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Developing SMART objectives
+Aim and Objectives Aim
To develop a greater understanding of the value and purpose of SMART objectives and plan for improvements in the writing of lesson objectives.
Objectives Explain the difference between an aim and an
objective. Explain the difference between SMART and NOT
SMART objectives. Produce a set of SMART objectives. Evaluate how SMART objectives are on 3 session
plans
+Aims – what are they?
Clear and concise statements that describe what the TEACHER hopes to achieve.
To improve the learners’ ability to communicate effectively in formal written English.
To develop an understanding of the role of an Artist.
Compass Directions
Aims are like compass directions – indicating the general direction the TEACHER wishes to travel.
To explore open and closed questioning techniques
Aims are not specific or SMART enough to assess whether learning has taken place.
+
The difference between aims and objectives
Aims are teacher-centred.
Learning outcomes or objectives are learner-centred and if written SMART(ly) progress can be measured.
+ Writing aims
To develop an awareness of
To develop an appreciation of
To develop an understanding of
To explore
+SMART
The acronym SMART is widely used to describe learning outcomes and objectives.
A learning outcome or objective is a personalised target.
SMART objectives identify what’s going to happen, who’s going to do it, and when it’s going to be done by.
This is easy to say but much harder to do in practice.
+Making sense of SMART SPECIFIC
They say exactly what you mean (overall main aim, broken down into small steps).
MEASURABLE You can prove that you’ve reached them.
ACHIEVABLE You can reach them (broken down into small steps to make
their achievement more obvious to the learner)
REALISTIC They are about the action you take
TIME-RELATED They have deadlines (broken down for any small steps that
might be required).
+SMART in action: Activity 1 SMART in action
(see Setting SMART Objectives Help Sheet)
Activity 1 : Making targets SMARTER.
Decide whether the objectives are SMART or NOT SMART. SMARTen up those which are not.
Bloom’s TaxonomyHigh cognitive demand – reasoning
requiredEvaluation
Judge, evaluate, give arguments for and against, criticiseSynthesis
Summarise, generalise, argue, create, design, explain the reason for
AnalysisBreak down, list component parts of, compare and contrast,
solve, differentiate betweenApplication
Use, apply, construct, solve, selectComprehension
Explain, describe, give reasons for, identify causes of, illustrate
KnowledgeList, recognise, select, reproduce, draw
Low cognitive demand – little reasoning required
+ Challenge is good!
Staying at the bottom of Bloom’s Taxonomy can lead to surface learning eg learning without understanding.
Knowledge tasks are fine as a start, (list, recognise) but we must build in more difficult tasks into our teaching (lesson plans) which cover higher levels of learning for learning to be effective. (explain, compare, evaluate, analyse, give arguments for and against)
Some questions to consider when looking at objectives:
Are your lesson objectives appropriate?
Who really owns the objectives?
Are they challenging (Bloom’s taxonomy)?
Are lesson objectives sufficiently specific and measurable?
Are your lesson objectives achievable?
Do your lesson objectives relate to your overall aim?
Aim and Objectives
Aim To develop a greater understanding of the
value and purpose of SMART objectives and plan for improvements in the writing of lesson objectives.
Objectives Explain the difference between an aim and an
objective. Explain the difference between SMART and NOT
SMART objectives. Produce a set of SMART objectives. Evaluate how SMART objectives are on 3
session plans