SETTING OBJECTIVES AND OUTCOMES

 By: Dr. Armãndo R. Tolliver | EDUCATOR | March 18, 2017

           Part and parcel of the design and implementation of instruction is an understanding of principles of development (e.g., relevance, autonomy, applicability) and the conditions that enhance learning (Blasé & Blasé, 2003). Setting objectives, linked to the content (i.e. disciplinary core ideas in Reading/English, Social Studies, Science, or a Technical Subject) and a literacy/mathematics standard or a higher order thinking skill (i.e. a task that requires students to do something with the content knowledge and/or skill they have acquired), can provide direction for learning and focus both the teacher and student on exactly what the student should be able to do as a result of a lesson (Varlas, 2002; Marzano, Pickering, & Pollock, 2006). Below are a few science examples that follow the format students will be able to (SWBAT)… in order to (IOT).

• SWBAT Define and recognize examples of the characteristics of living things IOT discuss whether particular examples (e.g. bacterium, virus, computer) are living or non-living.
• SWBAT Identify and describe the parts of an atom in order to IOT differentiate between elements.
• SWBAT Describe the function of chloroplasts and mitochondria IOT explain their roles in energy transfer.
• SWBAT Identify similarities and differences between simple dominance, codominance, incomplete dominance, sex-linked, polygenic, and multiple alleles IOT analyze multiple texts that compare Mendelian and non-Mendelian patterns of inheritance.

However, a principle of learning is that the learner must view what is to be learned as relevant to the learner (Varlas, 2002; Blasé & Blasé, 2003; Marzano et al., 2006). Therefore, in couching the outcomes of the learning, they must be defined and positioned in a way that appeals to the value to the learner. Hence, it is not sufficient to simply tell the learner what will be learned, but also why it is important to be learned. Traditional instructional objectives state the behavioral outcomes on the presumption that the learner will know why the new knowledge or skill is important to the learner. It is probably better to be explicit, and state the value of the content to the learner. Learners must be able to relate the goals and objectives of the lesson with their own personal needs, goals, and desires. It then becomes the responsibility of the teacher to determine how best to achieve the objectives of the instruction with the students who are to receive it.

            When I first began writing SMART learning objectives for my lesson plans, I used an online application The Differentiator. It worked great and not only helped me to identify what observers were looking for during instrucational walkthroughs, but also how to make sense of learning objectives for my students. I have graduated from this tool, but I still use it to help other teachers. I got out of the habit or writing weekly lesson plans a long time ago; however, I do still develop strategic monthly plans. Here is a link to the template. In writing them, my first step is to set a core goal for the unit, addressing the purpose and identifying desired results. Below are a few teacher reflection questions for this step.

1. What standards (e.g. Common Core State Standards (CCSS), Next Generation Science Standards(NGS) are being covered?
2. What are the desired learning results of this unit?
3. What vocabulary words and essential question(s) will anchor students to learning?
4. What strategies will be incorporated in order to “Check for Understanding”
5. What assessments will be incorporated that will demonstrate student mastery?

My second step is to determine the evidence for assessing learning (e.g. performance tasks formative and summative assessments, pre-requisite skills required during the unit, and remediation/continuing skills. Two teacher reflection questions for this step include: a) what is acceptable evidence to show desired results, and b) what is the evidence of learning. Thirdly, I build the learning plan by determining the sequence of activities, learning experiences, etc. that will lead to the desired results. Finally, I determine which strategies/methods will be used to differentiate for different learning styles? Here is wher I address the teacher reflection questions, how will you accommodations and modifications for special needs students (IEP), English Language Learners (ELL), and students at-risk.

            In presenting the lessons to students, I always make it a habit to let the students know what they will be learning and doing in class, which helps keep them more engaged and on track. We open with three essential questions: a) what are we learning, b) why are we learning it, and c) how will we know that we have learned it. Then, I encourage students to personalize the objective by identifying areas of interest to them. We engaged in an opening discussion, with a moment for written self-reflection, to address the questions: a) what do I already know about the topic, b) how do these new ideas relate to what I have already learned, and c)what might I find most interesting in what I am about to learn, and d) what unanswered questions do I want to know more about or resolve to gain added clarity.

            The other thing I find beneficial, is to ensue the instructional objective is accessible to students, teachers and observers, by simplying writing the objective in the opening slide of the lesson PowerPoint and placing it in the footer of the remaining slides. If I provide a worksheet or handout, I often try to ensure the objective is written at the topic of the sheet in order to remind students what is going on and address preliminary questions from observers or parents. I used to write the objective and class agenda on the board in the classroom, but when you are switching locations throughout the day, it becomes a quite the burden. I will say that even if done verbally, providing a meaningful organization of the class time can help students not only remember better, but also follow the lesson presentation, stay on track, and understand the rationale behind in-class activities. Not to mention, there is always that informal observation where the observer will ask the student, “So, what is your learning objective for today and what are you all doing now.”

            Here is another thing to consider, learning objectives enable good assessment development and encourage reflection. When I develop my in-class assessments, I go through the learning objectives and make sure they were assessed. It really makes it easier to write fair, comprehensive assessments. I also would look at the District and State assessments to ensure the assessment anchors were applied to the course. Additionally, as I developed the learning objectives for a unit, I was able to identify the level of learning that was necessary for each, and build up to higher levels of thinking. Often times, when I look at the outcomes of students, whether a teacher I am observing or myself, I can easily see where the instruction did not match the assessment. The instruction was mainly recall and common-sense, yet the assessment required synthesis of ideas. Sometimes by reflecting on the learning objectives, we can find we are assessing things we have not specified that students would be required to do, or explicitly taught students how to do. 

           The use of learning objectives, linked with assessment design, also helps us to identify the background knowledge we assume students have. There are times when we can find that we have probably assumed a level of understanding that was probably not appropriate for the group of learners expected to learn it, which highlights the point of setting objectives that meet students where they are in order to promote their learning to higher levels of understanding. Furthermore, the use of learning objectives can help reduce aspects that can proliferate in the absence of clear information as to exactly what may or may not be included in assessments.

Suggested Citation

Tolliver, A. R. (2017). Setting Objectives and Outcomes. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/03/setting-objectives-and-outcomes.html.

References

Blase, J. R., & Blase, J. (2003). Handbook of instructional leadership: How

successful principals promote teaching and learning. Thousand Oaks, CA:

Corwin Press.

Mager, R. F. (1997). Preparing instructional objectives. Atlanta, GA: The Center for

Effective Performance, Inc.

Marzano, R. J., Pickering. D. J, & Pollock, J. E. (2006). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria,

VA: ASCD.

Varlas, L. (2002). Getting acquainted with the essential nine. Alexandria, VA: ASCD Curriculum Update.