1. WRITING AND UTILIZING LEARNING OBJECTIVES Presented by Sheree P. Koppel, Ed.D. Academic Dean Sullivan College of Technology and Design

2. SESSION OBJECTIVES  Define “learning objective”  List and describe the attributes of a learning objective  Create objectives for a lesson you will teach in the future

3. PREPARATION Before beginning this session, select a lesson that you plan to teach in the near future. Gather whatever materials you might need to begin developing the lesson. Review the content of the lesson so you will be prepared to create appropriate learning objectives for the lesson.

4. WHAT IS A LEARNING OBJECTIVE?  A brief, clear statement that describes a desired learning outcome of instruction in a measurable way  A description of a performance you want learners to exhibit  A statement of what you want students to KNOW and BE ABLE TO DO following instruction  KNOW = processDO = product

5. COMPONENTS OF AN OBJECTIVE An objective must include: * a strong action verb * a way to measure whether it is attained or not * a specific standard of performance or level of knowledge * a single skill or content item

6. SMART OBJECTIVES  S = specific  M = measurable  A = appropriate for course content/covered in course content  R = realistic to achieve/obtainable  T = time-bound with a deadline

7. WHY ARE OBJECTIVES IMPORTANT?  How will you get there if you and your students don’t know where you’re going?

8. WHY DEVELOP AND UTILIZE LEARNING OBJECTIVES?  They focus/organize content and instruction.  They help keep a class “on track”.  They help students recognize what is critical to know and do.  They guide assessment.  Other

9. EXAMPLES FOR CRITIQUE  Understand how to use technology effectively.  Explain the theoretical bases of various dramatic genres and illustrate them with plays from different eras.  Know the historically important systems of psychology.  Demonstrate knowledge of the math, science and engineering fundamentals.

10. MORE EXAMPLES TO CRITIQUE  Analyze and interpret data to produce meaningful conclusions and recommendations.  Solve a problem using appropriate mathematical theories, principles and formulas.  List three characteristics of a medical coder that distinguish this position from that of other medical or healthcare specialists.

11. VERBS YOU SHOULDN’T USE! Why are these verbs poor choices for learning objectives? know comprehend understand familiarize study learn

12. CHECKLIST FOR QUALITY OBJECTIVES Use this checklist to evaluate examples of objectives you create. __ uses a single strong word at the beginning __ uses a verb that accurately describes the desired action __ is measurable __ matches instructional activities

13. VERBS TO USE – BLOOM’S TAXONOMY Knowledge/Remember Define LabelRecite DescribeStateList NameWriteRecall RecognizeUnderlineSelect ReproduceOutlineMatch

14. VERBS TO USE/BLOOM’S TAXONOMY Comprehension/Understand IdentifyDiscussExplain ParaphraseIndicateIllustrate RepresentNameFormulate Classify

15. VERBS TO USE/BLOOM’S TAXONOMY Application/Apply PredictCalculateDraw ManipulateAssessExplain ChooseFindShow DemonstrateConstructCompute UsePerform

16. VERBS TO USE/BLOOM’S TAXONOMY Analysis/Analyze AnalyzeCharacterizeDiagnose IdentifyDiscriminateDifferentiate DissectSelectDocument SeparateCompareContrast JustifyResolveCriticize

17. VERBS TO USE/BLOOM’S TAXONOMY Synthesis/Create CombineAssembleSummarize CompileArgueCreate DiscussDesignOrganize GenerateDeriveIntegrate RelateGeneralizeConclude

18. VERBS TO USE/BLOOM’S TAXONOMY Evaluation/Evaluate JudgeEvaluateDetermine SupportDefendAttack ChooseAppraiseAssess PredictPrescribeRank RateRecommendValidate Verify

19. PRACTICE WRITING OBJECTIVES Create three or four learning objectives for the lesson you selected for today’s practice session. Use the verb lists to help you get started. After you have written them, go back to the checklist provided on an earlier slide. Critique your own created objectives. Then unveil them in your classroom. Tell your students at the start of the lesson what you expect them to know and do when the lesson is over. Watch and listen to them. You might find that learning and engagement are both enhanced by this practice!

20. FOLLOW UP If you would like me to review your objectives, you may send them to me by email (skoppel@sctd.edu). I will be happy to make suggestions and provide encouragement.skoppel@sctd.edu

21. RESOURCES Writing Learning Objectives: Beginning with the End in Mind www.oucom.ohiou.edu/fd/writingobjectives A Model of Learning Objectives http://www.celt.iastate.edu/teaching/RevisedBloom’s1.html Marzano, R. J. (2009). Designing and Teaching Learning Goals and Objectives. Marzano Research Laboratory, Bloomington, Indiana.