1. Being SMARTER with your Objectives
How to make objectives SMART
While you are waiting complete the sheet on the tables

2. Welcome
Introductions
Housekeeping
Overview

3. Aim and Objectives for this session
Aim: To provide practical and theoretical approach to writing SMART objectives to support planning for learning.
Objectives: At the end of the session you will be able to:
Identify the meaning of SMART
Demonstrate and create 3 SMART objectives in your own subject area
Create 3 learning goals

4. 1. What does the "R" in SMART stand for?
Realistic- you must be able to accomplish the goal
Repeatable - you must be able to do the goal over and over again
Responsible -a goal must allow you to take charge.
Respectful - a goal must allow you to be kind and polite

5. 2. What does the "M" in SMART stand for?
Mental - you have to be able to think about the goal.
Measurable - a goal must have some kind of number attached so you have a way to know if you are reaching the goal.
Memorable - a goal must be easily remembered
Maximum - there are no limits for goals

6. 3. What does the "A" in SMART stand for?
Admirable - a goal must impress people.
Allowable- a goal must be something that won't get you in trouble.
Academic - a goal must be scholarly and oriented towards learning
Achievable - a goal must be reachable; you can do it

7. 4. What does the "T" in SMART stand for?
Time-bound - the goal must be reached within a specific length of time.
Thoughtful - a goal must take into account the feelings of others.
Transferable - a goal should be able to be shared with other people
Trust-worthy - a goal should be worthy.

8. 5. What does the "S" in SMART stand for?
Simple - a goal must be easy.
Smart- a goal must make sense.
Specific - a goal must be focused.
Sample - a goal must be typical.

9. S M A R T Specific The WHAT Measurable The HOW
The learner will be able to…
The WHAT
There may be differentiation here such as;
All will be able to…
Most will be able to…
Some will be able to… VERB – see Bloom’s Taxonomy M
Measurable
The learner will be able to….by….
The HOW
What you will be able to see, is it possible to judge its success A
Attainable
 Can it be completed within the timeframe?
With the resources available?
With the skill level of the learners? R
Relevant
The WHY
Does it link with the topic/course/aim/activities T
Time bound
The WHEN
Is there a defined time when this will be achieved?
The learner will be able to…using….by….

10. So what’s the fuss all about with being SMART?
For the learner:
They know what to expect and what’s expected of them
Gives them a goal to achieve
They can judge their own progress
For you the Tutor:
Helps you evaluate the success of the session
Helps you to keep focused on the planned outcomes

11. Some common pitfalls and how to avoid them
Trying to achieve too much in one session
Trying to cover too many learning outcomes
Learning outcomes not linked to the programme or to learner needs (level, etc.)
Learning outcomes defined at the wrong level (re Bloom)
Learning outcomes in the wrong domain (re Bloom: cognitive, psychomotor, affective)

12. Some common pitfalls and how to avoid them
Learning outcomes not specific enough, don’t define exactly what you want them to be able to do
Learning outcomes not linked to teaching and learning methods
Learning outcomes not linked to assessment
Learning outcomes not practical or feasible
Learning outcomes not linked to evaluation, little capacity to review and change

13. Words and Phrases to avoid
How many words can you think of that are not measurable, or that are vague in meaning?

14. Words and Phrases to avoid

16. Bloom’s taxonomy – words to use

17. Activity Look at the examples that are from OTLA reports;
Which are SMART?
Can you make them smarter?
For those which are not, how can you make them smart?

18. RARPA – six stages 6 5 4 3 2 1 Distance travelled Next steps
Identifying learning aim(s) and objectives
Initial assessment
Agree challenging learning goals
Recognise and record progress and achievement
End of programme assessment
Next steps 1 2 3 4 5 6
Distance travelled

19. Quick Quiz
Answer the multiple choice questions to test your knowledge.
Prizes for full marks!

20. Self-assessment
As a group look at the objectives that you have brought with you.
Re-write these so that they are now SMART
If you think they are already SMART can you make them SMARTer still

21. Individual Goal setting
In addition to the course objectives, your learners will also have their own goals. [QD16a]
How can you make these SMART?