Learning Objectives and

How to Make Them

Bima Rahmanda (F1021191029)
Linsy Aditi Rani (F1021191032)
Meliani (F1021191033)
 Table of Contents
Bloom’s Taxonomy
Definition of Learning
A set of cognitive skills.
Objectives
We will discuss the definition
of learning objectives here

Conclusion
We will conclude everything
How to Make Learning Objectives here
We will discuss about how to
make learning objectives here References
The references for this
presentation
 01
The Definition of
Learning
Objectives
Learning Objectives
 The Definition of
Learning Objectives!

Learning objectives aren’t just a list of what you’re covering in class. Good learning
objectives are what you want your students/trainees to learn or achieve (“by the end of
this course, you will be able to...”). If you don’t know the end goal—and you don’t have
certain measurable checkpoints—you can get lost along the way.

A learning objective should describe what students should know or be able to do at the
end of the course that they couldn't do before.
 02
How to Make
Learning
Objectives?
Learning Objectives
 How to Make
Learning
Objectives?
There are 4 ways to make learning objectives:

● Identify the level of knowledge

● Select an action verb
● Create your very own objective
● Check your objective

We will discuss about them on the next slides.

01 How to Make Learning
Objectives?

Identify the Level

of Knowledge
The level of learning can be
categorized as attitude (affective),
skill (psychomotor), and knowledge
(cognitive). An easy way to
remember this is with the acronym
ASK.
How to Make Learning 01
Objectives?

Skill (Psychomotor)

ASK This domain focuses on

changing or improving the
tasks a learner can perform.

Attitude
Knowledge (Cognitive)
(Affective)
Changes how a learner This domain focuses on
chooses to act. It’s dealing increasing what participants
with feelings, emotions, and know.
attitudes.
02 How to Make Learning
Objectives?
Skill
Select an Action Verb
Actuate • Adjust • Administer • Align • Alter •
Assemble • Build • Calibrate • Change • Copy •
Have an action verb to describe the behavior Demonstrate • Design • Develop • Draft •
at the appropriate level of learning. Here is a Execute • Form • Handle • Manipulate •
list of action verbs, separated by domain. Measure • Mend • Perform • Prepare • Process •
Record • Regulate • Remove • Repair • Replace
• Set • Service

Attitude Knowledge
Advocate • Accept • Agree • Allow • Analyze • Compare • Define • Describe •
Approve • Assess • Believe • Choose • Designate • Discover • Distinguish •
Collaborate • Comply • Conform • Convince • Explain • Identify • Itemize • Label •
Cooperate • Decide To • Defend • Endorse • List • Name • Recite • Recognize •
Evaluate • Pick • Recommend • Select • Recount • Relate • Retell • Specify •
Support • Tolerate • Volunteer Spell Out • State • Tell • Term • Write
 02 How to Make Learning
Objectives?

Select an Action Verb

A learning objective must not include the The following verbs are difficult to
phrases 'to know' or 'to understand' but assess and measure and therefore
instead active verbs such as 'state', should be used with caution:
'explain', 'outline', 'list' or 'describe'.
Avoid using verbs that are difficult to Know, comprehend, understand,
measure objectively. appreciate, familiarize, study, be
aware, become acquainted with,
gain knowledge of, cover, learn,
realize
03 How to Make Learning
Objectives?

Create
Your Very It is yo
make o
u r tu r n
n e!
to

Own
Objective
 How to Make Learning 04
Objectives?
Check Your You can call
these ABCD
Objective
Make sure your objectives
include four pieces:

Audience Condition
Typically, this will involve
the word, “learner” or This part of the objective will describe
“participant.” the situation of the participants.

Behavior Degree of Mastery

You’ll need to identify what the participants
This part of the objective is closely
are going to do differently. This component
tied to the change in behavior.
will contain your action verb.
How to Make Learning 04
Objectives?
Check Your
Objective
In the following examples, the audience will be italicized, the behavior will
be underlined, the condition will be in regular type, and the degree of
mastery will be bolded.

● After a lesson on bullying, students will be able to explain the difference

between a bully and a friend by writing a short paragraph that includes
a thesis statement and call to action.
● By the end of the reading lesson, students will be able to identify the
rising action, climax, and falling action on a plot diagram.
 03
Bloom’s
Taxonomy
What is this?
 Bloom’s Taxonomy

Bloom’s Taxonomy is a hierarchical ordering of cognitive (Knowledge) skills that can

help teachers teach and students learn.

Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of

classification of learning outcomes and objectives that have, in the more than half-century
since, been used for everything from framing digital tasks and evaluating apps to writing
questions and assessments.

The original sequence of cognitive skills was Knowledge, Comprehension, Application,

Analysis, Synthesis, and Evaluation. The framework was revised in 2001 by Lorin
Anderson and David Krathwohl, yielding the revised Bloom’s Taxonomy.

The changes then can be seen orderly:

Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
 04
Conclusion

Finally, Conclusion.
 Conclusion
A learning objective should describe what students should know or be able to do at the end of the course
that they couldn't do before.

There are 4 ways to make learning objectives:

1. Identify the Level of Knowledge

The level of learning can be categorized as affective (attitude), psychomotor (skills), and cognitive
(knowledge). An easy way to remember this is with the acronym ASK.

2. Select an Action Verb

Have an action verb to describe the behavior at the appropriate level of learning.

3. Create Your Very Own Objective

4. Check your objective

Make sure your objectives include four pieces: audience, behavior, condition, and degree of mastery.
 Conclusion
Bloom’s Taxonomy is a hierarchical ordering of cognitive (Knowledge) skills that can help teachers teach
and students learn.

It was created by Benjamin Bloom in 1956. The framework was revised in 2001 by Lorin Anderson and
David Krathwohl.

(OLD)
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

(REVISED)
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
 Arigatou
Gozaimasu!
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References

● https://www.bobpikegroup.com/trainer-blog/5-steps-to-writing-clear-and-measurab
le-learning-objectives
● https://examples.yourdictionary.com/well-written-examples-of-learning-objectives.html
● http://batchwood.herts.sch.uk/files/Learning-Objectives.pdf
● https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/