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1.3 Types of Objectivs - Learning Objectives

The document provides information on writing effective learning objectives. It discusses why learning objectives are important, what makes objectives effective, and how to structure them. Specifically, it recommends that objectives be learner-focused, measurable, specific, and describe a skill or ability that can be assessed. The document also distinguishes between goals and objectives, and categorizes objectives by domain (cognitive, psychomotor, affective) and Bloom's Taxonomy levels (knowledge, comprehension, application, etc.). Examples are provided to demonstrate how to write objectives at different levels based on verbs used. The audience's needs and abilities should be considered when writing objectives.

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66 views20 pages

1.3 Types of Objectivs - Learning Objectives

The document provides information on writing effective learning objectives. It discusses why learning objectives are important, what makes objectives effective, and how to structure them. Specifically, it recommends that objectives be learner-focused, measurable, specific, and describe a skill or ability that can be assessed. The document also distinguishes between goals and objectives, and categorizes objectives by domain (cognitive, psychomotor, affective) and Bloom's Taxonomy levels (knowledge, comprehension, application, etc.). Examples are provided to demonstrate how to write objectives at different levels based on verbs used. The audience's needs and abilities should be considered when writing objectives.

Uploaded by

GustavoCuellar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SOCIALIZACIÓN

CAMPAÑA UTEC 2021-2022


Topic: Learning Objectives

Objective:

By the end of the class, learners will be able to identify learning


objectives
School of Social Sciences
Foreign Language Department
Professor’s name: Jesús Romero
Mail: [email protected]
Introductory video on Learning Objectives
Why Use Learning Objectives?

• By defining where you intend to go, you increase the likelihood the learner ends
up in the intended destination.
• Guides the learner, helps his/her focus on what needs to be learned, and sets
priorities.
• Shows the learner what behaviors are valued.
• Focuses and organizes the instructor.
• Creates the learner’s basis for self-assessment.
• Sets the stage for what the “mastered” skill looks like.
Effective learning objectives …
• Are learner-focused (not instructor or content focused)
• Focused on the intended learning that results from an activity, course, or program
• Reflective of the institution’s mission and the values for which it represents
• Reflects important, non-trivial aspects of learning that are credible to the learner
• Focuses on skills and abilities central to the discipline and based on professional
standards
• Captures general concepts, but with enough detail to be clear, specific, and
measurable or observable
• Focuses on aspects of learning that will develop and endure but that can be
assessed in some form now
Goals versus Learning Objectives

Goals are statements that describe in broad terms what the leaner
will gain from instruction.
Example:
- Learners will gain appreciation of the role of a family medicine
physician in the health care system.
Goals versus Learning Objectives
Objectives are statements which describe specifically what the learner is
expected to achieve as a result of instruction.

Objectives direct attention to the learner and the types of behaviors they should
exhibit. Sometimes these statements are called behavioral objectives.

Example:
- Learners will list three characteristics that make the family medicine
physician distinctive from other specialists in the
health care system.
Learning Objectives (Mager,1975)
Ideal learning objectives include:
1. A measurable verb
 One task or behavior per verb
 Choose the verb that best describes the type of behavior or task the
learner must display after training
2. The condition
 How the task or behavior will be performed
 Under what conditions will the task be performed
3. The standard for acceptable performance
 How well the task or behavior must be performed to meet the standard
Evaluating Learning Objectives

Use the criteria on the previous slides to evaluate the learning objectives
that follow.

Identify the objectives that meet most of the criteria presented.

Discuss your selections with your classmates and determine which


objectives best meet the criteria.
Exercise: Evaluating Learning Objectives

• To develop students' ability to use English in day-to-day life


and real-life situation

• To understand the written text and able to use skimming,


scanning skills.
Who is your audience?

Learning Objectives should be written from the prospective of the


learner --- not the instructor.
Consider the characteristics of your audience when writing learning
objectives.
Create training and learning activities to support their needs and
abilities.
Some learning needs
 What they will be expected “to do” after the class or lesson
 Their physical, mental and thinking abilities
 Their educational level, skills and abilities
 How they best learn
 What they need to know to perform the tasks or activities
 What they already know about the tasks and activities
 Have they been about the topic before
 Why they haven’t been effective doing the task
 What’s in it for the learner to perform the tasks identified.
Learning Objective Categories (or Domains)

Types or “Domains” of Learning Objectives:


 Cognitive (knowing)
 Psychomotor (doing)

 Affective (feeling)
Levels of Learning Objectives (Bloom’s Taxonomy)

Bloom’s Taxonomy
- Knowledge

- Comprehension
- Application
- Analysis

- Synthesis

- Evaluation
Bloom’s Taxonomy Levels
Level Description

Benjamin Bloom’s Taxonomy has Knowledge Focuses on memorization and


recall

been around since the mid-1950s. Comprehension Focuses on understanding the


information memorized
Application Focuses on being able to apply
His structure for “thinking” what is understood
Analysis Focuses on being able to take
apart and use critical thinking
behaviors provides a nice stair- skills to understand what was
applied

step approach to thinking about Synthesis Taking what is known and has
been applied and using it in
different ways.
the levels of learning. Evaluation Assessing what has been
applied and providing feedback
on how the task is completed.
Bloom’s Taxonomy
Less
complex

More
complex
Bloomin’ Verbs
Bloom’s Level Verbs
1. Knowledge match, recognize, select, compute, define,
label, name, describe
2. Comprehension restate, elaborate, identify, explain, paraphrase,
summarize
3. Application give examples, apply, solve problems using,
predict, demonstrate
4. Analysis outline, draw a diagram, illustrate, discriminate,
subdivide
5. Synthesis compare, contrast, organize, generate, design,
formulate
6. Evaluation support, interpret, criticize, judge, critique,
appraise
Exercise: Evaluating Levels of Objectives

Review Levels of Learning Objectives slide.

Review the learning objectives on the following slides and answer the
following questions.

Which level of Bloom’s taxonomy is the objective listed?


Exercise: Evaluating Levels of Objectives

• Ss will learn about parts of the speech.

• Ss will be able to describe touristic places using adjectives, applying


their own creativity.
QUESTIONS?

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