Lesson Objectives PPT Group3-1

Lesson
Objective
and how to
Daffa Priska Febianti
create them
Syarifah Desy Ramadhanti Silva Noridha sitompul
F1021191052 F1021191061 F1021191049
Table of Content
The
Lesson
ABCDs of Bloom Conclusio
Objective
learning Taxonomy
objectives
Lesson
Objective
What’s the meaning of Lesson objective
start your planning from a specified aim or objective such as ‘By the end of the
lesson the students will be able to make a phone call to a travel agent asking for
dates and times of flights and be able to understand and write down the replies.’

You may have been taught that only after this should you think about the
material, activities, grouping possibilities and so on.

There are a lot of possible terms we can use here, e.g. ‘goal’, ‘aim’ and
‘objective’.
goals’ tend to be broader, then come ‘aims’ and finally, the narrowest in focus,
‘objectives’.
Lesson Objective example
Why do we need
learning Objective 1. Selection of content
2. The development of an instructional

strategy
3. The development and selection of

instructional materials
4. The construction of tests and other

instruments for assessing and then
evaluating student learning
outcomes.
What are the parts of
a learning objectives?
-the students task
-how the conditions to perform the task
-our criteria for evaluating student performance

How to create lesson
objective
1. Identify the Level of Knowledge Necessary to Achieve Your Objective
Before you begin writing objectives, stop and think about what type of change you want your training to make. In other words, what do
you want your participants to do differently when they return to work? The domains of learning can be categorized as affective
(attitude), psychomotor (skills), and cognitive (knowledge). An easy way to remember this is with the acronym ASK:
Attitude — Changes how a learner chooses to act. Compliance training is a good example of when you will have to teach to this
domain. It’s usually the hardest to craft objectives for this, since it’s dealing with feelings, emotions, and attitudes.
Skills —This domain focuses on changing or improving the tasks a learner can perform.
Knowledge — This domain focuses on increasing what participants know. Learning safety rules, troubleshooting, and quoting prices
from memory are all examples of this level of learning.
2. Select an Action Verb

Now that you’ve identified what domain you intend to focus on for your objective, it’s time to start crafting your objective. To do that,
it’ll help to have an action verb to describe the behavior at the appropriate level of learning. Here’s a list of action verbs, separated by
domain. Avoid having more than one action verb for each level of learning, and make sure it’s a verb that can be measured.
3. Create Your Very Own Objective

For the example : After a lesson on bullying, students will be able to explain the difference between a bully and a friend by writing a
short paragraph that includes a thesis statement and call to action.
Students will be able to categorize types of animals into the correct classes with a graphic organizer after reading an article on animal
traits.
4. Check Your Objective
Make sure your objectives include four pieces:
audience, behavior, condition, and degree of mastery.
For every one, identify and label the component.
Here are the A, B, C, D's every objective should
contain:
Some people I’ve talked to who set goals at some point in the
planning and teaching process are happy with a formula,
such as:
Audience (who is learning)

Behaviour (What do you want learners to do)
Condition (Under what conditions will learners be assessed)
Degree (What level of performance do you expect?)
By the end of unit 2, students will be able to list the eight parts of
speech.
Bloom
Taxonom
y
Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of
classification of learning outcomes and objectives that have, in the more than half-century
since, been used for everything from framing digital tasks and evaluating apps to writing
questions and assessments.
There are many reasons for the popularity of Bloom’s Taxonomy (that likely deserve an
article of their own to explore). For now, it’s clear that many educators love Bloom’s
because, among other virtues, it gives them a way to think about their teaching—and
the subsequent learning of their students.
As mentioned above, the framework can be used to used to create assessments, evaluate
the complexity of assignments, increase the rigor of a lesson, simplify an activity to
help personalize learning, design a summative assessment, plan project-based
learning, frame a group discussion, and more. Because it simply provides an order for
cognitive behaviors, it can be applied to almost anything.
Picture of Bloom Taxonomy
6 Cognotive domains
1. Remembering
levels in more detail remembering
involves retrieving recognizing and
recalling relevant knowledge from long
Some verbs of this level: define, identity label, list

example: memorize a poem, recall state capitals, remember
math formulas
2. Understanding
Understanding mean to construct information from oral
written and graphic messages verbs associated with this
level might be.
Some verbs of this level: compare, discuss, explain, summarize

example : organize the animal kingdom based on a given
framework
3. Applying
applying involves carrying out or using a procedure through executing or
implementing here are some verbs
associated with the application level
Some verbs of this level: calculate, compute, manipulate, solve

example : use a formula to solve a problem, select a design to meet a purpose.
4. Analyzing
Analyzing deals with breaking material into constituent parts or determining
how those parts relate to one another into an overall structure.
Example : explain how the steps of the scientific process work together, identify why a machine isn’t working.
Some verbs of this level: distinguish, analyze, differentiate, investigate

Example: examine concepts or ideas to break them down into basics parts
5. Evaluate
evaluating has the learner making judgments based on criteria and
standards.

Some verbs of this level: argue, conclude, critique, test
Example : make a judgment regarding an ethical dilemma,
interpret the significance of a given law of physics, illustrate the
relative value of a technological innovation in a specific setting—a
tool that helps recover topsoil farming
6. Create
Creating or putting elements together to form a coherent or
functional whole reorganizing elements into a new pattern or
structure.
Some verbs of this level : construct, design, invent, produce

Example: design a new solution to an ‘old’ problem that
honors/acknowledges the previous failures, delete the least
useful arguments in a persuasive essay, write a poem based on
Conclusio
n
Before starting a course or around the time you first meet the students you might like to brainstorm
ideas you can use with them, whether these are materials, activities, different types of content or
different skills. Don’t worry about what kind of idea it is. Don’t think you MUST start with aims
or content or timings. Just get some ideas down on paper to start you off. After that, try
deliberately using different starting points at different times before individual sections of work.
I’d also recommend that you don’t feel guilty about it! You will still know why you are doing
things and will still have goals.

THANK YOU
Is there any questions ?

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Lesson

2. The development of an instructional

3. The development and selection of

4. The construction of tests and other

-the students task

-how the conditions to perform the task

-our criteria for evaluating student performance

2. Select an Action Verb

3. Create Your Very Own Objective

Audience (who is learning)

Some verbs of this level: define, identity label, list

Some verbs of this level: compare, discuss, explain, summarize

Some verbs of this level: calculate, compute, manipulate, solve

Some verbs of this level: distinguish, analyze, differentiate, investigate

Some verbs of this level : construct, design, invent, produce

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