how to write learning objectives for a presentation

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Learning Objectives Examples: How to Create High-Quality Educational Slides

Learning objectives are the foundations of any course or training program. They provide a clear roadmap for both educators and learners. They set a direction for the learning journey by outlining the expected outcomes. Therefore, trainers need to ensure their programs are purposeful, engaging, and aligned with their educational goals.

In this article, we’ll explore learning objectives, why they matter, and how they differ from other goals in terms of creating presentation slides to depict them. 

Table of Contents

Defining Learning Objectives

Characteristics of good learning objectives, steps to write learning objectives, training learning objectives examples, lesson objective examples, common mistakes to avoid when writing learning objective examples, tools and resources to represent learning objective examples.

According to Melton (1997), learning objectives, also known as learning outcomes, are concise statements that outline the specific achievements expected from trainees after receiving training or a lesson [1]. Unlike general learning goals, these objectives offer explicit criteria, enabling instructors to evaluate whether students have successfully attained the intended learning outcomes. Using clearly defined and actionable learning objectives enhances your ability to assess texts or activities for appropriateness and relevance.[1] Learning objectives are specific statements that describe the measurable and observable skills, knowledge, or attitudes that learners should acquire after completing a training program. In training programs , these objectives act as a guide, helping to focus instructional efforts and assess the effectiveness of the learning experience.

Learning objectives play a crucial role for instructors and trainers in developing assessments that align with the course’s learning activities and training materials . Alignment is how effectively learning objectives, assessments, and instructional materials collaborate to accomplish the intended learning goals. Learning objectives indicate that assessments are focused on the materials covered in the course, simplifying the process of creating assessment items for instructors [2]. Learning objectives communicate what is essential for learning. Without learning objectives, students struggle to identify their learning and areas that demand specific attention. Clearly, articulated learning objectives contribute to students or trainees adopting more efficient and effective study approaches. Moreover, well-crafted learning objectives help them acquire new knowledge that can be applied flexibly and appropriately across various contexts, both in the short term and in the future. This application of knowledge, termed “transfer,” as emphasized by Barnett and Ceci (2002), is a significant indicator of profound learning [3].

Learning objectives should be short and clear statements about what learners can do after a lesson.  These objectives can be based on three things: what learners know, their skills, and their attitudes [4]. A good learning objective has these characteristics:

Clear and Concise

Learners must understand the objectives clearly. Learning objectives should be expressed straightforwardly, avoiding unnecessary complexity or ambiguity [10]. Everyone needs to be aware of what they are learning and the reasons behind it. They need to grasp how these objectives fit into the broader picture – connecting with the previous lesson, the ongoing course, and the overall goal [5]. Merely writing the objectives on the board and expecting students or trainees to copy them isn’t sufficient. It requires thorough explanation in context, active engagement from the learners, and the ability to articulate and explain the objectives to any observer.

A learning objective should be created with a specific action verb representing an observable and measurable outcome related to the identified knowledge or skills. The use of action verbs conveys what learners are expected to accomplish, ensuring a tangible and quantifiable outcome [7].

Make sure each goal focuses on one thing the learner should be able to show or perform. Actionable goals should start with a word like “recall,” “describe,” “explain,” or “select,” not unclear words like “understand” or “know” that you can’t see or measure. Keep it simple and practical.

Learning objectives, serving as evaluation criteria, should assist trainers in assessing the extent to which learners achieve the intended learning outcomes. Much of the impact training has on learners is internal and remains unseen. Learners may alter their perspectives, shift attitudes, and acquire new knowledge [6]; however, trainers cannot directly observe the internal processes of a trainee’s mind. They must rely on external indicators (observable actions or statements) to gauge the trainee’s progress. Therefore, assessing progress based on what a student “learns,” “understands,” “knows,” or “feels” becomes challenging. Learning objectives, therefore, should focus on observable and measurable changes. An objective can be made measurable by adding specific criteria. It could specify a percentage of accuracy, a number of items, a time frame, or other measurable criteria. For example, the learner will solve 90% of math problems correctly.

