Writing a learning objective

1. An open learning objective indicates that a pupil’s ability to meet the learning objective is on a continuum as you are asking them to develop a skill/s. Their answer can range from very effective to less effective.

Example LO: To identify different ways in which Queen Victoria was represented by the English media during her coronation.

Here, there is no right or wrong answer. Rather, you are able to see at the end of the lesson whether your pupils are able to use the skill of identifying to show you that they understand that Queen Victoria was represented in different ways depending on the opinion of an individual in the media and their agenda.

As a teacher, you need to use not only your knowledge, but also your judgement to assess whether your pupil have met an open learning objective.

S – Specific – What do I want the pupils to learn?

Yes, it is specific. I have narrowed this learning objective down by providing the following information for my pupils:

“Identify” – What skill I am looking for them to LEARN to use
“Different ways” – Contrasting representations
“Queen Victoria” – Who my learning objective is referring to
“Represented” – To express a view to influencing opinion or action
“English media” – Who is doing the representing
“During her coronation” – When
I am not referring to any activities in my learning objective e.g. LO: To write a leaflet about the different ways in which Queen Victoria was represented by the English media during her coronation.

M – Measurable – How will you know if they have achieved this learning objective?

I will know that my pupils have achieved this learning objective if they have:

Identified contrasting representations of Queen Victoria by the English Media during her coronation in 1837.

A – Achievable – Is your learning objective realistic to achieve?

• The knowledge, skills, and abilities that learners already possess are essential factors in determining the achievability of an objective. I need to also consider whether I have provided my pupils with the resources and support that will enable their success.

• Furthermore, whether this is achievable will also depend on my knowledge, the overall quality of my lesson plan and my ability to successfully deliver what I have planned.

R – Relevant – Does it build on what they already know?

• Objectives that expand upon learners’ existing knowledge, understanding and skills are more likely to be attainable. This objective will only be realistic if over a series of lessons I have built their knowledge, understanding and skills to enable them to tackle this topic. This would certainly not be a realistic learning objective if they were not able to access the key words in the learning objective and had no knowledge about Queen Victoria, coronations, the Victorian times or the media.

T – Timely – Do they have enough time to achieve this learning objective?

I need to:

• Assess the complexity of the learning objective. Break it down into manageable steps. This will enable me to estimate the time that I will need for each component.

• Consider whether my pupils have the prior knowledge needed to meet the learning objective within the length of time that I have allocated for the lesson.

• Understand the typical learning pace of the pupils. Use this to assess whether they will have enough time to complete the learning objective.

• Review my lesson plan and consider the amount of time needed for each aspect of my lesson. Anticipate how I may have to adapt my lesson to meet my pupils’ needs.