2. What we’ll cover
The goal(s) of learning objectives
An introduction to the ABCD method for writing
learning objectives
An introduction to Bloom’s Taxonomy
Evaluating your current learning objectives
Identifying gaps in your current learning
objectives based on the ACRL Information
Literacy Standards
Employing the ABCD method to rewrite your
current learning objectives
Constructing a lesson plan necessary to meet
your revised learning objectives
Creating assessments that align with your
revised learning objectives
3. Learning objectives…
are not goals. Goals are general and
non-specific, can be used for a course or
curriculum. (e.g. “Create an information
literate, lifelong learner.”)
are written for units of study.
guide the student to what they are
expected to do after instruction. (e.g.
“The student will distinguish academic
scholarship from non-academic
scholarship.”)
Bonus: they help guide the lesson plan!
4. ABCD Method
4 components of a learning objective:
◦ A is the Audience (always the student)
◦ B is the behavior or action verb
◦ C is the condition for the objectives
◦ D is the degree of achievement or criteria
5. The action verb is the key!
Action verb can’t be omitted
◦ Tells the student what they will do after
instruction. (e.g. distinguish academic
scholarship from non-academic
scholarship)
Benjamin Bloom and his colleague,
David Krathwohl, created a taxonomy
of verbs used to write effective and
measureable learning objectives.
6. Bloom’s Taxonomy…
describes and classifies observable
knowledge, skills, attitudes, behaviors
and abilities.
runs under the assumption that there
is cognitive activity happening in the
brain.
◦ Levels of observable action
◦ Three domains: cognitive (thinking),
affective (attitudes), and psychomotor
(doing)
is commonly in the cognitive domain.
7. Cognitive Domain
Level 1: remember (knowledge) &
understand (comprehension)
Level II: apply (application) & analyze
(analysis)
Level III: evaluate (evaluation) and
create (synthesis)
Each level demonstrates a progression
of critical thinking skills.
8.
9. See the handouts
Critical thinking is developed as you
go up the levels.
Creating has replaced synthesizing.
Creating new knowledge is the
ultimate objective.
10. Putting it all together
After the lecture the student will distinguish
academic scholarship from non-academic
scholarship.
Lesson: PowerPoint defining academic
scholarship, identifying authors of
academic scholarship, and going over the
sections of an academic article.
Assessment: Show the covers and
citations to a popular magazine piece and
a journal article. Students distinguish one
from the other using clicker or clicker app.
12. Evaluating your current learning
objectives
The student will be able to understand
the information cycle.
13. Evaluating your current learning
objectives
The student will be able to understand
the information cycle.
What’s the verb here?
Using the two handouts can you come
up with a more descriptive verb?
14. Evaluating your current learning
objectives
Work on finding a good verb for your
learning objective.
15. ACRL Info. Lit. Standards
Determine the extent of information needed
Access the needed information effectively
and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s
knowledge base
Use information effectively to accomplish a
specific purpose
Understand the economic, legal, and social
issues surrounding the use of information,
and access and use information ethically and
legally
17. ACRL Info. Lit. Standards
The student will create a search
strategy.
18. ACRL Info. Lit. Standards
The student will create a search
strategy.
Standard 2: Access the needed
information effectively and efficiently.
Can you use a more descriptive verb
that aligns with this ACRL standard?
19. ACRL Info. Lit. Standards
Can you identify a learning objective
that needs work aligning with ACRL
Info. Lit. Standards?
20. ABCD Method
A=Audience (student)
B=Behavior w/action verb
C=Condition
◦ after attending a lecture. . . .
◦ following review of a demonstration. . . .
◦ given a case study. . . .
◦ after completing the assignment. . . .
◦ given a specific instrument. . .
D=Degree
◦ How well the learner must perform (can be
omitted if there is no deviation from normal
protocol)
21. ABCD Method
Order
◦ Condition
◦ Audience
◦ Behavior w/action verb
◦ D (if necessary)
Within a given time frame
Within a give number of tries
Criteria set by instructor
Tense is always future (e.g. will)
24. ABCD Method
The student will construct a search
strategy.
Use the ABCD method to create a more
measureable learning objective.
25. ABCD Method
Use the ABCD method to make your
learning objective more measureable.
26. Lesson Plans
What will you need to cover in order for the
student to be able to do what you want them to
do?
What is the most effective way to get your lesson
across?
◦ Demonstration?
◦ Lecture?
◦ Hands-on?
◦ Flipped?
What materials will you need to create?
◦ Search examples for a demo?
◦ PowerPoint or Prezi?
◦ Checklist or worksheet?
◦ Video or PowerPoint with audio?
27. Lesson Plans
Create an outline for a lesson that
meets your learning objective?
Delivery method
Resources needed
28. Assessment
Some of the more common
assessments are:
◦ Completed handout
◦ Post-survey
◦ Quiz
◦ Response paper
◦ Presentation/demonstration
◦ Bibliography
◦ Faculty feedback
30. Resources
Writing Instruction Objectives by Kathy
Waller,
http://www.naacls.org/docs/announcement/wr
iting-objectives.pdf
Bloom’s Taxonomy of Measureable Verbs by
Jerry Dugan, http://www.taasa.org/wp-
content/uploads/2012/04/Working-on-the-
Wow-Side-Handout-31.pdf
ASSURE model for designing instruction by
Jerry Dugan, http://taasa.org/wp-
content/uploads/2012/04/Working-on-the-
Wow-Side-Handout-11.pdf
Bloomin’ Apps by Kathy Schrock,
http://www.schrockguide.net/bloomin-
apps.html