Relevant to the Training Program

Objectives must directly contribute to the overall goals and purpose of the training program, maintaining relevance and coherence. Learning objectives should address these questions. Is the objective aligned with the program’s primary goal(s)? Will achieving the objective contribute to reaching the main goal(s)? Design the course or training thoughtfully to ensure that each learning objective is relevant to training.  Likewise, the learning materials, activities, and assessments should be interlinked.

Time-Bound (SMART Objectives)

A learning goal needs a defined timeframe for completion, like the conclusion of a lesson, module, or entire course. It is crucial to allocate sufficient time within the lesson, module, or course to accomplish the necessary steps for reaching the goal.  In short, a learning objective should be smart;

S- Specific : Effective learning objectives divide a broad subject into manageable parts and clearly outline the expected outcomes connected to these components.

M-Measurable: Learning objectives should be quantifiable, allowing for easy assessment of whether the desired outcome has been achieved.

A-Achievable: Considering the available resources, timeframe, Learner’s background, and readiness, set achievable objectives. The cognitive complexity of the learning goals should match both the training level and the learners’ proficiency. Therefore, take into account factors like whether it’s basic or advanced level training before making a learning objective.

R-Result Oriented: Learning objectives should emphasize the outcomes rather than the processes or tasks learners will undertake (such as presenting or completing a task). A good learning goal describes the end results – what knowledge, skills, or attitudes learners should gain based on what the trainer can assess.

T-Time bound: Clearly mention the timeframe if it’s relevant. This can assist in determining the level of performance learners need to demonstrate to be competent.

As you create your learning objectives, you need to follow these steps.

Step 1: Identify the Desired Outcome of the Training Program

Identifying the desired outcome sets the direction for your entire training program. It provides a clear goal for both trainers and learners. It aligns the training program with broader organizational goals. It sets expectations and helps measure the success of the program.

Begin by considering the broader organizational goals. What specific improvements in skills or performance will contribute to these goals?

Break down the outcome into measurable components. What specific skills or knowledge gaps exist? Then, envision the ideal scenario after the training – what should the team be capable of doing? What skills or knowledge do you want participants to gain?

The importance lies in setting a clear, achievable target that aligns with organizational objectives. When you identify the broader goal of the training program, narrow it down into a learning objective [8].

This step is crucial because it sets the direction for your entire training program. It defines what success looks like and guides the subsequent steps in the process.  Consider the current state of the team, the challenges they face, and the skills they need to overcome those challenges.

Imagine you’ve assessed that your sales team struggles with closing deals effectively. The desired outcome, in this case, would be to improve their closing techniques and boost overall conversion rates. In the context of sales training, the desired result could be to enhance the sales team’s ability to close deals and increase conversion rates. Why is this important?

Step 2: Use Action Verbs to Describe What Trainees Will Be Able to Do

Now that we know what we want to achieve, the next step is to articulate it using action verbs. Action verbs make objectives actionable and observable. How do I choose these verbs? They should precisely convey the expected behaviors or skills. It’s essential to avoid vague verbs that can lead to unclear expectations. Action verbs are crucial in learning objectives as they define the observable behaviors or skills that learners should acquire. Choosing the proper verbs is essential for clarity and precision.

Action verbs describe an observable action, giving a clear picture of what learners are expected to do. Action verbs provide clarity on what exactly we expect our learners to do. They help in crafting specific and measurable objectives. When choosing action verbs, consider the level of performance you want to see. Words like ‘understand’ or ‘know’ are vague. Instead, opt for strong verbs that denote observable actions.

In our sales training program, we’ve chosen the action verb ‘demonstrate.’ This emphasizes the sales team’s importance in understanding and actively showcasing effective closing techniques.

We have come up with this learning objective so far;

“By the end of the training program, sales team members will be able to demonstrate effective closing techniques to increase conversion rates.”

