Post on 16-Jan-2015
description
Writing Effective Learning Objectives
March 31, 2014Cynthia Tysickcat2@buffalo.eduAssociate LibrarianUniversity at Buffalo
What we’ll coverThe goal(s) of learning objectivesAn introduction to the ABCD method for writing
learning objectivesAn introduction to Bloom’s TaxonomyEvaluating your current learning objectives Identifying gaps in your current learning objectives
based on the ACRL Information Literacy StandardsEmploying the ABCD method to rewrite your
current learning objectivesConstructing a lesson plan necessary to meet your
revised learning objectivesCreating assessments that align with your revised
learning objectives
Learning objectives…are not goals. Goals are general and non-
specific, can be used for a course or curriculum. (e.g. “Create an information literate, lifelong learner.”)
are written for units of study.guide the student to what they are
expected to do after instruction. (e.g. “The student will distinguish academic scholarship from non-academic scholarship.”)
Bonus: they help guide the lesson plan!
ABCD Method4 components of a learning
objective:◦A is the Audience (always the
student)◦B is the behavior or action verb◦C is the condition for the objectives◦D is the degree of achievement or
criteria
The action verb is the key!Action verb can’t be omitted
◦Tells the student what they will do after instruction. (e.g. distinguish academic scholarship from non-academic scholarship)
Benjamin Bloom and his colleague, David Krathwohl, created a taxonomy of verbs used to write effective and measureable learning objectives.
Bloom’s Taxonomy…describes and classifies
observable knowledge, skills, attitudes, behaviors and abilities.
runs under the assumption that there is cognitive activity happening in the brain.◦Levels of observable action◦Three domains: cognitive (thinking),
affective (attitudes), and psychomotor (doing)
is commonly in the cognitive domain.
Cognitive DomainLevel 1: remember (knowledge)
& understand (comprehension)Level II: apply (application) &
analyze (analysis)Level III: evaluate (evaluation)
and create (synthesis)Each level demonstrates a progression of critical thinking skills.
See the handoutsCritical thinking is developed as
you go up the levels.Creating has replaced
synthesizing.Creating new knowledge is the
ultimate objective.
Putting it all togetherAfter the lecture the student will distinguish academic scholarship from non-academic scholarship.Lesson: PowerPoint defining academic scholarship, identifying authors of academic scholarship, and going over the sections of an academic article.Assessment: Show the covers and citations to a popular magazine piece and a journal article. Students distinguish one from the other using clicker or clicker app.
Evaluating your current learning objectives
Group exercise
Evaluating your current learning objectives
The student will be able to understand the information cycle.
Evaluating your current learning objectives
The student will be able to understand the information cycle.
What’s the verb here?
Using the two handouts can you come up with a more descriptive
verb?
Evaluating your current learning objectives
Work on finding a good verb for your learning objective.
ACRL Info. Lit. StandardsDetermine the extent of information neededAccess the needed information effectively
and efficientlyEvaluate information and its sources criticallyIncorporate selected information into one’s
knowledge baseUse information effectively to accomplish a
specific purposeUnderstand the economic, legal, and social
issues surrounding the use of information, and access and use information ethically and legally
ACRL Info. Lit. Standards
Group Exercise
ACRL Info. Lit. Standards
The student will create a search strategy.
ACRL Info. Lit. Standards
The student will create a search strategy.
Standard 2: Access the needed information effectively and efficiently.
Can you use a more descriptive verb that aligns with this ACRL standard?
ACRL Info. Lit. Standards
Can you identify a learning objective that needs work aligning
with ACRL Info. Lit. Standards?
ABCD MethodA=Audience (student)B=Behavior w/action verbC=Condition
◦after attending a lecture. . . .◦ following review of a demonstration. . . .◦given a case study. . . .◦after completing the assignment. . . .◦given a specific instrument. . .
D=Degree◦How well the learner must perform (can be
omitted if there is no deviation from normal protocol)
ABCD MethodOrder
◦Condition◦Audience◦Behavior w/action verb◦D (if necessary)
Within a given time frame Within a give number of tries Criteria set by instructor
Tense is always future (e.g. will)
ABCD Method
Group Exercise
ABCD Method
The student will construct a search strategy.
ABCD Method
The student will construct a search strategy.
Use the ABCD method to create a more measureable learning
objective.
ABCD Method
Use the ABCD method to make your learning objective more
measureable.
Lesson PlansWhat will you need to cover in order for the
student to be able to do what you want them to do?
What is the most effective way to get your lesson across?◦ Demonstration?◦ Lecture?◦ Hands-on?◦ Flipped?
What materials will you need to create?◦ Search examples for a demo?◦ PowerPoint or Prezi?◦ Checklist or worksheet?◦ Video or PowerPoint with audio?
Lesson Plans
Create an outline for a lesson that meets your learning objective?
Delivery methodResources needed
Assessment
Some of the more common assessments are:
◦Completed handout◦Post-survey◦Quiz◦Response paper◦Presentation/demonstration◦Bibliography◦Faculty feedback
Assessment
How will you assess the learning objective has been met?
ResourcesWriting Instruction Objectives by Kathy
Waller, http://www.naacls.org/docs/announcement/writing-objectives.pdf
Bloom’s Taxonomy of Measureable Verbs by Jerry Dugan, http://www.taasa.org/wp-content/uploads/2012/04/Working-on-the-Wow-Side-Handout-31.pdf
ASSURE model for designing instruction by Jerry Dugan, http://taasa.org/wp-content/uploads/2012/04/Working-on-the-Wow-Side-Handout-11.pdf
Bloomin’ Apps by Kathy Schrock, http://www.schrockguide.net/bloomin-apps.html