Lesson Introduction - Learning Objectives
What are Learning Objectives?
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Learning objectives answers the question "What is it that your students should be able to do at the end of the lesson which they could not do before?
The learning objective should focus on the student performance and therefore should use action words such as:
The learning objective should focus on the student performance and therefore should use action words such as:
- list
- describe
- demonstrate
- compare
- analyse
- evaluate
Example of Outstanding Grading Criteria
Comprehensive introduction –aims and objectives explained, shared and displayed. Learners demonstrate clear understanding about learning purpose. Taken from Kingston College
Example - Sharing Learning objectives
Below is a video showing good practice when setting Learning Objectives. The objectives are shared with the class, and the language is broken down to make it accessible for the learners.
Common Errors Made When Delivering Learning Objectives
Common Mistakes made during the lesson introduction stage include:
- Setting learning objectives with low challenge e.g. focusing too much on low order thinking skills such as describe / explain.
- Using non student friendly language -
- Rushing through the learning objectives without interacting with the students -
- Failing to link to previous and future learning -
Writing Learning Objectives using Bloom's Taxonomy
Bloom's Taxonomy is a hierarchy of six cognitive skills arranged from low to higher thinking skills.
- Evaluation
- Synthesis
- Analysis
- Application
- Comprehension
- Knowledge
Blooms Taxonomy Revised - Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties changing the names in the six categories from noun to verb forms.
Remembering: Recall or retrieve previous learned information.
Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on repetition, reading
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search
Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run a test
Evaluating: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network with others
Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on repetition, reading
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search
Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run a test
Evaluating: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network with others
Breaking the Rules
Following the structure discussed above will provide a good solid opening structure your lesson. However constantly sharing lesson objectives, can create a boring, uninspired classroom. It can also spoil the experience for the learner as it removes the element of surprise to the lesson. Listed below are two alternatives to setting rigid learning objectives at the start of the lesson.
1. No shared learning aim: - Some lessons will require students to reach a common level of understanding, e.g. if the lesson is focusing on the calculation of break even using a formula then the learning aim is for all students to be able to calculate break even using the relevant formula. However, there will be times when it is not appropriate to have a common, shared learning aim. For example, if the lesson is focussing on students making recommendations to help a failing business to succeed, then ideally you would like students to identify issues that you have not considered before.
2. Start the lesson with a thought provoking question - Students are not always motivated. One method of overcoming this, and engaging students with the lesson topic is to introduce a thought provoking question at the start of the session e.g. the question "How can a profitable business fail?" might be a more engaging method of starting a lesson rather than listing the individual learning objectives of about cash flow?
3. Invite the students to set the learning aims: - An alternative method of engaging students in the lessons is to invite them to set the lesson objectives. For example, lead a thought shower on "What do you currently know about Break Even and What would do you need to know in order to use break even in a real life business?".
1. No shared learning aim: - Some lessons will require students to reach a common level of understanding, e.g. if the lesson is focusing on the calculation of break even using a formula then the learning aim is for all students to be able to calculate break even using the relevant formula. However, there will be times when it is not appropriate to have a common, shared learning aim. For example, if the lesson is focussing on students making recommendations to help a failing business to succeed, then ideally you would like students to identify issues that you have not considered before.
2. Start the lesson with a thought provoking question - Students are not always motivated. One method of overcoming this, and engaging students with the lesson topic is to introduce a thought provoking question at the start of the session e.g. the question "How can a profitable business fail?" might be a more engaging method of starting a lesson rather than listing the individual learning objectives of about cash flow?
3. Invite the students to set the learning aims: - An alternative method of engaging students in the lessons is to invite them to set the lesson objectives. For example, lead a thought shower on "What do you currently know about Break Even and What would do you need to know in order to use break even in a real life business?".
Help I am Confused!
Lesson planning is confusing, as you may consistently receive contradictory feedback and action points in relation to your lessons. If you feel confused, pause for a moment and consider what is the main goal you are trying to achieve. With regard to lesson objectives the main goal is to set challenging lesson objectives for your students. Blooms Taxonomy will assist you in considering challenging goals. How you share your lesson objectives will depend on the individual lesson you are delivering, sometimes it would be suitable for students to set their learning aims, sometimes a thought provoking question will be appropriate and sometimes lesson objectives linked closely to the exam criteria are suitable.
Common Questions from new teachers on Learning Objectives answered.
Q1. How do I decide on what learning objectives to set?
The starting point will be the examining board's specification for the course you are teaching. Use this document to identify the content and skills the examiner will be assessing. Having identified the end summative assessment point for your learners, the next stage is to identify a main activity which will enable the students to learn the content and relevant skills. When considering the activity, it is useful to refer to Bloom's Taxonomy of learning to ensure that there is sufficient challenge in the task. The task should be active, as research consistently shows that individuals learn best by doing. The activity should also contain opportunities for formative assessment. The lesson should provide opportunities for students to make mistakes, for you to be aware of these mistakes and opportunities for you or the learner to be redirected towards the planned outcome.
Q2. Do I always have to start my lesson by stating my learning objectives?
Ideally no, as this could lead to lessons becoming repetitive and boring. It may also remove the element of surprise and joy at learning something new an unexpected. As the teacher, you need to now what the learners are expected to achieve, but this can be shared at different points in the lesson, rather than always at the start. When teaching a new group, it is often useful to discover what the learners already know about a topic and then set the learning objectives after successfully judging their prior knowledge. For example when teaching Financial Statements to a class for the first time, it could be beneficial to discover whether they already know about the layout of the financial statements and how to interpret them rather than assume they have no knowledge and spend time covering knowledge and skills the students already possess.
The starting point will be the examining board's specification for the course you are teaching. Use this document to identify the content and skills the examiner will be assessing. Having identified the end summative assessment point for your learners, the next stage is to identify a main activity which will enable the students to learn the content and relevant skills. When considering the activity, it is useful to refer to Bloom's Taxonomy of learning to ensure that there is sufficient challenge in the task. The task should be active, as research consistently shows that individuals learn best by doing. The activity should also contain opportunities for formative assessment. The lesson should provide opportunities for students to make mistakes, for you to be aware of these mistakes and opportunities for you or the learner to be redirected towards the planned outcome.
Q2. Do I always have to start my lesson by stating my learning objectives?
Ideally no, as this could lead to lessons becoming repetitive and boring. It may also remove the element of surprise and joy at learning something new an unexpected. As the teacher, you need to now what the learners are expected to achieve, but this can be shared at different points in the lesson, rather than always at the start. When teaching a new group, it is often useful to discover what the learners already know about a topic and then set the learning objectives after successfully judging their prior knowledge. For example when teaching Financial Statements to a class for the first time, it could be beneficial to discover whether they already know about the layout of the financial statements and how to interpret them rather than assume they have no knowledge and spend time covering knowledge and skills the students already possess.
Academic Research
You may find it useful to complete some additional research, listed below are sources which may be useful in helping increase your understanding of this topic area.
The revised model of Bloom's Taxonomy of learning was taken from the following article.
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon
The document below is a hand out from Geoff Petty focussing on Blooms Taxonomy and how it can be used to assist activity design.
The revised model of Bloom's Taxonomy of learning was taken from the following article.
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon
The document below is a hand out from Geoff Petty focussing on Blooms Taxonomy and how it can be used to assist activity design.
| 1bloomstaxonomycopy2.doc |