‘Demonstrate’ is an intense action verb that implies a visible and practical application of knowledge. In sales, demonstrating effective closing techniques is a tangible and measurable skill.

Step 3: Ensure the Objective is Measurable

Measurability is crucial for assessing the success of your learning objective. It involves defining clear criteria to determine whether the desired outcome has been achieved. Without measurable criteria, evaluating the effectiveness of the training becomes challenging.

Attach specific metrics or criteria that provide a quantitative or observable way to assess success. This could involve percentages, numbers, or other tangible measures.

Think about how you can quantify or assess the outcome. In our example, we set a measurable criterion: a 15% increase in the overall conversion rate within the next quarter.

Step 4: Align the Objective with the Overall Goals of the Training Program

Aligning the objective with the overall goals ensures coherence and relevance. The aim should not be an isolated achievement but a meaningful contribution to the broader success of the training program.

Consider how achieving this specific objective fits into the larger picture. How does it support your training program’s overall goals and objectives and, by extension, your organization?

In our case, the overall goal is to improve the sales team’s performance to meet and exceed quarterly revenue targets. Our learning objective aligns perfectly by directly contributing to this overarching goal.

“By the end of the training program, sales team members will be able to demonstrate effective closing techniques, contributing to a 15% increase in the overall conversion rate within the next quarter, thereby supporting the overall goal of improving the sales team’s performance to meet and exceed quarterly revenue targets.”

Real-Life Case Studies of Learning Objective Examples

So far, we’ve analyzed how to write actionable and measurable learning objectives, but now it’s time to consider how to represent these learning objectives in presentation slides with the idea of stepping into the shoes of an instructor. Thinking about the design aspects can be challenging for some; thus, we will showcase a series of learning objective examples in two different categories: training and lesson planning. Below each case, you can find a visual representation of the learning objective to deliver more audience engagement.

A training is conducted by a firm on Time Management for Managers. This training is vital because effective time management is crucial for managers to maintain productivity and meet deadlines. It is realized that many managers struggle with task prioritization, leading to missed deadlines and increased stress.

Learning Objective Example 01

Use the Eisenhower Matrix to categorize tasks based on urgency and importance within two weeks.

This learning objective is evident in what managers need to do (Use the matrix), measurable by their ability to categorize tasks, achievable within two weeks, relevant to task prioritization, and time-bound.

Learning Objective Example 02

Implement project management software to streamline task organization and meet deadlines within one month.

This objective addresses the broader aspect of time management by introducing a tool. It specifies the action (implement software), is measurable through enhanced task organization, achievable in one month, relevant to meeting deadlines, and time-bound.

A lesson is about understanding literary devices in poetry. Understanding literary devices is crucial for students to appreciate and analyze poetry effectively.

Example of Vague Objective

Learn about poetry devices.

This objective is too broad and lacks specificity. It doesn’t specify which poetry devices students should focus on. To enhance clarity, we should specify the devices, such as “Identify similes and metaphors in assigned poems.

A Well-Established Lesson Objective Example

Identify Similes and Metaphors in Assigned Poems during One Class Period

It is a clear and concise objective focusing explicitly on identifying similes and metaphors in assigned poems. Students will actively read and analyze poems to “identify” and differentiate between similes and metaphors. “Identify” is used as an action verb here, so the objective is actionable. Success is observable when students accurately point out similes and metaphors in the assigned poems during the class period. At the same time, it is relevant to the lesson plan that directly addresses the challenge of understanding and recognizing literary devices in poetry. It is achievable within the timeframe of one class period.

Another example can be visualized in the format of an end-of-unit exercise:

Develop a strategy for effective delegation, reducing workload stress by 20% over the next quarter.

Focusing on delegation, this objective is specific in developing a strategy that is measurable by workload stress reduction, achievable in the next quarter, directly relevant to the issue, and time-bound, providing a clear timeframe for improvement.

