Learning objectives power point
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This document provides guidance on how to write effective learning objectives. It explains that learning objectives should describe observable and measurable behaviors or skills that students will be able to demonstrate after a learning experience. The document outlines a structure for writing learning objectives, including using an observable verb in the first part, a content noun phrase in the second part, and a description of success criteria in the third part. It provides examples of well-structured learning objectives and distinguishes them from activity descriptions. The document also defines common verbs used in the first part of learning objectives and advises avoiding verbs that are not observable.
Learning objectives power point
- 1. How to Write Effective Learning Objectives
- 2. What are learning objectives? Learning objectives are statements of what you want a student to be able to do after a learning experience. They are not “goals” or “aims”. Those terms have slightly different meanings in an educational setting.
- 3. What are learning objectives? Learning objectives should be OBSERVABLE - The student can create some sort of behavior or performance that you can see or hear. Typically creates an artifact, although it’s possible to be an oral performance/ interaction. MEASURABLE - The performance or behavior can be set against some sort of metric (e.g., pass/fail, letter grade, rubric score) judged by a more-knowledgeable other. APPLICABLE TO VARIOUS CONTEXTS - The learning objective is a description of a skill that can be applied to various activities, assignments, or behaviors.
- 4. Structure of a Learning Objective First part - VERB in present tense that is an observable action. Examples: Defines, Explains, Identifies, Evaluates, Solves, Creates, Discusses, Writes, Asks, Uses, Edits, Proofreads. Second part - NOUN PHRASE, the content of which is variable, but typically is the “meat” of the content. Third part - DESCRIPTION of the measure of success which often starts with “as” or “that”.
- 5. Example Learning Objective Defines a noun as a person, place, or thing. Part 1: Defines Part 2: a noun Part 3: as a person, place or thing.
- 6. Example Learning Objective Writes a comparative essay that uses a whole-to-whole or part-to-part organizational structure. Part 1: Writes Part 2: a comparative essay Part 3: that uses a whole-to-whole or part-to-part organizational structure.
- 7. Example Learning Objective Selects a book for independent reading that is an appropriate level for and interest to the student. Part 1: Selects Part 2: a book for independent reading Part 3: that is an appropriate level for and interest to the student.
- 8. Example Learning Objective Brainstorms throughout the writing process to come up with ideas for writing. Part 1: Brainstorms Part 2/3: throughout the writing process to come up with ideas for writing.
- 9. ‘Part 1’ Verbs to Avoid Understands, Knows - not observable, too “big” Reads - when it refers to a book or text. (You can use ‘reads’ when discussing oral reading.)
- 10. Definitions of Common ‘Part 1’ Verbs Defines: Gives a dictionary definition. Identifies: Points to something in a given text. Explains: Gives details about a piece of content that are finite and, generally, unchanging. Discusses: Gives details about a piece of content that are changing or multiple in nature. Evaluates: Judges the quality of.
- 11. Difference Between Learning Objectives and Activity Descriptions Writes an persuasive essay that gives an opinion at the beginning of the essay and subsequently presents evidence to support the opinion. Writes an persuasive essay about a controversial topic.
- 12. Difference Between Learning Objectives and Activity Descriptions Discusses the motivations of a character at various points in a story. Discusses the motivations of Captain Ahab at various points during Moby Dick.
- 13. From Learning Objectives . . . Various possibilities for instruction and learning experiences should be evident. Various possibilities for assessment—methods and criteria—should also be evident.