IN THIS CHAPTER, we will pose exercises
to inspire you to think about your learning
goal and learning objectives in the
classroom and to assist you to:
• Create a framework for the use of
interconnected terms to do with
‘goals’ and ‘objectives’
• Consider the assumptions that
underlie the choices you have made
• Build global citizenship, expressed in
the three domains below, in designing
a lesson, course or curriculum:
– knowledge and understanding
(from p. 8)
– skills (from p. 9)
– dispositions (values and
attitudes; from p. 8).
Road to Global Citizenship: An Educator’s Toolbook
36
In setting learning goals and learning objectives, it is important to create a framework for the use of
interconnected terms to do with ‘goals’ and ‘objectives’. In everyday language, terms such as goal, aim,
purpose, outcome and objective are often used interchangeably, but in teaching and learning, they
have more specific meanings.
*
Term
Described
Additional Tips
Learning goal
Similar to a learning goal, learning objectives are worded to identify what you expect students to
know, believe or be able to do, but by the end of a lesson. Learning objectives are subdivisions of the
broader learning goals. What is one learning objective for that lesson? How does that particular learning objective
help students meet a broader learning goal? You may ask yourself the same question for a specific
assignment.
Term
Described
Additional Tips
Learning
objective
.
Effective goals and objectives are written a) from the learner’s perspective (what will the student be
able to do at the end of the lesson or course), b) are measurable, and c) cover all three domains:
knowledge, skills and attitudes.
1
General intentions of the learning
experience. Broad description of
what it is expected students will
have achieved by the end of a
program or course.
Roughly analogous to aims or purposes,
often called core course objectives in syllabi.
In a 3-credit course, (approximately 40
hours contact time) a reasonable number of
learning goals is 4-7.
Describe the desired learning accurately enough that
you will know when it has been achieved. Do this by
saying who (the learner), will do what, under what
conditions and how well (to what standards or criteria).
Consider objectives in all three domains (knowledge,
skills, and attitudes).
In a 50-minute lesson, a reasonable number of learning
objectives is 1-3.
Specific intentions of a
discrete lesson or
assignment. More
detailed description of
what it is expected
students will have
achieved by the end of
the lesson or assignment.
*
ISW International Advisory Committee. (2006). ISW Handbook for Participants. http://www.iswnetwork.ca
Learning goals and objectives
37
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