Vague or Unclear Objectives

Vague or unclear objectives lack specificity, making it challenging for learners to understand what is expected. When a purpose is unclear, it can lead to confusion and misinterpretation. To address this, learning objectives should be articulated with precision, clearly outlining the specific skill or knowledge area that learners are expected to acquire. This clarity provides a roadmap for both learners and instructors, fostering a more effective learning process.

Example of Lack of Clarity – “Write better essays.”

The term “better” is subjective and doesn’t provide a clear benchmark for improvement. We should define the improvement to enhance clarity, such as “Organize ideas logically within paragraphs using transitions.”

Objectives That Are Not Measurable

Measurability is crucial for assessing progress and achievement. Objectives that lack a measurable component make it challenging to determine whether the desired outcome has been met. Learning objectives should incorporate specific criteria or actions that can be observed, evaluated, or quantified to enhance measurability. This not only provides a clear standard for success but also allows for practical evaluation and feedback. Measurable objectives contribute to a more transparent and accountable learning process.

Example of Non-Measurable Objective – “Enhance academic writing abilities.”

The term “enhance” is vague and lacks a measurable outcome. To make it more effective, we should make it measurable, like “Apply proper citation formats in academic writing.”

Indeed, let’s delve into a detailed discussion on common mistakes to avoid when writing learning objectives without relying on excessive adjectives.

Objectives That Are Not Aligned with the Training Program’s Goals

Alignment between individual learning objectives and the broader goals of the training program is essential for overall program success. When objectives are not in harmony with the program’s goals, there is a risk of diverging efforts that may not contribute to the desired outcomes. Ensuring alignment involves thoroughly understanding the overarching program goals and carefully crafting objectives that directly support those goals. This strategic alignment ensures that every learning objective plays a meaningful role in achieving the overall objectives of the training program. For instance, if a training program aims to enhance customer service skills, an objective like “Master advanced technical troubleshooting” might not align with the program’s focus. To ensure alignment, objectives should directly contribute to the overarching goals of the training program. An aligned objective would be to “Resolve customer issues efficiently following company protocols.”

You need resources like educational content guidelines, collaboration tools, and text editors to write practical learning objectives for courses or training. Presentation templates are crucial for efficiency, consistency, and visual appeal. They save time by providing pre-designed structures, ensuring a professional look, and allowing customization to match the course theme.

In essence, SlideModel offers a comprehensive toolkit for educators and trainers. From visual excellence to efficient customization and alignment with SMART goals , these templates elevate the process of creating learning objectives. 

Using visually engaging graphics and layouts adds more clarity to learning objectives. This makes the content more attractive and facilitates better understanding for your audience. SlideModel offers an extensive collection of Google Slides templates , providing educators and trainers with a visually stunning canvas for crafting learning objectives.

The ready-made nature of PowerPoint templates significantly accelerates the aim of the learning creation process. Instead of starting from scratch, you can use these templates to structure your content quickly. This time-saving advantage allows you to focus on the substance of your learning objectives without getting bogged down by formatting complexities.

1. E-Learning Objective Examples PowerPoint Template

If you intend to harness the power of visuals to boost your lesson objective examples, this is the slide deck to use. Filled with hand-made vector graphics, this learning objectives examples for training template allows us to present exercises to students, establish deadlines with clear requirements, express the learning objectives of each course unit, and more.

Use This Template

2. Employee Training Objectives PowerPoint Template

Display the learning objectives for your in-company training program, evaluate the training needs and where your employees currently stand, and properly plan the agenda for these professional training courses using a minimalistic layout PPT template. Easy to customize, we also include a roadmap and two slides for 3-month and 6-month training plans.

3. Course Syllabus Lesson Plan Objectives PowerPoint Templates

Teachers can easily connect with their students about the expected outcome of the course and learning objective examples by using this best PPT template. Explain the expectations for the course, the content that will be shared, the main learning objectives, and the required materials.

