What are the Differences Between Aims and Objectives? Aims are general statements concerning the overall goals, ends or intentions of teaching. Objectives are the individual stages that learners must achieve on the way in order to reach these goals. Example a teacher might have an aim that a learner should be able to save work on a computer. To achieve this aim a series of objectives must be met. eg to create a folder, navigate between menus, save a document. • Aims are general, objectives are specific. • There are more objectives than aims. • Aims are like strategy, objective are like tactics. Aims and objectives can form hierarchical structures so that in complex curricula aims at one level might be seen as objectives at another. What are the main categories of learning objectives? Learning objectives are aimed at the three domains of learning: knowledge, skills and attitudes. Why use learning objectives? If you don’t use objectives, how can you build in assessing of learning (what would you assess?) and how can you measure if your teaching is being effective and learners are learning? The objectives you set help you plan, clarify and prioritise the learning. How do you write aims and learning objectives? What do you want your learners to be able to DO after they have learned something that you have taught (bear in mind students may learn many things with you but use judgment to focus on the most important outcomes at this stage in their course) So the aims and objectives for one possible teaching sequence might look like the following: Aims: The learner can create a story sack for their child Objectives: 1. Understands key learning points for young children from creative play 2. Can list at least 5 suitable objects for story sacks 3. Can identify 3 sources of equipment for story sacks 4. Can explain how to make finger puppets from scratch 5. Can describe 2 methods for fastening material Objectives do not include the word 'know' or 'understand'. They do include active verbs such as 'state', 'explain', 'outline', 'list' or 'describe'. They are statements of what you want your learners to do. Examples of learning objectives verbs The following lists contains examples of verbs which describe the sorts of things you want your students to be able to do and may help you to write useful learning objectives. Knowledge analyse arrange calculate circle cite classify compare contrast compare define describe match differentiate group identify interpret itemize label list match name outline plan record revise select solve state Give examples evaluate recognise Skills adjust assemble chart collect use draw employ establish illustrate imitate interact locate maintain measure modify make organise rearrange return set up practice manipulate master fit perform demonstrate Attitudes accept adopt advocate approve assess challenge characterise choose criticise defend evaluate formulate judge justify manage model persuade recommend resolve select specify value reassure empathise Adapting learning objectives to be more, or less, challenging You can change the verbs to be more complex, or add conditions. For example, simple objectives might be to list or state facts. More challenging objectives might ask learners to apply or use knowledge in a particular context. Higher levels of objectives ask learners to solve complex problem. This might involve gathering information, researching and analysing, or using knowledge to create something in a difference context (e.g. use knowledge of making apple pie to design a different filling) Labelling something already created, or choosing from options is less challenging than creating your own list, or drawing your own diagram. Objectives can be altered by degree e.g. demonstrating 5 ways to multiply 2 digit numbers is more challenging than modelling one way of multiplying.