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Learning Objectives

The document discusses learning objectives and how to write effective ones. It describes how learning objectives can be used to focus instruction, communicate expectations to students, and assess learning. It also discusses Bloom's Taxonomy for classifying learning objectives into cognitive, affective, and psychomotor domains. Examples are provided for writing learning objectives and classifying them according to Bloom's Taxonomy.

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29 views

Learning Objectives

The document discusses learning objectives and how to write effective ones. It describes how learning objectives can be used to focus instruction, communicate expectations to students, and assess learning. It also discusses Bloom's Taxonomy for classifying learning objectives into cognitive, affective, and psychomotor domains. Examples are provided for writing learning objectives and classifying them according to Bloom's Taxonomy.

Uploaded by

Azar Rasheed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Learning Objectives

Dr. Munazza Ambreen


Today’s Learning Objectives
As a result of today’s session, you will be able to:
Describe ways to use objectives to improve learning
Write measurable learning objectives
Classify learning objectives
Appreciate the importance of communicating
expectations to students
Why use learning objectives?
(Gronlund, 2000)
To provide a focus for instruction
To provide guidelines for learning
To provide targets for assessment
To communicate expectations to learners
To convey instructional intent to others
Effective statements of learning
objectives ...
Focus on skills and abilities central to the
discipline and based on professional standards
Are general enough to capture important learning,
but clear and specific enough to be measurable
Focus on aspects of learning that will develop and
endure but that can be assessed in some form now.
Effective statements of learning
objectives ...
Are student-focused
Focus on the learning resulting from an activity, or
course, or program
Reflect the institution’s mission and the values it
represents
Are in alignment at course, academic program, and
institutional levels
Focus on important, non-trivial aspects of learning
that are credible to the public
Exercise: Evaluating
Use the 8 criteria on the
Learning
previous slides to evaluate Objectives
the learning objectives for
your course.
Give an example of an
objective that meets most
of the criteria.
If you did not bring your
objectives, use the samples
that follow.
Sample Learning Objectives
Calculate lift and drag for blimps and airfoils.
Use lift and drag calculations to evaluate aerodynamic
vehicle performance.
Design an internal structural configuration for simple
trusses, beams, columns, and shafts in order to meet
specified leading and deformation criteria.
Explain at a level understandable by a non-technical
person how jet propulsion works.
Create models of inviscid, steady fluid flow over simple
profiles and shapes.
Sample Learning Objectives (cont.)
Explain the division of the resistance of a ship into its
components.
Distinguish emissions from combustion
characteristics.
Create interactive 3-D models of products and
environments using VRML.
Analyze and evaluate different planning techniques.
Solve a system of linear equations using Gaussian
elimination.
Solve a system of linear equations using matrix inverse
and matrix calculations.
Sample Learning Objectives (cont.)
Draw conclusions about the solvability of a system of
linear equations using determinant and rank of a
matrix.
Solve geometric problems concerning lines and planes
using vectors.
Choose a basis for the plane or the space suitable for a
specific geometric problem.
Judge if proposals to modification or proposals to new
uses are a) possible, b) suitable, and c) outstanding.
Sample Learning Objectives (cont.)
Conduct a heat balance over a conventional steam
power plant.
Analyze the relationships among the properties,
structures, heat treatment, and load for metals.
Be aware of typical properties and applications for
common kinds of alloys.
Analyze the factors which cause metals to disintegrate
in humid environments.
Use energy principles to determine the stress and
deformation states of structures comprised of one-
dimensional elements (beams, columns, and rods).
Writing Learning Objectives
(Mager, 1975)
The skill or behavior -- what the learner will be able to
know, do, have an opinion about, etc.

The condition(s) -- the environment, tools, situation in


which the learner will perform

The criteria -- the limits or range of an acceptable


response, i.e., how well does the learner have to perform?
Exercise: Writing
Examine the learning
Learning
objectives for your course. Objectives
Give an example of the
Skill or behavior
Condition(s)
Criteria
Identify the parts of an
objective in the sample
learning objective
distributed to you.
Classifying Learning Objectives
with Bloom’s Taxonomy
 Cognitive domain
(Bloom, Englehart, Furst, Hill, & Krathwohl, 1956)

Affective domain
(Krathwohl, Bloom, & Masia, 1964)

Psychomotor domain
(Simpson, 1972)
Taxonomy of Educational Objectives:
Cognitive Domain
Knowledge Faktakunskaper
Comprehension Förståelse
Application Tillämpning
Analysis Analys
Synthesis Syntes
Evaluation Värdering
Sample Objectives in the Six Levels of
the Cognitive Domain
 K: Identify and define a system, its behavior, and its elements.
(CDIO 2.3.1)
 C: Explain the links between engineering theory and practice.
(CDIO 2.5.4)
 A: Use prototypes and test articles in design development.
(CDIO 4.4.1)
 A: Analyze the strengths and weaknesses of the design team.
(CDIO 3.1.1)
 S: Formulate solutions to problems using creativity and good
decision making skills. (CDIO 3.1.2)
 E: Appraise operational systems and recommend improvements.
(CDIO 4.6.4)
Taxonomy of Educational Objectives:
Affective Domain
Receiving
Responding
Valuing
Organization
Characterization by a Value System
Sample Objectives in the Affective
Domain
Recognize the ethical issues involved in using people
in scientific experiments. (CDIO 2.2.3)
Demonstrate the courage to act on principle despite
adversity. (CDIO 2.5.1)
Value the importance of hard work, intensity, and
attention to detail. (CDIO 2.4.2)
Commit to a personal program of lifelong learning and
professional development. (CDIO 2.4.6)
Taxonomy of Educational Objectives:
Psychomotor Domain
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
Sample Objectives in the Psychomotor
Domain
Use appropriate nonverbal communications, e.g.,
gestures, eye contact, poise. (CDIO 3.2.6)
Create interactive 3-D models of products and
environments using lightweight metals. (CDIO 1.3)
Determine the stress and deformation states of
structures using the appropriate physical tools and
measures. (CDIO 1.3)
Use learning objectives to ...
Communicate expectations to students at the start
of a course or program (syllabus)
Decide the best ways to teach the subject matter
(teaching)
Decide the best ways for students to acquire the
intended knowledge, skills, and attitudes (learning)
Plan ways for students to demonstrate their
knowledge, skills, and attitudes (assessment)
Review
Today’s learning objectives:
Describe ways to use objectives to improve learning
Write measurable learning objectives
Classify learning objectives
Appreciate the importance of communicating
expectations to students
Classify each learning objective and identify the
key parts of the objective.
Estimate your progress toward achieving each of
today’s learning objectives.

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