4. Creative Lessons Learned PowerPoint Template

Summarize the core points to be covered as learning objectives for any course or training program by using this slide deck. It allow us to work lesson by lesson, which is ideal for online courses, and also to brief students about the key takeaways of each unit.

5. Math Symbols PowerPoint Template

Present math-related learning objectives in a visually appealing format by using our Math Symbols PowerPoint Template. Instructors can find slides with math symbols, compass, calculators, and other relevant vector graphics to reinforce the topic they want to present as a lesson objective.

The Objective slide and other templates in SlideModel are customizable to suit the specific needs of your learning objectives. You can easily modify text, insert relevant images, and adapt the layout to align with your educational context. This customization feature ensures your learning objectives are visually appealing and tailored to your unique instructional requirements. Whether you are creating a detailed training module or a standalone learning objective presentation, these templates enhance the overall visual consistency, contributing to a polished and professional look.

Learning objectives are like guides in the learning world. Think of them as maps showing the way to knowledge and skills. With practical examples, we’ve made creating these objectives less of a mystery. They’re not just fancy educational talk; they’re like step-by-step plans for success. Whether you’re a trainer, someone designing lessons, or just curious about learning, nailing down these objectives becomes a shared way of talking about goals. The principles of specificity, measurability, relevance, and alignment are emphasized, showcasing the characteristics that make learning objectives genuinely effective.

[1] Melton, R. 1997. Objectives, Competencies, and Learning Outcomes: Developing Instructional Materials in Open and Distance Learning. London, UK: Kogan Page.

[2] Stapleton-Corcoran, E. 2023. Learning Objectives , Center for the Advancement of Teaching Excellence. University of Illinois Chicago. https://teaching.uic.edu/learning-objectives/ .

[3] Barnett, S. M., & Ceci, S. J. 2002. When and Where Do We Apply What We Learn? A Taxonomy for Far Transfer. Psychological Bulletin , 128(4), 612-637.

[4] https://www.sciencedirect.com/topics/social-sciences/learning-objective

[5] Course Objectives & Learning Outcomes. https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/course-objectives-learning-outcomes.aspx

[6] Course design (no date) CTE Resources. https://cteresources.bc.edu/documentation/learning-objectives/

[7] Learning Objectives – Eberly center – Carnegie Mellon University (no date) Learning Objectives – Eberly Center – Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html

[8] Course design CTE Resources. https://cteresources.bc.edu/documentation/learning-objectives/

[9] Chatterjee, D., & Corral, J. (2017). How to Write Well-Defined Learning Objectives. The journal of education in perioperative medicine : JEPM, 19(4), E610.

[10] http://batchwood.herts.sch.uk/files/Learning-Objectives.pdf

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How to Write Well-Defined Learning Objectives

Writing effective learning objectives is a necessary skill in academic medicine. Learning objectives are clearly written, specific statements of observable learner behavior or action that can be measured upon completion of an educational activity. They are the foundation for instructional alignment whereby the learning objectives, assessment tools, and instructional methods mutually support the desired learning outcome. This review article describes the essential components of a learning objective and provides practical tips on writing well-defined learning objectives.

Introduction

An anesthesiologist starts his grand rounds presentation on the topic of malignant hyperthermia (MH) with the following learning objectives:

• Understand the pathophysiology of MH.
• Review the clinical presentation of MH.
• Discuss the treatment of MH.
• Become familiar with caffeine-halothane contracture testing for MH.

This list informs the attendees about the topics covered during the presentation. However, do they know what is expected of them when they apply this content in their own clinical practice?

We have all seen learning “objectives” mentioned, such as the ones above, at the beginning of a presentation or workshop. But is what we see actually a learning objective ? Learning objectives are often confused with learning goals; the example above is such a case in point. Learning goals are related to—but different from—learning objectives. A learning goal is a broad statement of an expected learning outcome of a course or curriculum. Learning goals provide a vision for the future and often summarize the intention or topic area of several related learning objectives. Learning objectives are drawn from the learning goals. They are guiding statements for each learning encounter, and they connect intention with reality within the learning experience as well as to the assessment planned. In keeping with the Roman philosopher Lucius Seneca, who said, “If a man knows not to which port he sails, no wind is favorable,” this review article describes the essential components of learning objectives and provides practical tips on writing well-defined learning objectives.

