Learning Objectives and Outcomes
What is a Learning Objective?
Learning objective is a statement that tells your students what they will learn by the end of your lesson or course.
It’s like a promise you’re making to your students about what they’ll get. It includes an observable action and a subject.
Specifically, learning objectives tell your students:
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It’s like a promise you’re making to your students about what they’ll get. It includes an observable action and a subject.
Specifically, learning objectives tell your students:
- What they will learn
- When they will learn it
- Under which conditions
- With what resources
- To what degree of precision
- Under what constraints
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A
What are the Learning Outcomes?
Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity….(Jenkins and Unwin).
Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a result of completing their classes.
Learning outcomes are very different from aims. When you’re writing learning outcomes, you are identifying the things that all students should have learned at the end of a unit and that it’s possible to assess.
Learning outcomes are explicit statements of what we want our students to know, understand or to be able to do as a result of completing their classes.
Learning outcomes are very different from aims. When you’re writing learning outcomes, you are identifying the things that all students should have learned at the end of a unit and that it’s possible to assess.
Useful tips for writing effective Learning Outcomes
Learning outcomes always begin with a verb and the best way to write them is to look at a version of Bloom’s Taxonomy and select one that is appropriate. You’ll notice from Bloom’s taxonomy that different verbs are used to describe lower or higher levels of learning.
- Avoid having too many outcomes – between 3 and 6 is usually sufficient, and these should focus on the most important things that students will learn during the unit.
- Consider how you will assess each outcome. Are they achievable for students? How will students be able to evidence their learning? Dispose of any outcomes that are too vague._
- Make sure each outcome is distinct from the others. Each learning outcome needs to identify something different and each should only identify one thing. A common error is to put two or three things together within a single learning outcome. If you find your list of learning outcomes is long, then the chances are you need to combine some of these into an overarching learning outcome. Look closely at whether two of your outcomes are in fact describing the same or a similar outcome.
- Use clear, simple language, particularly in the early stages of a course. It is important that students have a clear understanding of what you expect them to do.
- Focus on the process as well as the product that students will produce. The outcome should describe the process that students will undertake during the unit, not simply what they will produce at the end. For example, ‘students will be able to produce an art exhibition’ is ineffective as it does not explain what students need to do to produce the exhibition. Instead, ‘students will be able to plan, promote, organise and put on an art exhibition’ explains the process that students will follow and will be easier to assess.
Learning outcomes in different curriculum's
United States of America
Learning Outcomes in Canada
Learning Outcomes in Australian Curriculum
Hongkong
Singapore
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NCERT
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Concept Based Education
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Problem Based Learning
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Project Based Learning
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