1. Module/Unit Learning Objectives Miley Grandjean and Sandy Johnson Instructional Innovation & Quality (IIQ)

2. 12 Step Checklist for Standard 2 Learning Objectives 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 2.3 All learning objectives are stated clearly and written from the students’ perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course.

3. Why Use Learning Objectives? Guides the learner to focus on what needs to be learned and helps to set priorities (QM 2.3, Step 8 & 10). Shows the learner what behaviors are valued (QM 2.4, Step 12).

4. Why Use Learning Objectives? Focuses and organizes the instructor (QM 2.5). Creates the learner’s basis for self-assessment (QM 2.3, 2.4, Steps 8 & 9 ). Sets the stage for what the “mastered” skill looks like (QM 2.2, Steps 8 & 9).

5. Effective learning objectives … Are learner-focused (not instructor or content focused) (QM 2.3). Focus on the intended learning that results from an activity (QM 2.2).

6. Learning Objectives Objectives are – Statements which describe specifically what the learner is expected to achieve as a result of instruction. Direct attention to the learner and the types of behaviors they should exhibit. Example: Given selected poems, students will identify five descriptive uses of language.

7. Learning Objectives (Mager,1975) Ideal learning objectives include: 1.A measurable verb  One task or behavior per verb.  Choose the verb that best describes the type of behavior or task the learner must display after learning. 2.The condition  How the task or behavior will be performed.  Under what conditions will the task be performed.  Not all objectives require a condition. 3.The standard for acceptable performance  How well the task or behavior must be performed to meet the standard.

8. A B C D’s of Learning Objectives A udience – Who the learner is (Step 4) B ehavior - What learner will be able to do (Step 5) C ondition - How they will be able to do it (Step 6) D egree – How accurately the learner does it (Step 7)

9. Example objective which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first. After exploring online collaborative sharing spaces [C], the student team [A] will compare and contrast [B] two options and justify their final selection [D].

10. Bloom’s Taxonomy Levels Benjamin Bloom’s Taxonomy Provides structure for “thinking” Move from LOTS to HOTS

11. Verbs to Avoid ▪know ▪be aware ▪familiarize ▪gain knowledge of ▪comprehend ▪cover ▪study ▪learn ▪appreciate ▪become acquainted with ▪understand

12. Alignment of Course and Learning Objectives Course goals and module/unit objectives must align (QM 2.1, 2.2, 2.4, 2.5, Steps 2 & 3). Limit number of objectives to 3-5 per module/unit (more objectives does not make a better unit or module) (QM 2.2, 2.4, 2.5, Steps 2 & 3).

13. Let’s Practice Each participant should have the Learning Objectives Activity Handout Working with your small group, complete the handout. Whole group share and discussion. Be ready to justify your responses! ***Prizes for those who can justify their response!!****

14. Bibliography Clark, Donald, “A Quick Guide to Writing Learning Objectives,” © November 30, 2008. Kruse, Kevin, “How to Write Great Learning Objectives.” Mager, Robert, “Preparing Objectives for Programmed Instruction,” 1962. Mager, Robert, What Every Manager Should Know about Training, 1992. Ohio University Faculty, “Writing Learning Objectives: Beginning with The End in Mind.”