Defining “Learning Objective”

A learning objective is a description of what the learner must be able to do upon completion of an educational activity. A well-written learning objective outlines the knowledge, skills and/or attitude the learners will gain from the educational activity and does so in a measurable way.

An effective learning objective should include the following 5 elements: who, will do, how much or how well, of what, by when. 1 The mnemonic SMART—Specific, Measurable, Attainable, Relevant, and Time-bound—can be used to describe the elements of a well-written learning objective. 2 One example of a SMART objective for an airway conference is: “Upon completion of the difficult airway workshop, participants should be able to formulate an accurate algorithm for the management of an obese adult patient with inadequate face mask ventilation, according to the American Society of Anesthesiologists difficult airway algorithm.”

Practical tips for writing learning objectives are summarized in Table 1 . Since the point of a learning objective is to describe the intended outcome for learning, begin the learning objective with: “Upon completion of this educational activity, learners should be able to . . . .” The next step is to identify the concepts the learners need to learn and how they will demonstrate their understanding. It is recommended that the instructor choose one action verb that is measurable and observable. Verbs such as understand , know , learn , appreciate , believe , be familiar with , comprehend , and so on, are not observable or measurable and should be avoided. Each learning objective must be separate; two actions (such as diagnosis and management ) or topics (such as bronchospasm and hypotension ) must not be combined. It is also important that the action verb identify the level and cognitive domain at which the learner is expected to perform. Bloom's Taxonomy connects the depth of learning with action verbs that may be used when writing learning objectives.

Practical tips for writing effective learning objectives.

Blooms' Taxonomy and Action Verbs

When writing learning objectives, educators leverage Bloom's Taxonomy 3 ( Table 2 ). Bloom's Taxonomy describes 6 levels of hierarchy in the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. This taxonomy was revised in 2001 4 ( Figure 1 ). Each level of the hierarchy correlates to action verbs that educators use within learning objectives. To help anesthesia educators apply Bloom's Taxonomy more readily to their own learning, we will briefly review what each level of the hierarchy means to learning.

Original and revised versions of Bloom's Taxonomy (Reprinted with permission from Wilson LO. http://thesecondprinciple.com )

Revised Bloom's Taxonomy of Learning Objectives

(Adapted from http://www.ucdenver.edu/academics/colleges/medicalschool/education/degree_programs/MDProgram/administration/curriculumoffice/Documents/CUSOM_Learning-Objectives-Guidelines.pdf )

Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.” 3 This category appreciates and distinguishes factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge as separate elements of “knowledge.” In anesthesia teaching, we frequently use the first 3 types. For example, we provide factual knowledge (eg, lecture to undergraduate medical learners), procedural knowledge (eg, teaching in simulation or during an operation), and conceptual knowledge (eg, case-based learning, principles of anesthesia). Metacognitive knowledge is often applicable when giving feedback to learners; for example, when helping learners understand their competency in communication with patients and families.

Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.” 3 Application refers to the “use of abstractions in particular and concrete situations.” 3 Analysis represents the “breakdown of a communication into its constituent elements or parts such that relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.” 3 Synthesis involves “putting together of elements and parts so as to form a whole,” 3 and evaluation includes “judgments about the value of material and methods for given purposes.” 3

All educators should make the important connection between the intended learning depth (eg, comprehension) and the action verbs that reflect that intended learning outcome within the learning objective. Action verbs guide the learner about the intended outcome; for example, “critically appraise the evidence related to rapid sequence induction for airway management in pregnant patients.”

