learning objectives

1. WRITING LEARNING OBJECTIVES
ALIGNED WITH INSTRUCTION AND
ASSESSMENT

2. ALIGNMENT IN LESSON
PLANNING
Goal
Learning
Goal
Overarching
Theme
Related to
Curriculum
Strand
Standards
Standards
Limit
Number
All must be
a part of the
final
assessment
Objective
Lesson
Objective
Must be
aligned with
CCSS and
Content
standards
Activity
Learning
Activities
Must result
in meeting
standards
and lesson
objectives
Assessment
Formative
Summative
Must measure
if standard and
objective have
been met with
this learning
activity

3. WRITING LESSON OBJECTIVES
THE IDEAL LEARNING OBJECTIVE HAS 3
PARTS:
1. A MEASURABLE ACTION VERB
2. THE IMPORTANT CONDITION (IF ANY) UNDER WHICH THE
PERFORMANCE IS TO OCCUR
3. THE CRITERION OF ACCEPTABLE PERFORMANCE

4. ABCD'S OF LEARNING
OBJECTIVES
• AUDIENCE
• THE LEARNERS:
• IDENTIFY WHO IT IS THAT WILL BE DOING THE PERFORMANCE (NOT THE
INSTRUCTOR)
• BEHAVIOR (PERFORMANCE):
• WHAT THE LEARNER WILL BE ABLE TO DO
• MAKE SURE IT IS SOMETHING THAT CAN BE SEEN OR HEARD
• CONDITION
• THE CONDITIONS UNDER WHICH THE LEARNERS MUST DEMONSTRATE
THEIR MASTERY OF THE OBJECTIVE:
• WHAT WILL THE LEARNERS BE ALLOWED TO USE? WHAT WON'T THE
LEARNERS BE ALLOWED TO USE?
• DEGREE (OR CRITERION)
• HOW WELL THE BEHAVIOR MUST BE DONE

5. WHAT DO YOU WANT YOUR STUDENTS
TO LEARN AS A RESULT OF THIS LESSON?
THREE-STEP PROCESS BELOW FOR CREATING DEFINING
LEARNING OBJECTIVES.
1. CREATE A STEM
• AFTER COMPLETING THE LESSON, THE STUDENT WILL . .
.
• AFTER THIS UNIT, THE STUDENT WILL . . .
• BY COMPLETING THE ACTIVITIES, THE STUDENT WILL . .
.
• AT THE CONCLUSION OF THE COURSE/UNIT/STUDY THE
STUDENT WILL…
2. AFTER YOU CREATE THE STEM, ADD AN ACTION VERB:
VERB: ANALYZE, RECOGNIZE, COMPARE, PROVIDE, LIST,
IDENTIFY, CREATE, DEMONSTRATE, USE, SHOW, CLASSIFY,
CALCULATE, DESIGN, ETC.

6. WHAT DO YOU WANT YOUR STUDENTS
TO LEARN AS A RESULT OF THIS LESSON?
ONCE YOU HAVE A STEM AND A VERB, DETERMINE THE
ACTUAL PRODUCT, PROCESS, OR OUTCOME:
AFTER COMPLETING THIS LESSON, THE STUDENT WILL…….
• CREATE A VENN DIAGRAM WHICH COMPARES AND CONTRASTS .
. .
• DEMONSTRATE LEARNING BY PRODUCING A ……
• WRITE A RESEARCH PAPER SUMMARIZING 2 KEY IDEAS IN THE….
• EXPLAIN 3 KEY EVENTS THAT LED TO THE AMERICAN
REVOLUTION THROUGH A MULTIMEDIA PRESENTATION
• DESCRIBE THE EVENTS OF THE GOLD RUSH FROM THE VIEWPOINT
OF MINER BY ANALYZING THE CONTENTS OF A PRIMARY SOURCE
POSTER FROM THE CALIFORNIA ARCHIVES
• CREATE A TIMELINE OF EVENTS LEADING UP TO THE
REVOLUTIONARY WAR

7. CHARACTERISTICS OF LEARNING
OBJECTIVES
• DETERMINE THE BEHAVIOR CHANGES THAT WILL OCCUR,
SETTING THE TARGETS THAT ARE TO BE REACHED BY THE
END OF THE LESSON.
• PROVIDE A CLEAR UNDERSTANDING OF WHAT HE/SHE WILL
BE EXPECTED TO KNOW OR TO DO WHEN THE LESSON IS
COMPLETED.

