Compiled by Elma Mendia Barajas

GoalA statement that describes in broadterms what the learner will gain from instruction.

ExampleStudents will gain an appreciation of

literature.

Learning Activities The activities a learner completes to

reach the learning objectives.

ExampleStudents will complete worksheets on the

simplepast tense.

Learning ObjectiveA statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity.

Example After completing Unit 6 (Understanding Linear

Equations), students will correctly plot points on graph paper for 6 out of 8 linear equations.

Guides the teacher in the planning and delivery of instruction and evaluation of student progress and achievement.

Guides the student; helps him/her focus andset priorities

Allows for analysis based on data

S pecific M easurable A chievable R elevant T ime framedS tudent-centered

Cognitive (knowing) understandings, awareness, insights

Psychomotor (doing) Physical skills

Affective (feeling) attitudes, appreciations, relationships

Bloom’s Taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation

EVALUATION

KNOWLEGE

Objectives should specify four main things:

Audience - Who is this aimed at?

Behavior - What do you expect them to be able to do? This should be an overt, observable and specific behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.

Condition - Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the learning?

Degree - How will the objective be measured? Must a specific set of criteria be met? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

Create a stem (audience)• Students will be able to …• Algebra students will …

Add a verb and a “product” (behavior) • …. analyze the main characters …• …. identify common occupations …• …..create floral dresses ….

Describe the circumstances (condition)• …. after reading the story “An Hour for Abuelo” …• …. from a series of pictures showing different

occupations …• …. using a sewing pattern …

Set the measurable criteria (degree)• …. based on the attached rubric• …. 8 out of 10 occupations.• ….. with no errors

Add an appropriate time frame• after reading the story “An Hour for Abuelo”• at the end of the Employment Unit• by the end of the semester

Audience – Green Behavior – Red Condition – Blue Degree – Orange Time Frame Black

After reading the story “An Hour for Abuelo”, students will analyze the main characters based on the attached rubric.

(Special note: The condition and the time frame are the same for this objective.)

At the end of the Employment Unit, students will identify 8 out of 10 common occupations from a series of pictures showing different occupations.

Using a sewing pattern , students will be able to create floral dresses with no errors by the end of the semester.

. . . making learning objectives “user friendly”

Here are my suggestions:

Students will analyze the characters in the “An Hour with Abuelo”. Students will be graded on the attached rubric.

By the end of the Employment Unit, students will correctly identify 8 out of 10 common occupations.

By the end of the semester, students will able to sew floral dresses with no errors.

Does the learning objective stem from a course goal or objective?

Is the learning objective measurable? Does the learning objective target one specific aspect of

expected performance? Is the learning objective student-centered? Does the learning objective utilize an effective, action verb

that targets the desired level of performance? Do learning objectives measure a range of educational

outcomes? Does the learning objective match instructional activities and

assessments? Does the learning objective specify appropriate conditions for

performance? Is the learning objective written in terms of observable,

behavioral outcomes?

http://www.oucom.ohiou.edu/FD/writingobjectives.pdf http://www.educationoasis.com/curriculum/LP/

LP_resources/lesson_objectives.htm  http://www.personal.psu.edu/bxb11/Objectives/ http://www.educationoasis.com/curriculum/LP/

LP_resources/lesson_objectives.htm  http://www.glencoe.com/sec/teachingtoday/

downloads/pdf/objective_statements.pdf  http://www.glencoe.com/sec/teachingtoday/

downloads/pdf/objective_statements.pdf Presentation by Steve Vincent and DiannePunKay

(Hacienda-La Puente Adult Education): CCAE Conference – Fall Conference November 2008

… shows that:

Adult students who have specific goals are more likely to persist in their studies.

Adult students need support to persist.

The primary incentive to learner retention is learners being able to set a goal and realize some progress in reaching that goal. (Comings et al, 1999)

1. Write the goal.

Students write a goal and write why this goal is important to them.

In addition, have students write what the goal looks likes when it is finished.

2. Outline the Specific Steps to Achieve the Goal.

Outline all the steps to achieve the goal.

Each step needs to be broken down into small manageable tasks that the student is able to accomplish.

3. Chart the Obstacles for Achieving the Goal

Students will chart the blocks on attaining their goal.

Students write how they will deal with each issue.

4. Set a Time Frame

Students write an approximate deadline for achieving the goal.

They can also chart the deadlines for the smaller goals to achieve their ultimate goal.

It is best for students to see small successes otherwise they will become frustrated and walk away from the goal.

5. Revisit goals on a regular basis.

Students revisit their goals individually or as a classroom activity.

Have students identify ways to know that they have met their goal.

Students may want to modify goals as they go along.

6. Celebrate progress.

Post or share student “progress reports” (with student consent) such as the following:

• Students write a paragraph on the goals met.• Students use a checklist to show which goals they

have met.• Other ideas.

Teachers should provide ways for students to see success early .

Begin the goal-setting process after developing a level of personal trust and rapport with learners.

Use the goals that learners identify, the skills they need, and the strategies they’ll use to reach their goals to inform your curriculum and instruction.

Carefully select the most appropriate goal-setting instrument based on the learners. proficiency and the purpose/strengths of the instrument learner.

Revise the instrument, if needed or desired, to suit your learners needs and/or the instructional content.

Photocopy the instrument on colored paper so learners can find it easily for revisiting at a later time.

Model the goal-setting instrument before asking learners to complete the instrument by themselves. Use your own goals or those of an anonymous student for the modeling.

Consider posting learners goals in the classroom. Some learners find it a motivating to post their goals; other learners may not want their goals to be so public. Let the choice be optional.

Keep copies of learners goal setting instruments in their files. If learners misplace their copies, you’ll have ones on file for them to revisit.

Charts ChecklistsParagraphsDrawingsOther Ideas

Good sources of goal-setting tools TextbooksWebsites (see my list for some good ones)Other teachersOther ideas

Personal GoalsPersonal Goals are goals that are specific to only the student. Their personal goals will alter something about themselves.

Classroom GoalsAs a class you brainstorm on a goal for the classroom. The goals will be decided on a democratic basis. All goals need to follow the four basic steps to writing a goal.

School GoalsThe class brainstorm on what they would like to see different in the school. The class should only work on one school goal at a time otherwise it will become overwhelming. Another solution is to divide the class into two and have two groups working on different goals.

Community Goals (Local or Global)Class suggests a variety of important community issues that are in need of help. Students just need a platform and you will be amazed with their ideas of how to help the community.

Physical Goals: Physical goals have to do with altering the physical body for the better.

Mental Goals: Mental goals have to do with challenging the brain and getting it more active. It is important to keep the brain stimulated.

Emotional Goals: Emotional goals have to do with gaining control of our emotions.

Spiritual Goals: Spiritual goals are taking time to quiet the mind and body to be in the moment and to learn from the past.

http://teachertipstraining.suite101.com/article.cfm/goal_setting_lesson_plan

Presentation by Grethen Bitterlin (San Diego City College) and Sylvia Ramirez (MiraCosta College): CCAE Conference – Fall Conference November 2008

http://ncbsonline.net/Goal%20Setting.htm (includes a “Goals Kit for adult learners”)