Learning Objectives
When learning objectives were presented under Choosing the Right Activities, one of the rules was to use action verbs. While the examples did contain an action verb, most of them were preceeded by a linking verb phrase. "Be able to" and "Have the ability to" make the objectives passive and don't add any additional meaning. Deleting phrases like these puts the emphasis on the action verb contained in the objective. I'll reiterate one of the objectives to illustrate my point.
"The student will be able to use Microsoft Project to document and track their projects" becomes: "The student will use Micorsoft Project to document and track their projects." The rewrite is more direct and to the point. It provides very clear guidance and is written in active voice.
I am the math coordinator and I am working with assessment report with different objectives. I learn how to link the learning objecticves with exames and pre and post tests.
Or how about "Students will employ the Microsoft Project in documenting and tracking their own projects"?
In giving directions, presenting lessons (and that includes lessons to adults), handouts, exams and so on, it would seem essential that instructors use correct English. After all, they are supposed to be role models for the behavior business expects!
i agree, julia. the stronger language communicates the objective more effectively.
I agree with Julia, these are basic verbs tied to the lowest levels of Bloom's Taxonomy. Higher levels of learning require more thought, reflection and interaction. We try to get to the education level of learning. The model in this lesson resembles the methodology devloped in the US Army in the 1950s of Task Condition and Standard. This model was vewry performance oreinted and doesn't lend itself to more developed objectives. Rote learning and lower skill levels are easly incorperated into games such as these. True simulations are much more detailed and resource intensive. Most of us do not have the capability to develop or even purchase simulations that do justice to our lesson objectives.
the first day or so of the course i will usually use ,,, among other things,,,,to get to know my students as individuals and what they are looking for to get from it , at that time i will begin to try to tailor what we are doing and hom i will present it to make the lessons the most effective for all of them
Agree with Julia, learning objectives must be in an action setting, this sets a define path of what you want the students to accomplish. It also provides the instructor with a bench mark of what he wants the students to have the ability to do.
I agree, eradicating superfluous language and concentrating on the student's performance in meeting the objective seems far more effective. As an instructor/learning facilitator it's much easier for me to gauge the efficacy of the course that way. From a student's standpoint placing the stress on the action verb(s) inspires more confidence in the course objective. Ambiguous verbiage should be avoided at all costs.