Incorporating Bloom's Taxonomy and SMART for Effective Learning Objectives

Both Bloom's Taxonomy and SMART are necessary for writing effective learning objectives that communicate the intention for the learner with the intended learning outcomes. Examples of weak learning objectives and suggestions for better wording, based on incorporating Bloom's Taxonomy and SMART, are listed in Table 3 .

Examples of weak learning objectives and suggestions for SMARTer learning objectives. All of the learning objectives are written for an hour-long grand rounds presentation and begin with “Upon completion of the grand rounds presentation, participants should be able to:”

When faculty are leading sessions on writing SMART objectives, the authors often hear participants challenge that SMART objectives are longer and very detailed—consequently, will learners even follow them? The counterargument is that any objective worded too broadly, with no measurable standard that is attainable and repeatable for the learner in the given time frame, leads to confusion about “what to study” or “what performance is expected.” The value in writing SMART objectives includes helping educators focus and specify what they intend to teach, assess, and offer as feedback for the learner. This shapes the learning session's scope, the method of instruction, and the type and quality of the assessment.

Do Learning Objectives Add Value to Curriculum and Assessment?

For many, writing out the learning objectives appears to be an effort to its own end. However, learning objectives are the foundation for instructional alignment. Instructional alignment means that learning objectives, assessment tools, and instructional methods mutually support the same educational outcome. 5 This is known as the Golden Triangle 5 ( Figure 2 ). Well-defined learning objectives outline the desired outcome for learners, which will help specify the instructional method. For example, if we want the learners to demonstrate correct intubation procedure in a normal adult 100% of the time, we need the instructional method to involve some sort of hands-on experience so that learners can demonstrate their skills. In contrast, if the teacher lectures about correct intubation without the opportunity for learners to complete hands-on skills, the learning activity is not aligned with the stated learning objective.

Instructional alignment of learning objectives, assessment and instructional methods.

Likewise, learning objectives guide the assessment method. Taking the above example: If the objective is for learners to be 100% successful in normal adult intubation, assessing their skill using a written exam would misalign the objective and assessment method. As educators, we would miss the accuracy of the skill! Instead, the assessment method needs hands-on performance.

Constructive alignment underscores what learning objectives contribute towards achieving the intended educational outcomes. Learning objectives also contribute to shaping expectations, preparing learners for the educational activity and the standard by which their performance will be measured; the objectives also define faculty and learner responsibilities towards achieving the intended learning outcomes. Learning objectives may also guide teaching, by defining and limiting content or activities.

Are SMART Learning Objectives a Required Component of Medical Education?

Learning objectives are a required component in the planning of all medical education curricula. At the undergraduate level, the Liaison Committee on Medical Education (LCME) requires that “the faculty of a medical school define its medical education program objectives in outcome-based terms that allow the assessment of medical student's progress in developing the competencies that the profession and the public expect of a physician.” 6 At the graduate medical education level, one of the common program requirements from the Accreditation Council on Graduate Medical Education (ACGME) states that each program must distribute competency-based goals and objectives for each assignment at every educational level. 7 Even for continuing medical education (CME), both the American Medical Association (AMA) and Accreditation Council for Continuing Medical Education (ACCME) require that a CME activity has learning objectives to qualify for category 1 credit. 8 Consequently, writing effective learning objectives is a core skill that every academic anesthesiologist should master.

Writing effective learning objectives is a necessary skill in academic medicine. Well-defined learning objectives describe what the learner must be able to achieve upon completion of the educational activity. Bloom's Taxonomy and SMART are two tools that educators may leverage towards writing learning objectives that effectively relate the intended outcomes to the learners, simultaneously setting up the educators to successfully attain the learning outcomes within the time and resources provided. The successful academic anesthesiologist can align the instructional method, assessment, and intended learning outcome by using SMART learning objectives rather than learning goals. In closing, we revisit the learning goals in the opening anecdote of this review article.