8. DO’S AND DON’TS FOR
LEARNING OBJECTIVES

9. HOW TO WRITE GOALS FOR SPECIFIC
BEHAVIORS
REFER TO EXPLICIT RATHER THAN VAGUE BEHAVIORS
• ASKING STUDENTS TO "GRASP THE SIGNIFICANCE," OR
"APPRECIATE" SOMETHING WILL ONLY LEAD TO CONFUSION.
• USING MORE EXPLICIT BEHAVIORS SUCH AS "IDENTIFY," OR
"SORT," WILL CLARIFY THE PERFORMANCE EXPECTED OF
STUDENTS.
• EXPLAIN EXPLICIT BEHAVIORS REPRESENTATIVE OF
DIFFERENT LEVELS OF COGNITION OR THINKING (SEE
BLOOM VERBS)
• DESCRIBE COMMON PRODUCTS OR OUTCOMES OF THOSE
BEHAVIORS
• AVOID “WILL UNDERSTAND” OR “EXPLORE” OR “LEARN
ABOUT” OR “GAIN KNOWLEDGE”
• ARE THESE BEHAVIORS “MEASURABLE” THROUGH
ASSESSMENT? (FORMATIVE OR PROGRESS-MONITORING,
SUMMATIVE, FORMAL, INFORMAL

10. Know
Remember
Comprehend
Understand
Use
Apply
Analyze
Take Apart
Synthesize
Create New
Evaluate
Judge
Behaviors:
Action Verbs
name
memorize
record
list
match
write
state
repeat
describe
discuss
give examples
locate
tell
find
report
predict
review
recognize
estimate
translate
practice
illustrate
sketch
solve
show
employ
sort
classify
distinguish
experiment
compare
contrast
diagram
debate
solve
examine
inventory
design
plan
propose
arrange
assemble
develop
produce
organize
manage
revise
rate
value
appraise
decide
choose
score
select
assess
debate
recommend
Products:
Outcomes
Assignments
Assessments
Presentations
Experiments
Performances
facts
events
models
filmstrips
books
puzzles
stories
games
journals
illustrations
drawings
maps
sculptures
diorama
scrapbook
mobile
collections
diagrams
graphs
surveys
questionnaires
reports
objects
news
articles
poems
machines
songs
plays
hypotheses
polls
panels
recommendations
discussions
simulations
evaluations
surveys
BLOOM ACTION VERBS AND
PRODUCTS

11. Find the action verbs!

12. CHARACTERISTICS OF LEARNING
OBJECTIVES
• MUST BE VERIFIABLE AND MEASURABLE
• MUST ALWAYS HAVE THREE ELEMENTS:
• PERFORMANCE: WHAT THE STUDENT WILL
BE ABLE TO DO AS A RESULT OF THE LESSON,
EXPRESSED IN BEHAVIORAL TERMS WITH
ACTION VERBS.
• CONDITIONS: CIRCUMSTANCES UNDER
WHICH THE PERFORMANCE OCCURS, WHICH
SHOULD BE ALIGNED WITH REAL-WORLD
PERFORMANCE (E.G. ROLE-PLAY, SIMULATION,
USING JOB AIDS, WHILE BEING OBSERVED).
• STANDARDS: FORM THE BASIS FOR
EVALUATION, DESCRIBING HOW WELL
HE/SHE WILL BE EXPECTED TO PERFORM
EACH OBJECTIVE.
http://www.click4it.org/index.php/Learning_Objectives

13. CHARACTERISTICS OF LEARNING
OBJECTIVES
• LEARNING OBJECTIVES SHAPE CONTENT AND PROCEDURAL
ASPECTS OF ANY ASSESSMENT ACTIVITY.
• FOR EACH STATED OBJECTIVE AN ASSESSMENT
EXERCISE/ACTIVITY HAS TO BE DESIGNED TO EVALUATE
THE EXTENT TO WHICH THE STUDENTS HAVE LEARNED
WHAT THEY NEEDED TO KNOW AND DO.
• ORIENT DECISION ON THE TYPE OF MEASUREMENT TO
DESIGN:
• EXAMS, SIMULATIONS, CHECKLISTS, QUIZ,
PRESENTATION, ROLE PLAY, DEMONSTRATIONS,
MONITORED ACTIVITIES, ETC.
• THE DECISION ON THE TYPE TO UTILIZE VARIES
ACCORDING TO TYPE OF LEARNING TO BE ACQUIRED.
• LEARNING GOALS EXPRESS THE GENERAL PURPOSE OF THE
TRAINING, DESCRIBING WHAT IS COVERED AND HOW IT IS
ORGANIZED.
http://www.click4it.org/index.php/Learning_Objectives

14. BLOOM’S TAXONOMY AND WEB TOOLS

15. BLOOMIN’
APPS
ONLINE
Interactives -
https://www.schrockguide.net/bloom
in-apps.html

16. BLOOM’S TAXONOMY TECH TOOLS