Download Writing Learning Objectives

Writing Learning Objectives
Step 1: Reflect on the overarching goal(s) or ‘Dream’ of your instructional
session/course. What is the big goal(s) - the big thing you want students to be able to do
or know at the end of your instruction?
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Break down that large un-measurable goal into measurable chunks, or skills, or
knowledge
Write down some sub-goals – what will students need to do to be able to reach the
dream for the course
Step 2: Review your program/teaching session goals. Once you think about what you
want your students to know, and be able to do, reflect on how that fits in with your
program goals or accreditation standards, or the new ACRL framework. Accrediting
bodies want to see that you are teaching courses that align with your program goals, and
also that your program goals align to the university mission/vision.
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ACRL Framework: Authority is Constructed and Created; Information Creation as a
Process; Information has Value; Research as Inquiry; Scholarship as a conversation;
Searching as Strategic Exploration
 LEAP Outcomes: Inquiry and Analysis; Critical and Creative Thinking; Written and
Oral Communication; Quantitative Literacy; Information Literacy; Teamwork and
Problem Solving
Step 3: Write learning objectives/outcomes that you can add to your course syllabus.
See the about the L. Dee Fink Learning Taxonomy Outcomes handout that may give you
ideas for different types of objectives you can incorporate into your course
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Objectives must be measurable - this is how you will know the students have
learned what they should have learned.
Objectives usually start with an "action verb"; that explicitly describes what
students will do. Do not use vague words like understand and know.
 Use this document to find appropriate action verbs for your objectives
(another resource for action verbs)
Objectives are a single sentence statement. Start off with: At the end of this
course, students will be able to: .....
Objectives should focus on what the STUDENT WILL DO, not what the
instructor does.
Objectives should focus on different levels of learning, not just on acquiring
content knowledge. For example, one of the objectives for my course is that by the
end of this course you will have: "Defined a personal philosophy about online
teaching". The objective does not state that I will: "Teach you how to write an
online teaching statement". You (the student) will "define" your philosophy by
reviewing examples of philosophies, reflecting on your own values and actually
writing an online teaching statement about what you believe about learning and
teaching online. The statement will be graded so that I know you understand what a
teaching statement is and that you can articulate what you believe about teaching
online.