Download Basics of Learning Objectives v2

Basics of Learning Objectives Learning objectives specify the intended outcomes of a given learning occasion. Learning
objectives…
…are learner-centered, describing what the student will be able
to do as a result of their learning (“At the end of this
unit/lab/lecture/case/rotation etc, students will be able to…”)
Audience
…contain an action verb that is specific, chosen appropriately
from the full range of knowledge, skills, and attitudes (see below)
Behaviour
…describe the conditions under which the performance is
expected (in a clinical setting, as junior or senior member of a
team, in academic presentation, in public debate, etc.)
Condition
…set an expected performance standard (level of detail, depth,
etc.)
Degree
Well-­‐prepared learning objectives: •
help learners manage their own self-directed learning activities appropriately;
•
help faculty prepare learning and formative and summative assessment activities that are
appropriate to the intended outcomes;
•
enable the Faculty to plan and track the curriculum—facilitating balance, integration,
developmental sequencing, and efficiency; and
•
help the Faculty assure alignment with licensing examination objectives, accreditation
processes, and the Faculty’s and profession’s understandings of the role of physicians in
society.
learning objectives To do this, we actively use learning objectives
in instructional design and program evaluation,
seeking alignment in instructional design.
Instructional design is aligned when learning
objectives express well the knowledge, skills,
attitudes, and professional competencies that
are our outcomes, and when learning activities
assessment learning are appropriate to those objectives (for
(formative and activities summative) example, lectures for communicating
enthusiasm and importance, for
communicating central definitions, or
modeling complex reasoning; small group discussion for developing critical skills; simulation for
developing process-focused communication skills, or for motor skills, clinical placements in the
appropriate environment with the appropriate level of responsibility for developing
competencies, etc.). Likewise, evaluations and/or assessment activities should mirror the
objectives (essays or reflective writing for critical thinking or reflection skills, multiple choice
questions for definition or identification, and other objectives such as problem-solving,
depending on their construction, OSCEs for communication or clinical examination skills, ITERs
for professional competencies).
Dalhousie FoM Learning Objectives Committee
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Common errors in writing learning objectives, and solutions Problem
Focusing on teacher’s role:
e.g. “introduce the
students to the principles
of…”
Solution
Think of it from the student’s (beginner’s) point of view.
Using vague and/or lowlevel verbs: e.g. “learn”
“understand” “describe”
Use Bloom’s Taxonomy (below) to refine your thinking and vocabulary.
Including more than one
outcome in an objective.
Break down your complex objective into several simple objectives.
Summarizing the entire
content of the lecture,
case, exam, etc., in point
form
Consult a colleague who is not an expert in your field to help you see the
forest for the trees.
Consult a colleague who is not an expert in your field for feedback.
Consider the integrated application of knowledge in the COPS cases
and/or clinical encounters of your Unit.
Consider the higher level skill, of which the detailed cognitive
achievements are preconditions.
Consider Wiggins & McTigue’s prioritizing circles (below).
Why do you need a summary of detailed info? Create appropriate
solutions: for example, 1) identify/create canonical materials for students
(lecture notes, wiki, textbook); or 2) create study aids for exams; or 3)
create specific learning objectives and activities that address managing
conflicting information, as appropriate for the developmental level of the
students.
Confusing means and end
For example, writing a paper or interviewing a patient is a means to
achieving learning objectives, not the learning objective itself (though
some paper-writing or interviewing skills may be among the learning
objectives).
Ignoring the conditions for
exercising a skill
Consider the CanMEDS physician roles (medical expert, manager,
collaborator, professional, advocate, scholar) to clarify in which context(s)
you expect the student to be able to employ their knowledge. Especially
for practical and professional competencies, the level of
achievement is given by the conditions: more or less quickly,
simulated or real, under pressure, in complex or stressful situations,
with more or less responsibility, with a more or less diverse
population, etc.
...worth being familiar with ...important for students to know and do What students need to achieve Dalhousie FoM Learning Objectives Committee
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