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Writing Learning Objectives

Writing effective learning objectives involves three key steps: 1) Stating the desired outcome as a measurable behavior using an active verb and specifying what the learner will know or be able to do. 2) Asking questions to identify the key takeaways and skills students should gain from the lesson. 3) Structuring each objective with a sentence stem, active verb from Bloom's Taxonomy, and description of the specific knowledge or skill.

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111 views2 pages

Writing Learning Objectives

Writing effective learning objectives involves three key steps: 1) Stating the desired outcome as a measurable behavior using an active verb and specifying what the learner will know or be able to do. 2) Asking questions to identify the key takeaways and skills students should gain from the lesson. 3) Structuring each objective with a sentence stem, active verb from Bloom's Taxonomy, and description of the specific knowledge or skill.

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Đạt Huỳnh
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We take content rights seriously. If you suspect this is your content, claim it here.
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Writing Effective Learning Objectives

A clear and effective learning objective states what the learner will be able to do upon
completion of a lesson, unit, or module, in terms of behavioral change. A clear objective
identifies the terminal behavior or desired outcome of the educational offering.
Questions to Ask Yourself
• What do you want students to be able to do/know at the end of your lesson, unit,
module…etc as a direct result of this lesson, unit, or module?
• What do your students need to know or be able to do to bridge the gap between where
they are today and where you want them to be afterward?
• If students could learn only three things in this lesson, unit, module…etc, what would
those three things be? What would be your three take-home messages?
Steps for Writing an Objective
1. Sentence stem: Write each objective beginning with the phrase “At the end of this
(lesson, module, unite…etc), students will be able to...” “Upon successful completion of
this unit, the learner will be able to…” “At the conclusion of the first module, students
should be able to…”
2. Action verb: Choose a verb that matches the desired level of knowledge or skill from
Bloom’s Taxonomy. Verbs should indicate specific, measurable, and observable
behaviors.
3. What: Write the specifics of what the learner will be doing when demonstrating
achievement or mastery of the objectives. Your objectives should describe what
students will or should be able to know or do as a result of a learning experience.

The formal
At the end of this unit, students will be able to (action verb) + (what knowledge or skill)
Examples:
Well-defined learning objectives
At the end of this module, students will be able to identify reservoirs.
Poorly defined learning objectives
At the end of this lesson, students will understand the variables for hydraulic fracturing
Common mistakes:
Don’t create a list of learning activity descriptions or agenda items (for example, “Students
should complete a simulation on how to perform XYZ procedure”).
Words to be avoided:
Appreciate, believe, know, learn, understand, improve, approach, grasp the significance of,
increase, thinks critically, become, grow
Sample verb list
Remembering Understanding Applying Analyzing Evaluating Creating
Name Add Acquire Analyze Appraise Abstract
Define Approximate Adapt Audit Assess Animate
Describe Articulate Allocate Blueprint Compare Arrange
Draw Associate Alphabetize Breadboard Conclude Assemble
Outline Characterize Apply Break down Contrast Budget
Identify Clarify Ascertain Characterize Counsel Categorize
Index Classify Assign Classify Criticize Code
Indicate Compare Attain Compare Critique Combine
Label Compute Avoid Confirm Defend Compile
List Contrast Back up Contrast Determine Compose
Match Convert Calculate Correlate Discriminate Construct
Meet Defend Capture Detect Estimate Cope
Point Describe Change Diagnose Evaluate Correspond

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