1 Writing and Utilizing Quality Learning Objectives Ron Gardner Pesticide Management Education Program Cornell University 2007 North American Pesticide Applicator Certification & Safety Education Workshop Wednesday August 22, 2007

2 Learning Objectives  Defined: A statement that tells a person what they are expected to learn, in a way that is measurable. A statement that tells a person what they are expected to learn, in a way that is measurable.

3 Learning Objectives: Why are they important?   Based on the job analysis, they address relevant material for certification   Students will know how the material is related to their educational goals   Students know what to study and what they are expected to be able to do after the instruction   Facilitates the organization of the material

4 Learning Objectives: Why are they important?   Student is provided the means to evaluate their own progress at any place along the route of instruction and is able to organize their efforts to relevant activities   The tests will correspond to the stated learning objectives and thus the job analysis. Integrates the manual and exam development

5 In Short  Learning Objectives communicate What the instructor is trying to teach What the students are to be expected to be able to do How their achievement will be measured What will be accepted as evidence that they have achieved the goals

6 What is the form of a usefully stated objective?   Stated in behavioral, or performance terms Describes what the learner will be DOING when demonstrating his achievement of the objective

7 What is the form of a usefully stated objective?   Stated in behavioral, or performance terms Describes what the learner will be DOING when demonstrating his achievement of the objective Communicates the instructional intent of the person selecting the objective.

8 What is the form of a usefully stated objective?   Stated in behavioral, or performance terms Describes what the learner will be DOING when demonstrating his achievement of the objective Communicates the instructional intent of the person selecting the objective. Must measure performance in terms of the goals

9 Action Verbs help define performance  Write  Recite  Identify  Differentiate  Solve  Construct  List  Compare  Contrast  Select Uses action verbs to be open to fewer interpretations:

10 Do Not Use Any of These!  Know  Understand  Really understand  Grasp the significance of  Be aware of  Learn  Enjoy  Believe  Have faith in  Appreciate  Become Familiar with Why not use these? Because they are open to several interpretations and are not measurable!!! Words with many interpretations

11 The Best Learning Objectives:  Identify the terminal behavior by name Examples Examples ListList WriteWrite  Be to the point, but not too specific Describe the colony dispersal mechanisms for each ant species. Describe the colony dispersal mechanisms for each ant species.

12 Test the Learning Objective  What is the learner doing when demonstrating that they have achieved the objective?  Does it identify the kind of performance that will be accepted as evidence that the learner has achieved the objective?  Our example: Training soldiers to use the target tracking console of a missile system.

13 Example: Targeting Console Training  Is this a Learning Objective ? “To develop a critical understanding of the operation of the Target Tracking Console.”“To develop a critical understanding of the operation of the Target Tracking Console.”  What is the learner doing when demonstrating that they have achieved the objective?  Does it identify the kind of performance that will be accepted as evidence that the learner has achieved the objective?

14 Example: Targeting Console Training  Is this a Learning Objective ? “When the learner completes the program of instruction, they must be able to identify by name each of the controls located on the front of the Target Tracking Console.” “When the learner completes the program of instruction, they must be able to identify by name each of the controls located on the front of the Target Tracking Console.”  What is the learner doing when demonstrating that they have achieved the objective?  Does it identify the kind of performance that will be accepted as evidence that the learner has achieved the objective?

15 Example 2  Which of these statements is stated in performance terms? 1. To develop an appreciation for music 2. To be able to solve quadratic equations  Number 2 is stated in performance terms. It tells what the learner will be doing when they demonstrate that the objective has been reached. It tells what the learner will be doing when they demonstrate that the objective has been reached.

16 Example 3  Which of these are stated in performance terms? 1. To be able to repair a radio 2. To know how an amplifier works  Number 1 is stated in performance terms. It meets the first test of a useful learning objective because it tells what the learner will be doing when demonstrating their achievement of the objective.

17 Utilizing Learning Objectives(Instructor)  Serves as an outline for Manuals Less repetition Less repetition Better focus Better focus Logical flow Logical flow Prerequisites Prerequisites

18 Utilizing Learning Objectives(Instructor)   Facilitate construction of in-class activities   Used as subject structure for lectures or presentations Core training modules Begin with the Learning Objectives Slides reference the relevant LO Finish by reviewing the LO’s

19 Reading the Pesticide Label Cornell University Pesticide Management Education Program © Copyright 2006 Cornell University

20 Learning Objectives 1. Define pesticide label and labeling and list their similarities and differences. 2. Identify and locate the kinds of information you can find on a label. 3. List the 4 times you should read the pertinent parts of a label. 4. Explain the meaning of the phrase "Use Inconsistent With Labeling." 5. Explain what to do if state laws are more strict than label directions.

21 Learning Objectives 1. Define pesticide label and labeling and list their similarities and differences Identify and locate the kinds of information you can find on a label List the 4 times you should read the pertinent parts of a label Explain the meaning of the phrase "Use Inconsistent With Labeling." Explain what to do if state laws are more strict than label directions.

22 Label: What is a Label?  The label is attached to its package or container.

23 Label: What is Labeling?  Supplemental Information  It is all the printed information about the pesticide and includes: The label The label Supplements Supplements Brochures/flyers Brochures/flyers Dealer information Dealer information Recognized authority Recognized authority  Just as important as the label.

24 Summary & Review 1. Define pesticide label and labeling and list their similarities and differences. 2. Identify and locate the kinds of information you can find on a label. 3. List the 4 times you should read the pertinent parts of a label. 4. Explain the meaning of the phrase "Use Inconsistent With Labeling." 5. Explain what to do if state laws are more strict than label directions.

25 Utilizing Learning Objectives(Learner)  Advanced learning orientation for students. Know up-front what is expected   How to study in manual preface Read LO’s Read Chapter Review LO’s

26 Utilizing Learning Objectives (Lead Agency)  Basis for testing Directly links the test to the job analysis Directly links the test to the job analysis  Substitute for study questions in manual Leaves more “?s”for certification test!

27 Write a question based this objective. Cite how each herbicide active ingredient gets into and moves within the plant   The herbicide that is adsorbed through both plant roots and foliage is. A.Imazapyr B.Paraquate C.Glyphosate D.2,4-D