Lesson 2

LEARNING Goals,
Objectives,
Outcomes, and
TARGETS
Learning Goals

 broad statements written from an

instructor's or institution's perspective that
give the general content and direction of a
learning experience.
 Theygenerally describe what an instructor
or program aims to do.
Example:

 Thecurriculum will introduce

students to the major research
methods of the discipline.
Learning Objectives

 statements of what you intend to teach or

cover in a learning experience. They tend
to be
▪ More specific than learning goals
▪ Not necessarily observable nor measurable
▪ Instructor-centered rather than student-
centered
▪ Useful in helping you formulate more
specific learning outcomes
Example:

 Atthe end of this lesson, students

will understand the impacts and
effects of new media on identity
formation.
Learning Outcomes

 specific statements of what students will be

able to do when they successfully complete
a learning experience (whether it's a project,
course or program).

 They are always written in a student-centered,

measurable fashion that is concise,
meaningful, and achievable.
Example:

 Students will be able to identify

examples of symbolism in short
stories and incorporate symbolism in
their own writing.
Aim Goal

TARGET

Objective
Learning Target

a statement of student performance for a

relatively restricted type of learning
outcome that will be achieved in a “single
lesson or few days” that includes both a
description of what students should know,
understand, and be able to do at the end of
a unit of instruction.

 somethingthat can be observed through

the behavior of students.
Learning Targets
 Educational Goal
- a very general statement of what students
will know and be able to know
- typically written to cover a smaller block of
instructional time, such as an instructional unit
Learning Targets
 Educational Objective
- specific statements of student performance
that should be demonstrated at the end of the
instructional unit
- typically written to cover a smaller block of
instructional time, such as an instructional unit
Learning Targets
Elements of Highly Precise Performance
Objectives:
1. Performance
2. Criterion
3. Condition
4. Audience
Learning Targets
 Performance
➢a description of the behavior that
learners are expected to perform
➢ describeswhat the learner will be
doing when demonstrating mastery
of an objective
Learning Targets
 Performance
Poor Examples:
• Be able to understand mathematics.
• Develop an appreciation of music.
• Be able to know the concept of
diffusion.
• Be able to familiarize indefinite
pronouns.
Learning Targets
 Performance
Good Examples:
• Be able to dance tinikling.
• Be able to interview licensed
teachers.
• Be able to paint a picture of a
mountain.
• Be able to write an application letter.
Learning Targets
 Condition
➢a description of the circumstances
under which the performance will be
carried out
➢ includesa description of what will be
available to learners when they
perform the desired behavior
Learning Targets
 Condition
Examples:
• Using a metric ruler...
• Given a set of whole numbers...
• Without the aid of class notes...
• Using only a screwdriver...
• Given a list of chemical elements...
Learning Targets
 Criterion
➢a description of the criteria for
acceptance of a performance as
sufficient, indicating mastery of the
objective
➢ emphasizes time limits, accuracy, and
quality
Performance Objectives
Objectives with the four components:
• Given the topic of the development of an
embryo, the BioSci students will be able to
write a short essay in no more than 30
sentences within 30 minutes.
• With the use of the different dried plants
collection, the 3rd year PhySci students will
be able to design a mini herbarium exhibit
with 100% accuracy in no more than three
hours.
Performance Objectives
Objectives with the four components:
• Provided with a list of trigonometric
functions, the students will be able to
prove identities within 30 minutes with
at least 90% accuracy.
Components of Learning
Targets

LEARNING
TARGETS

CONTENT CRITERIA

What Students should Dimensions of Student

Know, Understand, Performance Used for
and Be Able to Do Judging Attainment
Types of Learning Targets

1. Knowledge
2. Reasoning
3. Skills
4. Products
5. Dispositions
Types of Learning Targets
Knowledge

 refers to the facts and concepts we want

students to know
 includes mastery of facts and information,
typically through recall
Types of Learning Targets
Knowledge
Content Standard Key Words
 explain, understand, describe, identify, tell,
name, list, define, label, match, choose,
recall, recognize, select, know
Types of Learning Targets
Knowledge
Examples:
 Recognizes and describes patterns of
human behaviour.
 Understands long-term physiological
benefits of regular participation in physical
activity.
 Knows that energy can be transformed
between various forms.
Types of Learning Targets
Reasoning

 Students use what they know to reason

and solve problem
 includes problem solving, critical thinking,
synthesis, comparing, higher order thinking
skills, and judgment
Types of Learning Targets
Reasoning
Content Standard Key Words
 Evaluate, judge, discriminate, modify,
organize, formulate, hypothesize
Examples
 Analyses fitness assessments to set personal
fitness goals, strategizes ways to reach
goals, evaluates activities
 Examines data/results and proposes
meaningful interpretation
Types of Learning Targets
Skills

 Students use their knowledge and

reasoning to act skillfully
 involves something that a student must
demonstrate in a way other than
answering questions
Types of Learning Targets
Skills
Content Standard Key Words
 observe, focus attention, listen, perform,
do, question, conduct, work, read, speak,
assemble, operate, use, demonstrate,
measure, investigate, model, collect,
dramatize, explore
Types of Learning Targets
Skills
Examples
 Measures length in metric and US units
 Reads aloud with fluency and expression
 Dribbles to keep the ball away from an
opponent
 Participates in civic discussion with the aim
of solving current problems
 Uses simple equipment and tools to gather
data
Types of Learning Targets
Product
 Students use their knowledge, reasoning,
and skills to create a concrete product

 includes a sample of student work (i.e.

paper, report, artwork, or other project)
that demonstrates the ability knowledge,
understanding, reasoning, and skills
Types of Learning Targets
Product
Content Standard Key Words
 design, produce, create, develop, make,
write, draw, represent, display, model,
construct
Types of Learning Targets
Product
Examples
 Constructs bar graphs
 Develops a personal health-related fitness
plan
 Constructs physical models of familiar
objects
 Creates a scripted scene based on
improvised work
Types of Learning Targets
Dispositions

 Students’ attitudes about school and

learning
 includes attitudes, values, interests,
feelings, and beliefs
 Sources of Learning
Targets and Standards

1. Bloom’s Taxonomy of Objectives

2. Professional Preparation
3. Textbooks
4. Existing Lists of Objectives
 Sources of Learning
Targets and Standards
Bloom’s Taxonomy of Objectives

 Consists of 3 domains:
1. Cognitive
2. Affective
3. Psychomotor
 Sources of Learning
Targets and Standards
Professional Preparation
 As you master each discipline you will be
able to identify what is most important for
learning

 The more you understand, the better the

assessments
 Sources of Learning
Targets and Standards
Textbooks
 Most textbooks are accompanied by an
instructor’s guide or a teacher’s edition

 Textbook objectives are neither the only

nor the best source for your learning
targets
 Sources of Learning
Targets and Standards
Existing List of Objectives
 A number of sources can be used to
locate these lists

 Yearbooks and handbooks in different

disciplines sometimes contain objectives
ENRICHMENT ACTIVITY