The correct communication of learning objectives is essential in setting learning expectations. Lesson activities go into shaping the learning objectives; thus outlining the latter will also help prepare the students for the tasks that would be covered during the instruction (Buel, 2017). For example, the ELAGSE3RL2 of the Georgia 3rd grade standards enumerates activities such as learners recounting fables, myths, and folktales from different cultures and identify their central messages. Therefore, the learning objective for the standard would be as follows: By the end of the lesson, the learner should comfortably explain the moral teachings from narratives from diverse cultures
Learning Objectives Plan
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Grade Level: 3rd Grade English Language Arts Standard: ELAGSE3RL2 |
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Learning Objective: By the end of the lesson, the learner should comfortably explain the moral teachings from narrations from diverse cultures. |
| Strategies to Communicate the Learning Objective (Collaborative Learning) |
| Communicating the learning objective in a straightforward and face-to-face manner with the learners to foster a collaborative learning environment. |
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Break the learning objective into smaller parts and start by elaborating on the simple ones then move on to the more complex targets. |
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Explain how learning activities relate to the learning objective. |
| Strategies to Check for Understanding (Self- Directed Learning) |
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Formative oral assessment to identify what the learner knows from the learning objectives. |
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Oral and written assessments recapping what has been taught to identify each learner’s weaknesses. |
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Strategies Summary The best way to communicate the learning objectives is by revealing them to the learner’s before the lesson begins. I trust this strategy since one can outline the goals in the order of their complexity (Redelius, Quennerstedt, & Öhman, 2015). Additionally, communicating the objectives using word of mouth ensures that every learner has the same expectations out of the lesson as the teacher. Furthermore, the students will get the chance to raise any questions just from the explanation of the learning objectives. Communicating learning objectives in a straightforward and face-to-face manner with the learners has three main advantages which foster a conducive learning environment. First, the learners will get a clear scope of what they will be expected to know thus set their mindsets to take in that knowledge. The situation helps in sharpening the learner's readiness for the lesson. Second, the objectives will give a break-down of the lesson which facilitates learning. According to Lumpkin, Achen, and Dodd (2015), breaking down the lesson into smaller manageable chunks arouses the interest of the learners as they will feel the smaller bits are manageable. Finally, communication learning targets facilitate sharing of assignments and learning activities. The learning environment will also be a more productive one since sharing objectives results in self-directed learning. Once the teacher outlines the goals, the learner will brainstorm on the best way they would face the content to grasp them better (Buel, 2017). As the lesson progresses, the learner will be in a position to compare their original strategy with what the teacher is doing. In the process, a learner will identify their points of strengths and weaknesses thus get a chance to work on them from an individual perspective. Self-directed learning also arises from the fact that the learner would wish to be part of the factors that contribute to the achievement of the objectives. The learners will likely be more willing to follow the teacher’s instructions to facilitate the objectives of the lesson (Lumpkin, Achen, & Dodd, 2015). The process will be foolhardy if the learners get into a lesson without understanding the boundaries involved. The learning objectives will make the learners to assess themselves thus connecting the content with their personal experiences. The learners would dig deep into their backgrounds, previous knowledge and motivations as they try to find a connection with the objectives outlined before the lesson begins (Buehl, 2017). In this regard, the learners will not keep on guessing about stuff but would direct their curiosities to specific areas of the lesson. Therefore, they will try to position themselves appropriately in the classroom learning depending on the learning objectives at hand. Prior sharing of instructional objectives will enable learners to be more engaged in the learning process. With a clear elaboration of the learning objectives, the students will be able to assess themselves even before the teacher does. The situation will pave the way for more serious engagement that will lead to focused attention on class instruction (Redelius, Quennerstedt, & Öhman, 2015). The situation arises as they learner will identify areas where they are more comfortable with and the areas that offer a challenge. The findings from the concept of communicating learning objectives will be of crucial importance in my future endeavors. I will be in a position to plan my lessons well since I can connect lessons that have similar objectives to ease the understanding of concepts and avoid wastage of time. |
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References
Buehl, D. (2017). Classroom strategies for interactive learning . Stenhouse Publishers.
Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal , 49 (1), 121-133.
Redelius, K., Quennerstedt, M., & Öhman, M. (2015). Communicating aims and learning goals in physical education: part of a subject for learning?. Sport, education and Society , 20 (5), 641-655.
