Writing and

Achieving
Learning
Objectives
Applications of Learning Objectives
Naioka Williams
Feb 22 2012

3 BASIC STEPS IN TEACHING

ANY SUBJECT

SPECIFIC
LEARNING
OBJECTIVES

LEARNING
EXPERIENC
ES

EVIDENCE

1. SPECIFIC LEARNING OBJECTIVES

Determine and state the learning objectives that

encompass subject content and a specific behaviour

change desired in the learner.
Follow 3 steps:
Create a stem e.g. At the end of the lesson, the student will be

able to ......
After you create a stem, add a verb e.g. create, analyse,
recognise......
Determine the actual product, process or outcome e.g.
The student will be able to recognise foreshadowing in various
works of literature

TAXONOMY OF LEARNING
OBJECTIVES
A full range of student performance must be achieved:

COGNITIVE
AFFECTIVE
PSYCHOMOTOR
Minimum criteria for Learning Objectives:

Student Centered
Performance Centered
Content Centered

EXAMPLE
Use a specific set of criteria to evaluate several political
speeches (E)
Cognitive Show the similarities among several schools of social
thought (S)
Produce an effective essay which takes a stand
for/against... (O)
Psychomot
Create a series of mathematical steps to be used to .. (O)
or
Recognise and list the literary devises found in ______ .(Rec)
Discuss the differences and similarities between the two
Affective
main characters from ______ ___ and __________.(Res)

2. LEARNING
EXPERIENCES
oProvide the kind of experiences that make possible the

attainment of the learning objectives

oLearning experience include strategies and methods designed by the

teacher to assist students in achieving learning targets.

oVery often these experiences require the support of learning materials
oBe aware of students interest, past experiences and entering levels

since they do not all respond to the same methods

oUse eclectic approaches student centred

COMMON LEARNING EXPERIENCES

Straight lecture
Lecture with illustrations
Problem solving
Question-answer method
Demonstration
Guest speakers-Resource

personnel
Panel discussion
Field trips
Guided practice with
feedback
Practical displays

Case Study
Brainstorming
Role-play
Debate
Class discussions
Project-Based Learning (PBL)
Games and simulations
Research reports
Bulletin boards- charts
Circular response
Use of internet, video,

digital camera, projectors

3. EVIDENCE
Seek pertinent and reliable evidence for

deciding whether these learning

objectives have been achieved.
Ensure reliability and validity in assessment of

learning targets
Use several different methods of assessing

students performance

Assessing Affective
Learning Objectives
Teacher observations
Unstructured observations
Structured observations
Student Self Report
Student interviews
Questionnaires and surveys
Constructed response
Selected response

Peer Ratings
Checklists associated with +ve and ve behaviours

Assessing cognitive
Learning Objectives (Authentic)
Model building
Measurement taking
Oral reports
Written reports
Lab reports
Debates
Open-ended

questions

Portfolios
Science note

books/journals
Student talk
Active listening
Concept maps

GROUP ACTIVITY
Instructions: You have 15 mins.
1. Form yourself into 1 of 4 groups & elect a leader:
Languages & VAPA & PE
Mathematics
Science & Technical Vocational
Modern Studies & Business
2. Classify the learning targets assigned into the 3

taxonomies of educational objectives- Cognitive,

affective, psychomotor. Indicate the level e.g.
analyse, create.....

GROUP ACTIVITY
THEN
3. Choose 1 learning objective from your list

and complete the table below.

4. Present your findings to the groups.
LEARNING
OBJECTIVE

LEARNING
EXPERIENCE
(METHODOLOG
Y)

EVIDENCE
(ASSESSMENT
)

Languages & VAPA

& PE
identify and describe _____

(polygons) using the language of

_____ (geometry)
record observations of ..
exercise the skills of _____
(multiplication, addition, etc.) to
..
discuss, interpret, and ascribe
meaning to the organized
data . . .
explain the elements of _____ (a
pictograph, etc.)
use collected data to answer the
question(s): _____
construct _____ (picture graphs,
bar graphs, etc.)

interpret the results of the

calculations . . .
solve a numerical expression using
_____ (the standard order of
operations, etc.).
create a series of mathematical
steps to be used to . . .
plot a set of points of graph paper
..
interpret the results of the
calculations ..
Compare and contrast three
different versions of .....
(Cinderella, The three Little Pigs
etc.)

Mathematics
sort _____ by _____ (color,
plot a set of points of graph

paper ..
interpret the results of the
calculations ..
solve a numerical expression
using _____ (the standard
order of operations, etc.)
use a spreadsheet to
calculate ..
exercise the skills of _____
(multiplication, addition, etc.)
to ..

size, etc.)
follow directions to create
_____ (a product)
acquire data by measuring
with _____ (a yardstick, etc.)
display data using _____ (a
graph, etc.)
identify and describe _____

(polygons) using the

language of _____ (geometry)
record observations of

Science & Technical

Vocational
develop a basic

create a concept map

knowledge of _____
of ..
(the solar system,
identify relevant
etc.)
questions for inquiry
record and compare
sequence and
facts about _____ (the
categorize information
sun, moon, etc.)
.....
present their
demonstrate learning
findings of _____ to
by
producing
a
_____
the class

Modern Studies &

Business
place events in chronological

order and describe how ..

record his or her knowledge
using pictures ..
connect his or her own
experiences with ..
obtain information about
_____ (a topic) using a CD,
the Internet, an
encyclopedia, etc.
identify the contributions of
_____ (a person, an event) to
_____ (the nation, the
process, etc.)

identify the causes and

effects of
understand the basic
structures and functions of
_____ (government)
organize and interpret
information using _____
(graphs, charts, political
cartoons, etc.)
understand the historical
context of
create a timeline of events
..

CONCLUSION &
FEEDBACK .......

REFERENCES
Nitko, A.J. & Brookhart ( 2007), Educational
assessment of students. New Jersey: Pearson
Smith, J.K, Smith, L.F & DeLisi, R. (2001).
Natural classroom assessment. Thousand
Oaks, CS: Corwin
Stiggins, R., Arter, J., Chappuis, J. & Chappuis, S.
(2006). Classroom assessment for student
learning Doing it right Using it well. New
Jersey: Pearson.
Wiggins, G.P ( 1993). Assessing student
performance. San Francisco: Jossey-Bass