Writing
Learning
Objectives
Doris R. Brodeur, Ph.D.
Massachusetts Institute of Technology
[email protected]
The Pontifical Catholic University of Chile
20 July 2006
Course Planning Model
Define
Instructor
Roles
Define
Content
Describe
Learners
Write
Learning
Objectives
Assess
Student
Learning
Describe
Learning
Resources
Evaluate and
Improve Course
DRB 07/04/06
Design
Learning
Experiences
Conduct
Course
Preguntas???
• Think about the questions
you have about learning
objectives, active learning,
and assessment methods.
• Write each question on a
separate note.
• Share your questions with
the person next to you.
Workshop Objectives
As a result of this workshop session, you will be able to:
• Define the content of a course that you teach in such
a way that it focuses on the key concepts
• Recognize ways to use course learning objectives to
improve teaching and learning.
• Write measurable learning objectives for a course
that you teach.
• Classify learning objectives into levels of knowledge,
skills, and attitudes.
• Judge the quality of learning objectives using eight
criteria.
A Learning Design
Stage
Key Design
Questions
Design
Design Criteria
Considerations
Curriculum:
Identify desired
outcomes
What is worthy
and requiring of
understanding?
Alumni and industry
perspectives
Professional standards
Program strengths
Faculty expertise
Pedagogy:
Plan teaching and
learning
experiences
What learning
experiences and
teaching promote
understanding? Which
ones inspire?
Research-based
repertoire of learning
and teaching strategies
Assessment:
Determine
acceptable
evidence
What is evidence of
understanding?
Categories of outcomes
Continuum of
assessment methods
Match of outcomes and
methods
Enduring ideas
Discipline-based work
Uncoverage of
misconceptions
Will engage students
Attainable, measurable
Leads to desired
outcomes
Engaging
Reflective
Self-adjusting
Feasible
Of continuing interest
Important information
Critical to scope
Discipline-based work
Feasible
Focus on Key Concepts and Skills
Worth being
familiar with
Important to
know and do
Enduring
understanding
Adapted from
Wiggins &
McTighe, 1998
What is Enduring Understanding?
Understanding is considered enduring if the
concept:
• Represents a “big idea” having lasting
value beyond the classroom
• Resides at the heart of the discipline
• Requires “uncoverage” of misconceptions
• Offers potential for engaging students
Activity: Concepts for Enduring
Understanding
• Make a list of the key
concepts and skills that are
the focus of your course.
• Using the four criteria on the
previous slide, identify 4 or 5
concepts from your list, which
are worthy of enduring
understanding.
• Discuss your choices with the
person sitting near you.
Terminology
•
•
•
•
•
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Educational goals
Educational objectives
Learning objectives
Learning outcomes
Intended learning outcomes (ILOs)
Assessment targets
Why Use Course Learning Objectives?
•
•
•
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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
To provide for evaluation of instruction
Effective 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
 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 program’s stakeholders
Activity:
Pair-and-Share
 Use the 8 criteria on the previous slide
to evaluate the learning objectives for
your course, if you have already written
some.
 Give an example of an objective that
meets most of the criteria.
 If you do not have your own objectives,
use the samples on the slides 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.
 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.
Sample Learning Objectives
 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.
 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.
Writing Learning Objectives
• The skill or behavior -- what the learner will be
able to know, do, have an opinion about, etc. -- always
written from the student’s perspective
• The condition(s) -- the environment, tools, situation in
which the learner will perform -- include this when it makes a
difference to the performance
• The criteria -- the limits or range of an acceptable
response, i.e., how well does the student have to perform? - usually related to time or the number of allowable errors
Activity: Identifying the parts of a
learning objective
• For each learning
objective, identify:
 the skill or behavior
 the condition(s)
 the standard
• Discuss your answers
with the group.
Activity: Identifying the parts of a
learning objective (cont.)
• Distinguish emissions from combustion characteristics in
at least three ways.
• Create interactive 3-D models of products and
environments using VRML.
• Analyze and evaluate different planning techniques.
• Apply the knowledge and skills of one’s profession in an
effective and efficient manner.
• Solve a system of linear equations using matrix inverse
and matrix calculations.
• Communicate effectively in oral, written, and graphic
forms in Spanish and in English.
Activity: Identifying the parts of a
learning objective (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.
• Take a leadership role in the solution of complex
technological problems, both in university and
professional situations.
• As a part of a panel, judge if proposals to modification or
proposals to new usages are a) possible, b) suitable,
and c) outstanding.
• Educate students, by example, to lead a Christian life.
Activity: Identifying the parts of a
learning objective (cont.)
• Conduct a heat balance over a conventional steam power
plant.
• Calculate the thermal efficiency of a power plant.
• Analyze the relationships among the properties, structures,
heat treatment, and load for metals.
• Demonstrate responsibility and integrity in project work that
involves teams.
• 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 onedimensional elements (beams, columns, and rods).
Classifying Learning Objectives
• Bloom’s Taxonomy (1956, 1964, 1972)
• Stiggins (1997, 2005)
Taxonomy of Educational Objectives:
Cognitive Domain
(Bloom, et al., 1956)
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Taxonomy of Educational Objectives:
Affective Domain
(Krathwohl, et al., 1964)
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Receiving
Responding
Valuing
Organization
Characterization by a Value System
Taxonomy of Educational Objectives:
Psychomotor Domain (Simpson, 1972)
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Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
Categories of Learning Objectives
(Stiggins, 2005)
• Knowledge
• Skill/Process
• Reasoning
• Creativity
• Attitude
• Mastery of content; “knowing
what”
• “Knowing how to” do
something
• Use of knowledge to solve
problems
• Synthesis of knowledge and
skills to produce something
new
• Disposition; opinion;
affective domain
Activity:
Classifying Learning Objectives
• Go back to the 5 learning objectives
for this workshop session.
• Classify each learning objective,
using Bloom’s Taxonomy.
• Turn-to-your-partner and share your
decision.
• Begin to think about how you would
assess each learning objective -- the
focus of next Monday’s workshop
Activity:
Writing Learning Objectives
• Write 5 learning objectives for a
course that you teach. Include
skills as well as concepts.
• Identify the skill or behavior in
each learning objective.
• Classify each objective using
Bloom’s Taxonomy or Stiggins’
Categories.
• Evaluate each objective using the
criteria for “effective statements of
educational objectives”.
3-2-1 Summary
3 things you learned about learning objectives
2 questions you still have about learning
objectives
1 idea you will implement in your course
References
• Bloom, B. S., Englehatt, M D., Furst, E. J., Hill, W. H., & Krathwohl, D. R.
(1956). Taxonomy of educational objectives: Handbook I -- Cognitive
domain. New York: Wiley.
• Gronlund, N. E. (2000). How to write and use instructional objectives, 6th
ed. Upper Saddle River, NJ: Merrill.
• Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of
educational objectives: Handbook II -- Affective domain. New York:
Wiley.
• Simpson, E. J. (1972). The classification of educational objectives in the
psychomotor domain. Vol. 3. Washington, DC: Gryphon House.
• Stiggins, R. J. (2005). Student-involved assessment for learning, 4th ed.
Upper Saddle River, NJ: Merrill Prentice-Hall.
• Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria,
VA: Association for Supervision and Curriculum Development.
Websites of Interest
• Unified Engineering, MIT
 http://web.mit.edu/16.unified/www
• Open Courseware (OCW), MIT
 http://mit.edu/www
Google:
Writing learning objectives
Bloom’s Taxonomy
Grant Wiggins