1. LEARNING OBJECTIVES The Foundation of Good Lesson Plans Presented By: Frank Woodall Texas Commission on Law Enforcement Education,Training, and Special Services Division 02-03-04

2. Learning Goal or Learning Objective? Learning Goal – Broad, imprecise description of learning outcome. Learning Objective – exact description of: 1.a measurable student performance 2.to a precise standard 3.Under defined conditions

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

4. 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 Learning Objective

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

6. 1.the performance 2.the standard 3.and, any special conditions Learning Objectives have three main components:

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

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

11. Standard 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

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

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 when well written, contain:  measurable performances  precise standards  well defined conditions

19. Learning Objective Answers one of the following questions: as the result of the training: 1.What should the student learn? 2.What should the student be able to do? or 3.What new behavior should be evident?

20. Questions?