1. What is a Learning Objective? Why should we use learning objectives?
Learning objectives should be brief, clear, specific statements of what learners will be able to do at the end of a lesson as a result of the activities, teaching and learning that has taken place.
They are sometimes called learning outcomes. The Learning objective or objectives that you use can be based on three areas of learning: knowledge, skills and attitudes.
Learning objectives define learning outcomes and focus teaching.
They help to clarify, organise and prioritise learning.
They help you and your students evaluate progress.

2. Objectives are student centred, and usually start with:
At the end of the lesson students will be able to…
- Name the 4 stages of Kolb’s reflective learning cycle
- Ask in Spanish for a single or double room in a hotel
- List what to do in case of an emergency
- Complete an example exam and score at least 80%

3. The objectives must be clear to students
The objectives must be clear to students. They ALL must know WHAT they are learning and WHY they are doing it.
This means that you can’t simply write the objectives on the board and hope that the students copy them down.
It implies that you have fully explained them in context; the students have engaged with them and can explain them to any observer.

4. How do you write learning objectives?
As part of your planning you need to decide what your students need to be able to DO after they have learned something that you have taught.
A learning objective must not include the phrases 'to know' or 'to understand' but instead active verbs such as 'state', 'explain', 'outline', 'list' or 'describe'. (Hand out available.)
Avoid using verbs that are difficult to measure objectively.
The following verbs are difficult to assess and measure : Know, comprehend, understand, appreciate, familiarise, study, be aware, become acquainted with, gain knowledge of, cover, learn, realise.
SMART targets
Specific: Precisely states what you will be able to do
Measurable: Can be observed or counted. Can be ticked off 
Action-orientated: Uses an active verb (which can be measured)
Relevant: Is appropriate for you and for the context in which you set it
Time-bound: Clearly indicates by when you will achieve this

5. How can I differentiate my learning objectives and make them more demanding and make sure that they are challenging?
You can make your learning objectives difficult, demanding or challenging by changing the active verb that you use to a more complex one or you can add specific conditions or limits.

6. Aim:
To understand the impact of vitamins on the body.
Learning Objectives:
List five vitamins.
Describe what impact the five vitamins have on the body.
Explain what happens if the body is deficient in these vitamins.

7. You Must be able to describe the information shown on a climate graph.
Should be able to draw a climate graph accurately.
Could be able to draw a climate graph accurately
and interpret the information it shows.
You

8. Writing Learning Objectives correctly – checklist!:
Does the learning objective reflect a step in achieving an overall lesson aim?
Do your lesson activities ensure that students will achieve their objective and your overall aim?
Is the learning objective measurable?
Is the learning objective student-centred?
Have you used effective, action verbs that targets the desired level of performance?

9. How could you make these objectives SMART?
Be given opportunities to learn effective communication skills
Students will know the elements from the periodic table
Students will learn how to deal with irritable customers.
Communicate effectively in a professional environment through technical reports and presentations
Students will be able to identify the elements from the periodic table based on their symbols
Students will develop four different responsive conversation
techniques and briefly describe each in their log

10. Communicate effectively in a professional environment through technical reports and presentations.
Identify the elements from the periodic table based on their symbols.
Develop four different responsive conversation techniques and briefly describe each in their log.