On the surface, learning objectives don’t seem all that complicated. You begin with an objective or you can work backwards from the desired outcome. Then you select an activity or assignment that accomplishes the objective or outcome. After completion of the activity or assignment, you assess to discover if students did in fact learn what was proposed. All that’s very appropriate. Teachers should be clear about what students need to know and be able to do when a course ends. But too often that’s where it stops. We don’t go any further in our thinking about our learning objectives. There’s another, more challenging, set of questions that also merit our attention.
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