CREATING SUCCESSFUL LEARNING OBJECTIVES

Goals/Standards are general statements of desired learning. Learning Objectives are specific statements.

Learning Objectives are student-centered.Learning Objectives are specific learning targets for students.

A Non-ExampleThis is not a student centered Learning Objective.

Students will hear a lecture on graphing linear

equations.

An ExampleThis is a student centered Learning Objective.

After observing a lecture/demonstration,

students will graph linear equations.

Learning Objectives communicate learning outcomes. Learning Objectives guide lesson planning.

Learning Objectives are S.M.A.R.T.: Specific, Measurable, Attainable, Relevant/Results-oriented, Time-bound.

Learning Objectives should be Specific. They should state exactly what is to be accomplished by students.

A Non-exampleThis is a Learning Objective that is not Specific.

Students will take notes from a PowerPoint

lecture about the stock market crash of 1929.

An ExampleThis is a Learning Objective that is Specific.

By the end of the lesson, students will create a

graphic organizer showing causes and effects of the

stock market crash of 1929.

Learning Objectives should be Measurable.They must define acceptable levels of learning.

A Non-exampleThis is a Learning Objective that is not Measurable.

Students will discover diversity in a meadow by coming face to face with

it.

An ExampleThis is a Learning Objective that is Measurable.

After a working field trip, students will describe at

least 12 plant species and 12 animal species found

in the meadow.

Learning Objectives should be Attainable. They should be challenging but realistic giving students a chance for success.

A Non-exampleThis is a Learning Objective that is not Attainable.

During the lesson, students will be put into

groups.

An ExampleThis is a Learning Objective that is Attainable.

During the lesson, students will collaborate

in groups of three to solve geometry problems.

Learning Objectives should be Relevant/Result-oriented.The focus is on content that is interesting and necessary.

A Non-exampleThis is a Learning Objective that is not Relevant/Results-oriented.

Students will get a lesson on using Internet sources.

An ExampleThis is a Learning Objective that is Relevant/Results-oriented.

During class, students will use the Internet to locate

five reliable sources of information about

Picasso.

Learning Objectives should be Time-bound.They should have a specific ending point for assessment.

A Non-exampleThis is a Learning Objective that is not Time-bound.

Students will evaluate the impact of human activity on specific watersheds.

An ExampleThis is a Learning Objective that is Time-bound.

At the end of the experiment, students will

evaluate the impact of human activity on specific

watersheds.

SMART Learning Objectives use Bloom’s Taxonomy.Both the original version or the newer version are useful.

Bloom’s words are the verbs in well-constructed Learning Objectives. Spending time to select the right word is critical.

Understanding the levels of Bloom’s words is critical to using them in Learning Objectives.

An example of Bloom’s Taxonomy words in a Learning Objective.

At the end of the lesson, students will compare

urban and agrarian occupations in Texas

using a variety of sources.

Another example of Bloom’s Taxonomy words in a Learning Objective.

At the end of the unit, students will design a

display that presents the causes, events, and

consequences of the French Revolution.

Some Bloom words are weasel words. Beware of these words that don’t meet the specific and measurable requirements.

Examples of Weasel Words

imaginecomprehendunderstand knowappreciate seeexplore exposed tolearn familiar withrealize sense ofdiscover

not specific

not specific

not mea

surab

le

not specifi

c

not specific

not measurable

Examples of Useful Bloom Words

listsortIdentifycategorizepredictdesigndescribe generateconclude justifysolveconstructanalyze

measurable

specifi

c

measurab

le

measurable

specific

At the end of the lesson, students will explain

two causes of the Civil War.

time-

boun

d

specific

results-orientedattainable

measurable

rele

vant

By the end of the lesson, students will provide a one page critique of one dayin a Vietnam War

soldier’s diary.

specific

measurable

attainable

relevant

time-bound

After observing an experiment, students will

hypothesizethe atomic reason

for the chemical reaction.

specificmeasurable

attainableresults-oriented

time-bound

After observing various objects, students will

drawa triangle, a square,

a rectangle, and a circle.

specific measurableattainable

relevan

t

time-bound

Teachers plan lessons using Learning Objectives. Learning activities are based on the Learning Objectives.

You can study more to become proficient at creating Learning Objectives. A book by Anne Reeves can help.

http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

http://www.edpsycinteractive.org/topics/cognition/bloom.html

http://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Other_Resources_-_Blooms_Taxonomy

http://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/

If you want more information about Bloom’s Taxonomy and the new version of Bloom’s Taxonomy, see the following:

ReferencesAnderson, L. & Krathwohl, D. A. (2001) Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives New York: Longman Bloom, Benjamin, Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green Marzano, Robert J., (2007), The Art and Science of Teaching A Comprehensive Framework For Effective Instruction, Association for Supervision and Curriculum Development, Alexandria, Virginia Ohio Department of Education (ODE) (2011). Ohio Resident Educator Teacher Program The Journey to Excellence SMART Goals. PDF Retrieved October, 2012, from http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1260&ContentID=129823&Content=130135 Posner, George J. and Rudnitsky, Alan N. (2006), Course Design A Guide to Curriculum Development for Teachers, Pearson Education Inc., Boston, Massachusetts. Reeves, Anne R. (2011), Where Great Teaching Begins Planning for Student Thinking and Learning, Association for Supervision and Curriculum Development, Alexandria, Virginia