Objectives help teachers clarify what students should learn and evaluate if teaching was effective. There are four steps to creating objectives: 1) decide learning outcomes, 2) break outcomes into specific objectives, 3) determine assessments, 4) plan lessons. Objectives are specific, short-term goals for learning within a time frame. Standards are broader long-term goals. Objectives have four components: content outlining the subject, behavior stating what students will do, conditions providing context, and criteria establishing performance levels. Well-written objectives guide teaching and assessment.

1. Presented by: Mbarek El-farhaoui
CRMEF Inzegane Trainer: Mr. Ayad Chraa

2. Outline ….
I. Definition and purpose
II. Process
III. Difference between standards/goals/
objectives
VI. The four components of objectives

3. I. Definition and Purpose
 Objectives are specific results that a teacher aims to
achieve within a time frame and with available resources.
 Well- stated objectives help teachers clarify what
they want their students to learn.
 Using objectives, teachers can evaluate whether
their students have learned and whether their own
teaching has worked.

4. II. Process
 There are four major steps:
1. Decide on the learning outcomes
2. Break down the general outcomes into more specific
objectives.
3. Next, figure out how you will assess the outcomes. What
evidence you will accept that students have achieved the
understanding.
4. Plan the lessons and activities that will help students
achieve those outcomes.

5. III. Difference between standards/ goals/ objectives
1. Specificty:
 Objectives are specific
 Standards include more general outcome statements
 Goals can be general or specific

6. 2. Long-term or short-term
 Objectives are considered to be short-term because they
describe the learning outcome expected in days, weeks, or months.
 Goals and standards describe learning outcomes expected to
occur at the end of a longer period of time – weeks, months, or
years.
3. Uses:
Objectives are used lesson and activity plans. Goals are also
found in units of instruction. Standards are used in state or district
curricula, or are set by professional organizations.

7. VI. The four components of objectives
1. Content
 This component describes the specific subject matter to be
learned.
 Teachers should be specific enough that anyone reading the
objective will understand the subject matter.
 Teachers should be generic enough that the emphasis is on
knowledge and skills that are important.

8. 2. Behavior
This component states what students will do to demonstrate their
learning.
 Examples of behavior include:
Say, write, list, define, predict, compare, select, etc.
 Objectives should involve only one or two required behaviors.
Ojectives that include many behaviors make evaluation confusing.

9.  Teachers should include alternate behaviours (write, type, or say,
for example) to allow all students, including those with disabilities, to
be successful.
 Teachers have to leave out nonessential or redundant behaviors. For
example, « Students will copy the sentences and circle all nouns ».
Omit « copy the sentences ». It has nothing to do with the skill of
identifiying nouns.
 Omit « be able to » as in the example, « the student will be able to make a
speech … » The phrase adds words but no meaning. Remember that the
performance is important, not an assumed ability or inability. ???
 Write objectives for what the students will do, not what the
teacher will do.

10. 3. Conditions
It is important to describe the conditions, circumstances,
situation, or setting in which the student will perform the
behavior.
 These conditions provide additional specificity about what
the student will learn.

11. 4. Criterion
 This component describes how well the students should
perform in order to say that they have met the objective. See
pages 19-22

12. Thank you for your attention