predict review recognize estimate translate practice illustrate sketch solve show employ sort classify distinguish experiment compare contrast diagram debate solve examine inventory design plan propose arrange assemble develop produce organize manage revise rate value appraise decide choose score select assess debate recommend Products: Outcomes Assignments Assessments Presentations Experiments Performances facts events models filmstrips books puzzles stories games journals illustrations drawings maps sculptures diorama scrapbook mobile collections diagrams graphs surveys questionnaires reports objects news articles poems machines songs plays hypotheses polls panels recommendations discussions simulations evaluations surveys BLOOM ACTION VERBS AND PRODUCTS
- 11. Find the actionverbs!
- 12. CHARACTERISTICS OF LEARNING OBJECTIVES •MUST BE VERIFIABLE AND MEASURABLE • MUST ALWAYS HAVE THREE ELEMENTS: • PERFORMANCE: WHAT THE STUDENT WILL BE ABLE TO DO AS A RESULT OF THE LESSON, EXPRESSED IN BEHAVIORAL TERMS WITH ACTION VERBS. • CONDITIONS: CIRCUMSTANCES UNDER WHICH THE PERFORMANCE OCCURS, WHICH SHOULD BE ALIGNED WITH REAL-WORLD PERFORMANCE (E.G. ROLE-PLAY, SIMULATION, USING JOB AIDS, WHILE BEING OBSERVED). • STANDARDS: FORM THE BASIS FOR EVALUATION, DESCRIBING HOW WELL HE/SHE WILL BE EXPECTED TO PERFORM EACH OBJECTIVE. http://www.click4it.org/index.php/Learning_Objectives
- 13. CHARACTERISTICS OF LEARNING OBJECTIVES •LEARNING OBJECTIVES SHAPE CONTENT AND PROCEDURAL ASPECTS OF ANY ASSESSMENT ACTIVITY. • FOR EACH STATED OBJECTIVE AN ASSESSMENT EXERCISE/ACTIVITY HAS TO BE DESIGNED TO EVALUATE THE EXTENT TO WHICH THE STUDENTS HAVE LEARNED WHAT THEY NEEDED TO KNOW AND DO. • ORIENT DECISION ON THE TYPE OF MEASUREMENT TO DESIGN: • EXAMS, SIMULATIONS, CHECKLISTS, QUIZ, PRESENTATION, ROLE PLAY, DEMONSTRATIONS, MONITORED ACTIVITIES, ETC. • THE DECISION ON THE TYPE TO UTILIZE VARIES ACCORDING TO TYPE OF LEARNING TO BE ACQUIRED. • LEARNING GOALS EXPRESS THE GENERAL PURPOSE OF THE TRAINING, DESCRIBING WHAT IS COVERED AND HOW IT IS ORGANIZED. http://www.click4it.org/index.php/Learning_Objectives
- 14. BLOOM’S TAXONOMY ANDWEB TOOLS
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