WRITING CLEAR OBJECTIVES

The question:
Whats all the fuss about putting objectives on the board?

The answer:
Students have an easier time learning when you tell them
exactly what it is that you want them to learn!
Objectives are the simplest, most concise measure of the learning planned for each
period. In the past, lessons were often activity driven. Teachers were expected to
provide a relevant, engaging activity and by simply doing the activity kids would learn
something. The shift now is toward establishing a clear learning outcome up front. This
has proven to be more effective in achieving the learning outcome and appears to be more
motivating for the student. By first communicating to the students WHAT they will learn
and HOW they are going to demonstrate success, the objective helps explain WHY
students are being asked to perform a certain activity.
As part of the current CWT (Classroom Walk Through) initiative, Granby is looking for
district-wide consistency in the posting of objectives and in how objectives are written.
CWT protocol asks if the teaching objective is evident, appropriate, student friendly, and
asks if the teacher is teaching to that objective.
A well-written objective explains the learning outcome that you expect to come from the
lesson. That learning outcome should come directly from either the state framework or
the local curriculum for that subject. A well-written objective has two parts Part 1. What do you want them to know? Be specific about the new skill or
knowledge that you want them to obtain. Avoid the word learn as that is a given.
Example:

Students will be able to identify the elements of nonfiction text

Students will be able to compare themes across texts
Students will be able to analyze how characters deal with diversity
Students will be able to recognize values, ethics and beliefs in a text
Students will be able to distinguish between the structures of fiction and
non-fiction

Part 2. What do you want them to be able to do? The students ability to do this
should depend on having mastered the new information or skill that was taught
.
Example:
by solving a problem
by drawing and labeling a diagram
by writing a paragraph
by giving a talk to a particular audience
by completing a chart
by applying a rubric

Reminders
Every objective posted on the board needs to:

Be kid friendly
Clearly identify the new learning/knowledge/skill to be gained
Contain an indication of what students will be expected to do to demonstrate what
they have learned
Match the learning taking place at that time
Be different for each lesson
Change throughout a series of lessons in terms of the new learning, narrow or
broaden the content, change the assessment tool, etc.

Does your objective communicate:

WHAT are students going to learn?

HOW will they prove they got it?

Sample objectives
Students will be able to:
1.
2.
3.
4.
5.

Compare the features of fiction and nonfiction by completing a Venn Diagram.

Examine the validity of sources of information by applying a validity rubric.
Justify inferences by citing specific support in the text.
Recognize text structures by correctly identifying the structure of sample texts.
Develop self selection skills for vocabulary instruction by correctly identifying
Tier II words in a written text.
6. Distinguish fact from opinion by highlighting all the facts in one color and all the
opinions in a different color in a written piece.

Blooms Taxonomy is Alive and Well!

Verbs for Stating Behavioral Objectives

Knowledge Remembering previously learned materials.

Cite
Define
Identify

label
list
match

name
quote
recite

reproduce
pronounce
state

Comprehension ability to grasp the meaning of material

Alter
Change
Convert
Depict
Describe
Interpret

discover
explain
give examples
give main idea
illustrate
paraphrase

manage
rephrase
represent
restate
reword

relate
substitute
summarize
translate
vary

Application ability to use learned material in new and concrete situations.

Apply
Classify
Compute
Demonstrate
Direct

discover
employ
evidence
manifest

manage
relate
predict
show
prepare
solve
present
utilize

Blooms Taxonomy (Continued)

Analysis ability to break down material into its component parts so that its
organizational structure may be understood.
Ascertain
Analyze
Associate
Conclude
Designate

diagnose
diagram
differentiate
discriminate
dissect

distinguish
divide
examine
find
infer

outline
point out
reduce
separate
determine

Synthesis ability to put parts together to form a new whole.

Combine
Compile
Compose
Conceive
Create
Design
Develop

devise
expand
extend
generalize
integrate
invent
modify

originate
plan
pose
propose
project
rearrange

revise
rewrite
synthesize
theorize
write

Evaluation ability to judge the value of material for a given purpose.

Appraise
Assess
Compare

conclude
contrast
criticize

critique
deduce
evaluate

judge
weigh