Learning+Objectives

A learning outcome is one sentence that indicates what students should represent, demonstrate or produce as a result of what they learn. It describes an intended result of instruction, rather than the process of instruction itself. (Mager, p.5)



Method #1

Learning Outcome = Time Frame + Student focus +Action Verb + Product/process/outcome Example: •Learning Outcome: “At the end of the library session the student should be able to identify a relevant database for their term paper research.”

•Formula:

•Time frame: “At the end of the library session…” Student focus: “…students should be able to…”

•Action verb (Bloom’s taxonomy): “…identify…”

•Product/process: “…a relevant database for their term paper research.”

Table 1: Examples of Action Verbs •analyze demonstrate illustrate participate specify •apply describe interpret perform summarize •classify design judge predict support •distinguish justify produce translate volunteer •construct evaluate modify recognize write •create explain order review •define identify organize solve communicate

Formula #2 •ABCDs of writing objectives. •A-Audience: The who. "The student should be able to…” •B-Behavior: What a student is expected to be able to do or the product or result of the doing. The behavior or product should be observable.  •C-Condition: The important conditions under which the performance is to occur.  •D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.



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 * **Assignment #4: Lesson Plan (15 points)**
 * Create an efficient and effective lesson plan.
 * Select one goal and an objective linked to that goal. Based on our past discussions about learning and teaching styles and modalities of learning, create a lesson/lecture aligned to one of your course goals and objectives that incorporates:
 * Methods of content delivery that consider different learning styles/multiple intelligence.
 * Variation in the taxonomical level (Bloom’s) in the activities/exercise students will complete
 * An assessment for learning that considers:
 * What you want to know about student learning
 * Modes for students to demonstrate their knowledge
 * Grading methods that would be appropriate to the assignment

Mager, R. F. (1984). Preparing Instructional Objectives, 2nd edition. Lake Publishing Company: Belmont, California.