Learning Objectives

A properly written objective should start with “Students will” [SW] or “Students will be able to” [SWBAT].

The following five “S.M.A.R.T.” qualities will characterize the Learning Objectives:

Specific (“Students will” [SW])
Measurable (describes the qualities of the desired result)
Attainable (realistic for the students based on previous learning and skills)
Relevant (related to previous/future learning and appropriate for the goal)
Timely (appropriate to learn now, and attainable within the lesson)

Goals & Objectives: Identifying the Difference

Oftentimes people refer to goals and objectives as if they're the same thing. They are, in fact, different. A goal (AKA Central Focus), used in this context, is a broad definition. An objective, on the other hand, is quite specific. It further defines a goal.

Writing SMART Learning Objectives

Using the SMART format to remember how to write effective learning objectives.

“Action Verbs”

A well-written objective must contain at least one “action verb” and that verb should be in bold type. That way, the teacher and the observer are aware of its importance and it becomes more straightforward to craft meaningful, student-centered learning targets. For more information on the importance of using action verbs, see this explanation of Bloom’s Taxonomy, a classic hierarchy for teaching and learning, updated in 2001 with “action words” that describe the cognitive processes by which thinkers encounter and work with knowledge. This website further clarifies the development of Bloom’s Taxonomy.

Below are four lists of action verbs that will be helpful as you craft your own rich learning objectives, beginning with Bloom’s and proceeding to the subsequent systems of categorizing the learning process.