Manual Handling
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Good planning is central to successful teaching - and effective planning requires a clear set of learning objectives.
In order to generate learning objectives, you need first to check the syllabus requirements. These may be expressed in a variety of ways. For example, they may be given as topic headings, or learning outcomes, or competence statements. The precise form varies according to the type of qualification.
In order to understand the uses and characteristics of learning objectives and to be able to write good ones yourself, you first need to understand precisely what a learning objective is.
"A learning objective describes what the learner(s) will have learned after the learning experience that they had not learned before"
Note the focus on the learner and the learners' achievements. Learning objectives describe the intended learning outcomes, not the planned teaching activities. However, this definition still leaves a wide range of alternative ways in which the objectives might be expressed. A particularly helpful approach is to write "behavioural" objectives.
These describe the objectives in the form of what the learner will be able to "do" after the learning experience. This gives a revised definition as:
'A behavioural learning objective describes what the learner(s) will be able to "do" after the learning experience that they could not "do " before.'
The term 'do' in the definition is to be understood, in the broadest sense, to include anything that the learner might do which we can see, hear or feel. Any learning is, in principle, capable of being demonstrated even where it is an internal mental state that is the result of the learning. For example, the learner might say something, or write something, or perform a physical task that shows dearly that they have acquired some internal accomplishment. The advantage of expressing learning objectives in this way is that both the teacher and the learner can be clear about
Good planning is central to successful teaching - and effective planning requires a clear set of learning objectives.
In order to generate learning objectives, you need first to check the syllabus requirements. These may be expressed in a variety of ways. For example, they may be given as topic headings, or learning outcomes, or competence statements. The precise form varies according to the type of qualification.
In order to understand the uses and characteristics of learning objectives and to be able to write good ones yourself, you first need to understand precisely what a learning objective is.
"A learning objective describes what the learner(s) will have learned after the learning experience that they had not learned before"
Note the focus on the learner and the learners' achievements. Learning objectives describe the intended learning outcomes, not the planned teaching activities. However, this definition still leaves a wide range of alternative ways in which the objectives might be expressed. A particularly helpful approach is to write "behavioural" objectives.
These describe the objectives in the form of what the learner will be able to "do" after the learning experience. This gives a revised definition as:
'A behavioural learning objective describes what the learner(s) will be able to "do" after the learning experience that they could not "do " before.'
The term 'do' in the definition is to be understood, in the broadest sense, to include anything that the learner might do which we can see, hear or feel. Any learning is, in principle, capable of being demonstrated even where it is an internal mental state that is the result of the learning. For example, the learner might say something, or write something, or perform a physical task that shows dearly that they have acquired some internal accomplishment. The advantage of expressing learning objectives in this way is that both the teacher and the learner can be clear about