Learning Objectives for Senior School Students

Failing to plan is planning to fail. / Psychology of Achievement /

Page Contents : O Categories of objectives O What are learning objectives? O What are the differences between goals and objectives? O What is a frame of learning objectives? O Why do we use learning objectives? O What are the key characteristics of a learning objective? O Bloom’s Taxonomy and learning objectives. O How do we write learning objectives ? O Reading,writing and speaking objectives O How can we modify learning objectives to make them more demanding?

Categories of Objectives categoriescharacteristicsStudents will be able to … Content objectivesrefer to concepts related to the topic of the lesson … display an understanding of…; …identify the…; Culture objectivesIdentify learning cross-cultural comparison …demonstrate and understanding of…by comparing them to familiar… Learning objectivesIdentify specific strategies or skills … Social objectives /soft targets/ help students to develop personal and social skills … show the ability to work independently; …cooperatively in pairs to complete assigned tasks.

What are Learning Objectives? an outcome statement that captures specifically what knowledge, skills, attitudes learners should be able to exhibit. A learning objective is describe what students should know or be able to do at the end of the course that they couldn’t do before. A learning objective should

What is the difference between Goals and Objectives? O Goals are general, objectives are specific. O There are more objectives than goals. O Goals are like strategy, objective are like tactics.

SKA Skills What students should be able to do by the time the course is completed. Knowledge What students should know and understand by the time the course is completed Attitudes What the students’ opinions will be about the subject by the time it is completed.

Why do we have to use learning objectives? - helps unit planners integrate across a day/week/unit of learning - serves to connect content and assessment around learning - guides selection of teaching/ learning activities that will best achieve objectives -gives learners a clear picture of what to expect and what’s expected of them -forms the basis for evaluating teacher, learner, and lesson effectiveness Creating clear learning objectives serves the following purposes:

What are the key characteristics of a learning objective? Specific ; Measurable /Observable; Attainable for target audience within scheduled time and specified conditions; Relevant and results-oriented; Targeted to the learner and to the desired level of learning. A learning objective should be :

Bloom’s Taxonomy

Key verbs associated with each of the categories of taxonomic elements

Objectives are built around good verbs. O Action verbs in your objectives help you assess students and be sure they know or can do what you taught them.

Passive Verbs to Avoid: Appreciate enjoy learn realize believe know like understand Passive verbs are often immeasurable and make an objective weak.

How do we write learning objectives? Generally, learning objectives are written in terms of learning outcomes: 1.Create a stem. Stem examples: O After completing the lesson, the students will be able to… O After this unit, the students will have… O By completing the activities, the students will… O At the conclusion of the course/ unit/study the student will…

After you create the stem, add a verb: analyze recognize compare provide list define /use the list of active verbs/

Once you have a stem and a verb, determine the actual product, process or outcome:  After completing this lesson, the student will be able to recognize foreshadowing in various works of literature.  Students will be able to explore, discuss, write about a similar topic or theme.  Students will be able to effectively access resources in the library/media center to complete at least one of the above objectives.

Reading Objectives: Students will be able to…  use strategies before, during and after reading to aid in the construction and enhancement of meaning;  compare and contrast the essential concepts of the works they are presently reading with those they have previously read or viewed;  demonstrate reading comprehension skills through participation in discussion and writing activities.

Writing Objectives Students will be able to…  engage in informal writing assignment;  engage in formal writing assignments that require utilization of all stages of the writing process;  to choose and use relevant pre-writing strategy that will help them to prepare for the assignment;  to evaluate their own writing according to established criteria and rubrics.

Speaking and Listening Objectives. Speaking ObjectivesListening Objectives Students will be able to …  respond orally grounding their ideas;  listen attentively;  ask and answer questions logically and effectively;  understand spoken instructions and give spoken instructions to others;  support their position in discussion or in formal debate;  identify major concepts and ideas in speech, discussion;  offer constructive feedback.  participate in both sides of an interview process.

How can I modify learning objectives to make them more demanding? O change the active verb to a more complex one or add specific conditions or limits; O use more complex objectives, ask learners to apply or use knowledge in a particular context that might not have been met before; O the highest levels of objectives ask learners to solve complex problems by, for example evaluating or analyzing evidence or synthesizing information.

Outcomes. Goals, objectives and outcomes for this presentation are: O Goal: - to increase understanding and confidence in producing learning objectives suitable for secondary school. O Objective: - to be able to differentiate between goals, objectives and outcomes. O Outcomes: - all participants will be able to list 2 differences between a goal and an objective; - most students will be able to identify statements that are goals and those which are objectives; - some students will be able to write new objectives and outcomes.

"If you don't know where you are going, you will probably end up somewhere else." Laurence J. Peter (1919–1990), Canadian academic and writer Source: The Peter Principle: Why Things Always Go Wrong (cowritten with Raymond Hull, 1969)

 Thank you very much for your time and attention.  Please provide follow-up questions and suggestions in writing.

References. O x.htm x.htm O between-goals-and-objectives/#ixzz27HdvnGpz O planning/new-teacher/48345.html#ixzz27HfleTlz planning/new-teacher/48345.html#ixzz27HfleTlz O O jectives.pdf jectives.pdf O objectives/index-learning-objectives.html objectives/index-learning-objectives.html O O objectives objectives O html html O