"Targets for Instruction" Learning Objectives

Are statements of expected learning outcomes Communicate those expected learning outcomes to students Assist students in their learning processes Assist teachers in their planning for instruction Assist teachers in planning assessments Are statements of expected learning outcomes Communicate those expected learning outcomes to students Assist students in their learning processes Assist teachers in their planning for instruction Assist teachers in planning assessments Learning Objectives

Global (Goals) Semester, quarter, year Not content-specific ("Improve critical thinking skills") Educational (Unit) Week, month Content-specific Instructional (Lesson) Class period Tied to specific activities Global (Goals) Semester, quarter, year Not content-specific ("Improve critical thinking skills") Educational (Unit) Week, month Content-specific Instructional (Lesson) Class period Tied to specific activities Three Levels of Objectives

Levels of Objectives Year, semester Global Objectives UnitUnitUnit Lessons Educational Objectives Instructional Objectives

It is very difficult, if not impossible, to measure "states of mind" such as appreciates, understands, realizes, etc., unless those states of mind can be behaviorally demonstrated. How could a student demonstrate that he/she appreciates classical music? How could a student demonstrate that he/she understands the Pythagorean Theorem? Without behavioral demonstrations, there is nothing to assess. It is very difficult, if not impossible, to measure "states of mind" such as appreciates, understands, realizes, etc., unless those states of mind can be behaviorally demonstrated. How could a student demonstrate that he/she appreciates classical music? How could a student demonstrate that he/she understands the Pythagorean Theorem? Without behavioral demonstrations, there is nothing to assess. Objectives should be Explicit, Clear, and Measurable

Not: The learning theory of Lev Vygotsky will be presented. Instead: Students will be able to explain Lev Vygotsky's learning theory. Not: The learning theory of Lev Vygotsky will be presented. Instead: Students will be able to explain Lev Vygotsky's learning theory. Objectives Describe Students’ Learning, Not Teachers' Plans

Objectives are "ends" "Following instruction, students will be able to..." Activities are "means" (to the ends) "During instruction, students will..." Objectives are "ends" "Following instruction, students will be able to..." Activities are "means" (to the ends) "During instruction, students will..." Objectives versus Activities

Possible confusion... Sometimes activities are used to measure learning outcomes, and... Sometime s the same or similar activities are used during instruction. What is the purpose of the activity-- instruction or assessment? Students will solve 10 multiplication problems with 80% accuracy (assessment) Students will divide into groups and construct collages (instruction) Sometimes activities are used to measure learning outcomes, and... Sometime s the same or similar activities are used during instruction. What is the purpose of the activity-- instruction or assessment? Students will solve 10 multiplication problems with 80% accuracy (assessment) Students will divide into groups and construct collages (instruction)

Writing Learning Objectives as Complete Sentences

Following the (year, unit, lesson), students will be able to... What will they be able to DO to demonstrate their learning? What they DO will depend on the level of learning that is expected of them. Memorize facts, solve problems, construct something, judge something Levels of learning are expressed in Bloom's Taxonomy of Learning Following the (year, unit, lesson), students will be able to... What will they be able to DO to demonstrate their learning? What they DO will depend on the level of learning that is expected of them. Memorize facts, solve problems, construct something, judge something Levels of learning are expressed in Bloom's Taxonomy of Learning Part 1 of the Objective (the verb)

Knowledge (facts/information) List, name, identify, define, etc. Comprehension (understanding of facts/information) Discuss, explain, interpret, summarize, etc. Application (use of facts/information) Demonstrate, construct, solve, etc. Analysis (analyze information) Separate, break down, diagram, differentiate, etc. Synthesis (generalize information) Combine, create, group, organize, etc. Evaluation (critique information) Criticize, judge, grade, appraise, etc. Knowledge (facts/information) List, name, identify, define, etc. Comprehension (understanding of facts/information) Discuss, explain, interpret, summarize, etc. Application (use of facts/information) Demonstrate, construct, solve, etc. Analysis (analyze information) Separate, break down, diagram, differentiate, etc. Synthesis (generalize information) Combine, create, group, organize, etc. Evaluation (critique information) Criticize, judge, grade, appraise, etc.

