MODULE 2
Defining Learning Objectives
3rd
2nd
1st
The Backward Design
3rd
2nd
1st
Learning Objectives
• How to frame learning or understanding?
• How to define course goals and objectives?
• How to unpack the educational standards and extract the big ideas?
• How essential questions are related to the big ideas?
• How to write learning objectives?
Defining Learning Objectives
1
2
Unpacking
Educational
Standards
and
3
Defining
Learning
Goals
Framing the
Big Idea
Understanding
Defining
Learning
Objectives
What is Understanding?
You only understand if
you can:
• Interpret it
• Summarize it
• Generalize it
• Explain it
• Prove it
• Predict it
• Use it
• Connect it
• Give examples
An understanding is a
“moral of the story”
that you can apply to
other stories
How to develop understanding?
1. Explanation
2. Interpretation
3. Application
4. Perspectives
5. Empathy
6. Self-knowledge
How to develop understanding?
Nurture the ability to explain:
What is the cause of it?
How does it work?
What happens if I do this?
How did you get to this conclusion?
Why do you think that?
Explanation is based on why and how
Encourage the ability to interpret:
What does it mean?
Why does it matter?
What is this related to?
How is it related to me?
Interpretation depends on the context
How to develop understanding?
Create opportunities to apply:
Where can I use this?
How can I solve this problem?
How can I use this?
How can I adapt it to this situation?
Use it or Lose it!
Look for different perspectives:
What do you think about it?
Why do you think so?
How about this way?
Is it reasonable?
There are other ways of solving problems
How to develop understanding?
Pursue empathy:
What he was thinking or feeling
when he did that?
What do I need to experience to understand?
What do they see that I don’t?
Walk in another’s shoes
Encourage self-knowledge:
How does who I am shape my views?
What are my limits? My blind spots?
How I think and why I do this way
Defining Learning Objectives
1
2
Unpacking
Educational
Standards
and
3
Defining
Learning
Goals
Framing the
Big Idea
Understanding
Defining
Learning
Objectives
1
Unpacking Educational Standards
What is the course about?
What are the priorities?
• What to teach?
• What to leave out?
• What to emphasize?
• What to minimize?
1
How to Prioritize?
Worth to be familiar with
Superficial knowledge
Important to know and do
Big Ideas
Core Concepts
Break the Educational Standards
into Big Ideas!
• What is the most important?
• How do the pieces connect?
• What is the bottom line?
1
What is a BIG IDEA?
• It is the main point (beyond basic knowledge)
• It is broad and abstract, requiring uncoverage
• It is universal in application
• It is timeless – carry through the ages
• It is transferable – can be applied to other situations
Another way of understanding it is
through framing Essential Questions
1
How to find the BIG IDEA?
Look for the heart
of the course!
• Why study ….? So what?
• What is the “moral of the story” of the topic?
• Do you have to dig deep to understand the meaning and implications?
• What is the larger concept “between the lines”?
• What couldn’t we do if we didn’t understand…?
• How is … used in the real world?
2
Defining Learning Goals
At the end of the course, students will be able to…
How to find the goals? Focus on the Big Ideas!!
Big
Idea
Goal 1
Goal 2
Big Idea
Goal 3
3
Defining Specific Objectives
Learning Goals
Learning
Objectives
Concepts
Goal 1
Big ideas
Skills
Concepts
Goal 2
Goal 3
Skills
Concepts
Skills
COURSE
TOPICS
SESSION
S
3
Defining Specific Objectives
BIG IDEA
Course Goals (understandings)
Learning Objectives (Specific Behaviors)
3
Defining and Writing Objectives
Bloom Taxonomy
or
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
3
Learning objectives reflect Specific
Behaviors
Behaviors refers to actions!
Must be described with specific ACTION VERBS
Verbs must reflect actions that can be OBSERVABLE
Examples:
Students will be able to:
• Define survey
• Create a survey instrument
• Evaluate the survey instrument
Action Verb +
Direct Object
Pop Quiz
3
Which objectives are unclear?
Students will be able to:
1. Understand backward design
2. Critique a course syllabus
3. Be aware of Learner-Centered Teaching characteristics
4. Create engaging class activities
Why are they not clear? What they differ from the other ones?
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
Bloom Taxonomy
3
3
Learning Questions
Learning Objectives framed as questions!
• Point out to specific Objectives
• One question should include more than one objective
• Drive the content of each session
• By answering these questions, students will be able to
answer the Essential Questions or Big Ideas
Summary
1
BIG IDEAS
Unpacking
Educational
Standards
and
Framing the
Big Idea
BIG IDEA
2
Understanding
Defining
Learning
Goals
Goal
1
Goal
2
Goal
3
Summary
BIG IDEA
3
Defining
Specific
Objectives
and
Learning
Questions
Goal
1
Objectives
Goal
2
Goal
3
Learning Objectives
• How to frame learning or understanding?
• How to define course goals and objectives?
• How to unpack the educational standards and extract the big ideas?
• How essential questions are related to the big ideas?
• How to write learning objectives?
References
• Understanding, Unpacking Standards, Big Idea, Essential Questions
Wiggins, Grant and McTighe, Jay. Understanding by Design. 2nd Edition. ASCD, Virginia,
2005.
• Bloom Taxonomy
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#What
_is_Bloom.27s_Taxonomy.3F
• Writing Objectives
http://www.tedi.uq.edu.au/teaching/assessment/learningGoals.html