Objectives are statements that describe what your students are expected to demonstrate as a result of your instruction. Objectives are measurable, meaning you can determine exactly what your students have learned through the aid of quizzes, tests and other activities. Objectives function as a road map for teachers, showing what you have to do in order to meet your end goal. They also help your teaching become more focused and organized. Objectives are also commonly known as learning outcomes. An example of an effective objective is "Students will be able to distinguish between scholarly and popular sources."
There should be a congruent relationship between objectives, learning activities and evaluation. Activities should be facilitated by the teacher in order to help meet learning objectives. Some examples of learning activities include group discussion, listening to a lecture or engaging in small group activities. Common forms of evaluation include exams, but you can also design other ways to measure your students' learning. Utilize individual and group projects as well as essays to measure student achievement. No matter which route you choose to pursue, the triangle must be balanced in order to be successful. Unclear objectives confuse students as does superfluous information in activities that is not measured later through evaluations.
Goals are statements which explain the reasoning behind what is taught during learning sessions. They address the key points you want students to take from your lectures or activities. The goals for one lesson are typically related to larger goals for an entire course or subject. When creating goals, teachers should name broad concepts that are clearly worded. An example of an effective goal is "Students will be able to search through and choose library resources that best fit their research projects."
Proper sequencing of learning objectives is needed in order to result in the desired outcome. For example, before a student writes an essay, he or she needs to be taught how to construct paragraphs and sentences. The three major factors contributing to sequencing are content, test dates and curriculum. Teachers instruct students on material that will be covered in major evaluations before the test date. Teachers may also discover that students need prerequisite skills before moving on to the next course topic. Effective teachers devise assignments that allow students to catch up on materials they have not yet learned. Teachers may also find that they need to individualize outcomes and instruction. Some students may require objectives which differ from those of their classmates. It is possible to help students who are behind while allowing other students to progress.