![]() ![]() To give students a clear understanding of where they are headed, well-written learning objectives should be Specific, Measurable, Achievable, Result-oriented, and Time-bound (SMART). To ensure your learning objectives are student-focused, it’s helpful to precede your objectives with this prompt: “Upon successful completion of this course/module/unit, students will be able to _.” Learning objectives should be student-centered, describing what the students should be able to accomplish as a result of instruction, rather than what the instructor will cover or do in the course. Students will be able to direct and monitor their learning throughout the lesson/unit/semester by referring back to the learning objectives. Learning objective: “Students will be able to describe the scientific methods and provide examples of its application.”Ī compass for instructors: to guide the design of fair course assessment plans, selection of content/activities/teaching strategies/technologies, and make sure all critical course components are purposefully aligned to support student learning.Ī map for students: to see a clear picture of where the course is taking them and what is expected to be successful in the course.Learning goal: “I want students to understand/learn/know the scientific method.”.Here is an example of how learning goals and learning outcomes relate to each other: Different from broad learning goals, learning objectives provide clear criteria for instructors to assess whether students are meeting the desired learning goals. Learning objectives, sometimes referred to as learning outcomes (Melton, 1997), are the statements that clearly describe what students are expected to achieve as a result of instruction. These specific statements are typically called learning objectives. Effective instructional design encourages instructors to express these items in measurable and specific ways, so that students have clear guidance about what is expected of them and how their performance will be assessed. ![]() Most instructors do this informally that is, they have in mind the skills, knowledge, and attitudes they want students to gain by the end of the term. Once you know the destination, it is easier to figure out “How will I know if my students got there?” and “What I can do to help them get there?”.ĭrawing from the backward design framework (Wiggins & McTighe, 2005), the first step in the course design process is to determine the purposes and goals of the course. To start with the end in mind means to start with a clear understanding of where you hope your students will end up. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |