Explore the strategies for developing learning objectives
A Primer on Writing Effective Learning-Centered Course Goals. Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy (PDF);
Mager’s Tips on Instructional Objectives.Adapted and excerpted from: Mager, R.F. (1984).Preparing instructional objectives.(2nd ed.). Belmont, CA: David S. Lake. (web-page);
Worksheet: Course schedule,The University of Iowa, ITS (web-page);
Course objectives rubric The University of Iowa, CFT (PDF)
1. Formulate at least three tentative learning objectives, to begin creating your course structure.
2. Add a short description of your course prototype: a title, intended audience, and indicate the course delivery format (fully online, mixed mode, supplement for in-class teaching, etc).
3. Ask for peer feedback: Share ideas and give suggestions about the learning objectives presented here.
Response
Primary Years Programme (PYP) | Unit of Inquiry (UoI): How we express ourselves (HWEO)
Central Idea: Different media allow us to express ourselves and share ideas.
Audience:
A six-week, transdisciplinary unit of inquiry taught to year 3 students in International Baccalaureate Organization (IBO) schools.
Delivery Format:
Used to supplement in-class teaching, for both students and teachers alike. Resources can be shared for both stakeholders and assessment can be posted to the LMS to make learning more visible to the greater community (e.g. teachers collaborating in the district, other students from other schools, student relatives, etc.).
Students will be “tuned-in” to a variety of media initially, then, will work in six specialist weekly rotations developing skills in seven different media: Coding, photography, drama, calligraphy, poetry, art and cooking. Afterwards, students will select one to two of their best mediums to display at a gallery held for community stakeholders.
Goals:
Because all learning in the PYP’s Programme of Inquiry (PoI) is conceptual, goals, or lines of inquiry, should be linked to a maximum (depth, not breadth) of three of the IB’s eight, signature conceptual lenses. These lenses could be aligned further with related concepts, but again, the premise is on depth of learning rather than diluting it. Conceptual learning makes learning timeless, transferable and universal – among others (Erickson, 2011).
At the end of this inquiry, students will be able to (BOLDFACE words are conceptual links):
- Summarize the key features of three different forms of media that people can use to express themselves. (Form – What is it like?)
- Justify a person’s or group’s motivation to choose a certain medium or media to express themselves (Causation – Why is it like that?)
- Compare and contrast how media can be interpreted either the same or differently by a large audience (Perspective – What are the different points of view?)
I grabbed most of my verbs from here, which is a great Bloom’s Taxonomy resource, when creating goals, rubrics and more.
Formative Feedback
- Are my goals universally understood? If not, what would you change?
- Any other additional details missing?