Following the (year, unit, lesson), students will be able to... (add a Bloom's Taxonomy verb here) See page 69 of Airasian's text for a list of verbs

For example: Following the unit, students will be able to EXPLAIN... Following the lesson, students will be able to NAME... Following the year, students will be able to DEMONSTRATE... For example: Following the unit, students will be able to EXPLAIN... Following the lesson, students will be able to NAME... Following the year, students will be able to DEMONSTRATE...

What will they be able to explain, name, or demonstrate? Add the course learning content or skill that students are expected to learn What will they be able to explain, name, or demonstrate? Add the course learning content or skill that students are expected to learn Part 2 of the Objective (the noun phrase)

For example: Following the unit, students will be able to EXPLAIN how hurricanes are formed. Following the lesson, students will be able to NAME the three branches of our government. Following the year, students will be able to DEMONSTRATE improvement in their general writing ability. Following the unit, students will be able to EXPLAIN how hurricanes are formed. Following the lesson, students will be able to NAME the three branches of our government. Following the year, students will be able to DEMONSTRATE improvement in their general writing ability.

Hints for Writing Objectives 1. Use verbs from Bloom’s Taxonomy on page 69 of Airasian text 2. Do not use Bloom’s category words (know, comprehend, apply, analyze, synthesize, evaluate) 3. Do not use “states of mind” verbs for educational or instructional objectives 1. Use verbs from Bloom’s Taxonomy on page 69 of Airasian text 2. Do not use Bloom’s category words (know, comprehend, apply, analyze, synthesize, evaluate) 3. Do not use “states of mind” verbs for educational or instructional objectives

...more hints 4. Make objectives describe learning outcomes, not instructional activities 5. Use only one verb per objective (not list and explain, or define and interpret) 6. Global objectives may be less measurable and may contain “states of mind” words 7. Make educational and instructional objectives explicit, clear and measurable 4. Make objectives describe learning outcomes, not instructional activities 5. Use only one verb per objective (not list and explain, or define and interpret) 6. Global objectives may be less measurable and may contain “states of mind” words 7. Make educational and instructional objectives explicit, clear and measurable

Evaluate these 10 objectives... (they ALL have a problem) 1. Students will learn to play an instrument. “Learn” is a state of mind that can’t be seen. 2. Students will grasp the concept of photosynthesis. “Grasp” is a state of mind that can’t be seen. 3. Students will appreciate the value of life- long recreation. “Appreciate” is a state of mind that can’t be seen, although this objective would work as a Global objective. 1. Students will learn to play an instrument. “Learn” is a state of mind that can’t be seen. 2. Students will grasp the concept of photosynthesis. “Grasp” is a state of mind that can’t be seen. 3. Students will appreciate the value of life- long recreation. “Appreciate” is a state of mind that can’t be seen, although this objective would work as a Global objective.

4. Given 30 algebra problems, students will work in pairs to solve them all. This is an instructional activity, not an activity that will measure a learning outcome 5. Students will understand how to search for online journal articles. “Understand” is a state of mind 6. Students will critique current literature. Unclear--What current literature? 4. Given 30 algebra problems, students will work in pairs to solve them all. This is an instructional activity, not an activity that will measure a learning outcome 5. Students will understand how to search for online journal articles. “Understand” is a state of mind 6. Students will critique current literature. Unclear--What current literature?

7. Students will be given instructions about how to write an APA reference. Not a learning outcome--tells the teacher what to do. 8. Students will be able to dribble a basketball with both hands. Unclear--both hands at the same time or each hand separately? 9. Students will analyze a list of learning objectives. “Analyze” is a Bloom’s category 10. Students will write without grammatical or spelling errors. Unclear--will write what? Noun phrase is omitted 7. Students will be given instructions about how to write an APA reference. Not a learning outcome--tells the teacher what to do. 8. Students will be able to dribble a basketball with both hands. Unclear--both hands at the same time or each hand separately? 9. Students will analyze a list of learning objectives. “Analyze” is a Bloom’s category 10. Students will write without grammatical or spelling errors. Unclear--will write what? Noun phrase is omitted