Lourdes Mara Ramrez Villeda

5MPP
Didactics
Learning objectives
What is a learning objective?
A learning objective is an outcome statement that captures
specifically what knowledge, skills, attitudes learners should be able
to exhibit following instructions are brief statements that describe
what students will be expected to learn by the end of school year,
course, unit, lesson, project, or class period. In many cases, learning
objectives are the interim academic goals that teachers establish for
students.
Why have learning objectives? To helps unit planners integrate across
a day/week/unit of learning
Serves to connect content and
assessment around learning Guides selection of teaching/learning
activities that will best achieve objectives Gives learners a clear
picture of what to expect and whats expected of them Forms the
basis for evaluating teacher, learner, and curriculum effectiveness
Learning objectives should be SMART:
Specific
Measurable/Observable
Attainable for target audience within scheduled time and
specified conditions
Relevant and results-oriented
Targeted to the learner and to the desired level of learning
How to create a learning objective:
1. Identify Time Frame and Target Learner
2. Use an Action Verb
3. Add the Specific
l___________________l
Time Frame and Target Learner

l____l

l______________l

Action Verb

Specific

Example:
At the end of week, students will be able to identify the trace and
short sound of the vowels.
References:
Medicine, U. o. (2005). Teacher & Educational Development. Retrieved
from EFFECTIVE USE OF PERFORMANCE OBJECTIVES FOR
LEARNING AND ASSESSMENT (For Use With Finks and Blooms
Taxonomies):
http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObject
ives.pdf
Ritter, J. (2013). Digitec Interactive Knowledge Direct. Retrieved from
How to create clear learning objectives:
http://www.kdplatform.com/create-clear-learning-objectives/

Lourdes Mara Ramrez Villeda

5MPP
Didactics
Goal
Goals tend to be more general than objectives. You might talk about
the overall goals of a unit or a course. But pedagogical goals describe
what the student will be capable of doing after the lesson, not the
activities that the student will perform during the lesson. Sometimes
people talk about vague or highly general goals; those are not the
kinds of goals we are talking about here.
By setting goals students can:
1. Improve their academic performance
2. Increase their motivation to achieve
3. Increase pride and satisfaction in performance
4. Improve their self-confidence
Goal Setting Helps Self-Confidence
By setting goals and measuring their achievements, students are able
to see what they have done and what they are capable of. Seeing
their results gives the confidence and assurance that they need to
believe they can achieve higher goals.
Basics of Effective Goal Setting
Express goals positively: To improve my spelling is a much
better goal than Dont spell with so many mistakes.
Be accurate: If students set an accurate goal, putting in dates, times
and amounts so that achievement can be measured and can be
satisfied at achieving it.
Set Priorities: When students have several goals, give each a
priority. This helps them avoid feeling overwhelmed and helps their
attention to the more important ones.

References
Sasson, D. (2007). Teaching Community where Teachers meet and lear. Obtenido de
Effective Goal Setting for Students:

Lourdes Mara Ramrez Villeda

5MPP
Didactics
http://teaching.monster.com/benefits/articles/9440-effective-goal-setting-forstudents

Competence
These education competencies represent many of the
attributes, behaviors, areas of knowledge, skills, and abilities
required for successful job performance in education. Competencybased learning refers to systems of instruction, assessment, grading,
and academic reporting that are based on students demonstrating
that they have learned the knowledge and skills they are expected
to learn as they progress through their education.
How to write a competency:
1.
2.
3.
4.
5.

Begin with a present tense action verb.

Each action verb requires an object.
Each competency is measurable and/or observable
Each competency is based on performance.
Do not use evaluative or relative adjectives. (Do not use words like good,
effective, appropriate.)
6. Do not use evaluative or relative adverbs. (Do not use words like quickly, slowly,
immediately.)
7. Do not use qualifying phrases. (Do not use a phrase such as Write with greater
confidence.)
8. Say what you mean, using only necessary words.
Content
1. Use all domains as appropriate: cognitive, psychomotor and affective.
2. Build the level of learning from the lowest level to the highest level in each
domain, e.g., from knowledge to evaluation in the cognitive domain; from
imitation to naturalization in the psychomotor domain; and from receiving to
characterizing in the affective domain.
3. Organize similar knowledge, skill and abilities together into a competency,
developing a smaller number of competencies rather than an extensive number of
knowledge, skills and ability outcomes.
4. Introduce the knowledge, skills and abilities required for transfer to upper division
programs, or performance in career.
5. Relate competencies to prerequisites and general education requirements.

Reference:

Revision based on Bloom, Taxonomy of Educational Objectives.

Handbook I; Dave, Developing and Writing Behavioral Objectives; and
Krathwohl, Bloom, and Masia, Taxonomy of Educational Objectives.
Handbook
II.
Found
September
22,
2010
at

Lourdes Mara Ramrez Villeda

5MPP
Didactics
http://www.instruction.greenriver.edu/avery/faculty/pres/tesol04/comp
tetencies3.html

Action Verbs Chart

Lourdes Mara Ramrez Villeda

5MPP
Didactics

http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf