1. The Foundation of Good Lesson Plans
LEARNING OBJECTIVES
The Foundation of Good Lesson Plans
Texas Commission on Law Enforcement

2. Learning Goal or Learning Objective?
Learning Goal – Broad, imprecise description of learning outcome.
Learning Objective – exact description of:
a measurable student performance
to a precise standard
Under defined conditions

3. Learning Goals
The student performs the Learning Objective to accomplish the Learning Goal.

4. Learning Objective
provides the foundation upon which the lesson plan is built,
sets guidelines and direction,
tells the student, What the must do, How well they must do it, and under What conditions
Students learn better not only when they know what to expect, but what is expected of them.

5. Learning Objectives help instructors: Keep on track
Evaluate the student’s learning
Recognize changes needed in future classes

6. Learning Objectives have three main components: the performance
the standard
and, any special conditions
A definitive performance is the key element to a well written Learning Objective.

7. Performance WHAT you want students to do to show they learned?
Must be measurable; see, hear, or results
Should come as close as possible to what they will actually be doing on the job.

8. Performance
Use precise words to describe what you want the student to do.
CANNOT use vague terms to measure performance (know, understand, agree)
Use terms that CAN measure performance (write, recite, demonstrate)

9. PERFORMANCE
BLOOM’S TAXONOMY
Identifies six performance levels and suggests action verbs that can be use in performance levels set out in the learning objective
Knowledge: remembering previously learned material
Comprehension: grasping the meaning of material
Application: using learned material
Analysis: breaking ideas/concepts into component parts
Synthesis: putting ideas/concepts together to form a new whole
Evaluation: judging the value of ideas/concepts for a given purpose
Bloom’s Taxonomy of the Cognitive Domain, Benjamin Bloom labeled each level of performance and suggested verbs that could be used in instructional objectives. Bloom defined six levels: 1. Knowledge, 2. Comprehension, 3. Application, 4. Analysis, 5. Synthesis, and 6. Evaluation. Sometimes these are known as action verbs.

10. Action Verbs Knowledge define label List match name repeat sort
Comprehension
describe
explain
Identify
paraphrase
restate
summarize
translate
Application
apply
demonstrate
illustrate
operate
select
sketch
solve
Analysis
analyze
calculate
classify
diagram
Interpret
relate
solve
Synthesis
arrange
compose
create
design
organize
prepare
setup
Evaluation
appraise
assess
compare
estimate
measure
rank
score
Words to avoid:
To know
To understand
To appreciate
To enjoy
To believe

11. YOU MUST DEFINE A STANDARD, SO STUDENTS KNOW WHAT IS EXPECTED OF THEM
Minimum level of performance that is acceptable
Tells how well, how much, how far, etc.
This is the pass/fail line, performance below this level means the student failed.
YOU MUST DEFINE A STANDARD, SO STUDENTS KNOW WHAT IS EXPECTED OF THEM

12. Standard Modifiers Clarify the standard Specifically limits the answer
Usually sets forth the source of the limit
Examples:
According to Department Policy , what are the five levels of the Use of Force Continuum?
Can use a Standard modifier by giving the correct answer in the Learning Objective itself.

13. Conditions
anything (other than normal) that could affect the students performance or ability to meet the standard
may be environmental, physical or mental
can be omitted if student will only be operating under normal conditions
Examples:
The student will run 1.5 miles in 15 minutes or less while carrying a shotgun and wearing combat boots.
Given a set of field notes from an “accident”, including measurements, photographs, evidence log, subject and witness interviews, etc., the student will write a complete accident report.

14. Action verbs tie the performance to the standards and conditions
Using a dictionary, the student will be able to correctly define 7 out of 10 words on a list.
Action Verb:
Condition:
Standard:
define
using a dictionary
7 out of 10 words on a list

15. Action verbs tie the performance to the standards and conditions
Working in groups, participants will be able to identify the 4 parts of a speech.
Action Verb:
Condition:
Standard:
identify
working in groups
4 parts of a speech

16. Action verbs tie the performance to the standards and conditions
After listening to the presentation, students will be able to list 3 community resources that provide service to alcohol and drug abusers.
Action Verb:
Condition:
Standard:
list
after listening to the presentation
3 community resources

17. Tips for Writing Learning Objectives
Be brief and to the point; include only one major item in each learning objective.
Use an action verb to describe the expected result.
Specify a time frame or target date for completion.
Specify limits in the use of resources (manuals, people, equipment, etc.).
Make objectives realistic in terms of performance, responsibilities, and resources.
Include enough challenge or change to make it worth formulating.
Write learning objectives that are supportive and consistent with the lesson taught.
Choose areas that the student can control or influence.

18. Learning Objectives measurable performances precise standards
when well written, contain:
measurable performances
precise standards
well defined conditions
Learning Objectives when well written will make all the difference to the quality of your instruction.

19. Learning Objective as the result of the training:
Answers one of the following questions:
as the result of the training:
What should the student learn?
What should the student be able to do? or
What new behavior should be evident?

20. Questions?