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CREATING SUCCESSFUL LEARNING OBJECTIVES
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Goals/Standards are general statements of desired learning. Learning Objectives are specific statements.
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Learning Objectives are student-centered.Learning Objectives are specific learning targets for students.
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A Non-ExampleThis is not a student centered Learning Objective.
Students will hear a lecture on graphing linear
equations.
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An ExampleThis is a student centered Learning Objective.
After observing a lecture/demonstration,
students will graph linear equations.
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Learning Objectives communicate learning outcomes. Learning Objectives guide lesson planning.
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Learning Objectives are S.M.A.R.T.: Specific, Measurable, Attainable, Relevant/Results-oriented, Time-bound.
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Learning Objectives should be Specific. They should state exactly what is to be accomplished by students.
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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.
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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.
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Learning Objectives should be Measurable.They must define acceptable levels of learning.
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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.
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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.
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Learning Objectives should be Attainable. They should be challenging but realistic giving students a chance for success.
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A Non-exampleThis is a Learning Objective that is not Attainable.
During the lesson, students will be put into
groups.
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An ExampleThis is a Learning Objective that is Attainable.
During the lesson, students will collaborate
in groups of three to solve geometry problems.
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Learning Objectives should be Relevant/Result-oriented.The focus is on content that is interesting and necessary.
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A Non-exampleThis is a Learning Objective that is not Relevant/Results-oriented.
Students will get a lesson on using Internet sources.
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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.
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Learning Objectives should be Time-bound.They should have a specific ending point for assessment.
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A Non-exampleThis is a Learning Objective that is not Time-bound.
Students will evaluate the impact of human activity on specific watersheds.
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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.
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SMART Learning Objectives use Bloom’s Taxonomy.Both the original version or the newer version are useful.
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Bloom’s words are the verbs in well-constructed Learning Objectives. Spending time to select the right word is critical.
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Understanding the levels of Bloom’s words is critical to using them in Learning Objectives.
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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.
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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.
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Some Bloom words are weasel words. Beware of these words that don’t meet the specific and measurable requirements.
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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
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Examples of Useful Bloom Words
listsortIdentifycategorizepredictdesigndescribe generateconclude justifysolveconstructanalyze
measurable
specifi
c
measurab
le
measurable
specific
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At the end of the lesson, students will explain
two causes of the Civil War.
time-
boun
d
specific
results-orientedattainable
measurable
rele
vant
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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
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After observing an experiment, students will
hypothesizethe atomic reason
for the chemical reaction.
specificmeasurable
attainableresults-oriented
time-bound
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After observing various objects, students will
drawa triangle, a square,
a rectangle, and a circle.
specific measurableattainable
relevan
t
time-bound
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Teachers plan lessons using Learning Objectives. Learning activities are based on the Learning Objectives.
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You can study more to become proficient at creating Learning Objectives. A book by Anne Reeves can help.
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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:
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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