Upon completion of the grand rounds presentation, participants will be able to:

• Describe at least 3 intracellular mechanisms within the muscle cells during an episode of malignant hyperthermia (MH). The description must include: unregulated calcium release from sarcoplasmic reticulum, sustained muscle contractures, and the resulting hypermetabolic response.
• Relate the 4 most common clinical signs of MH (hypercarbia, tachycardia/tachypnea, generalized muscle rigidity, and hyperthermia) to the underlying physiological mechanisms in the muscle cells.
• Summarize, in order, the critical steps in the intraoperative management of an MH crisis according to recommendations from the Malignant Hyperthermia Association of the United States.
• Formulate an anesthetic plan for management of a MH-susceptible patient that must include the use of: non-triggering anesthetic agents, monitoring for signs of MH, and preparedness to treat acute MH.
• Critically appraise the role of caffeinehalothane testing for MH including indications, location, sensitivity, and specificity.

rrh: Learning Objectives

Financial Disclosures: None.

Conflicts of Interest: None.

Author Contributions: Debnath Chatterjee, MD, wrote the manuscript and reviewed the final draft before submission. Janet Corral, PhD, reviewed the initial and final draft and contributed to the content.

How to Write Objectives | A Step-to-step Guide (2023)

Astrid Tran • 31 Aug 2023 • 6 min read

Objectives are needed for every aspect of life, work and education. 

Whether you are setting objectives for academic research, teaching and learning, courses and training, personal development, professional growth, a project, or more, having clear objectives like having a compass to help you stay on track.

So, how to write objectives? Check out this article to get a complete guide on writing realistic and impactful objectives.

Table of Contents

How to write objectives of a project

How to write objectives for a presentation, how to write objectives for lesson plan, how to write objectives for a research, how to write objectives for personal growth.

More tips on how to write objectives

Frequently Asked Questions

Project objectives often focus on tangible results, such as completing specific tasks, delivering products, or achieving certain milestones within a defined timeframe. 

Writing project objectives should follow these principles:

Start early : It is important to set your project objectives at the beginning of your project to avoid unexpected situations and employees misunderstanding. 

Changes : Project objectives can be determined to address challenges of previous projects experience and seek to minimize potential risks prior to the project begins.

Achievement : An objective of a project should mention what success is. Different success is measured by specific and measurable objectives. 

OKR : OKR stands for “objectives and key results,” a managerial model that aims to set goals and identify metrics to measure progress. Objectives are your destination, while key results contribute to the path that will get you there. 

Focus : Different project objectives might consist of related issues such as:

• Customer satisfaction
• Turnover and Retention
• Sales and Revenue
• Return on investment (ROI)
• Sustainability
• Productivity

For example : 

• The goal of the campaign is to improve the traffic by 15% before the end of the first quarter. 
• This project aims to produce 5,000 units of products in the next three months.
• Add five new methods for clients to seek the feedback form in-product within the next three months.
• Increase click through rate (CTR) engagement on email by 20% by the end of the second quarter.

Presentation objectives outline what you intend to accomplish with your presentation, which might involve informing, persuading, educating, or inspiring your audience. They guide the content creation process and shape how you engage your listeners during the presentation.

When it comes to writing presentation objectives, there are some notes to look at:

The questions “Why” : To write a good presentation objective, start with answering why questions, such as Why is this presentation important to your audience? Why should people invest time and money to attend this presentation? Why is your content important to the organization?

What do you want the audience to know, feel and do ? Another important of writing objectives for a presentation is considering the comprehensive impact your presentation has on the audience. This pertains to the informational, emotional, and actionable aspect.

Rule of three : When you write your objectives in your PPT, don’t forget to express no more than three key points per slide. 

Some examples of objectives: 

• Ensure the managers understand that without additional funding of $10,000, the project will fail.
• Get commitment from the director of sales to a three-tier pricing proposal for customer Prime.
• Get the audience to commit to reducing their personal plastic usage by signing a pledge to avoid single-use plastics for at least a week.
• Participants will feel empowered and confident about managing their finances, replacing financial anxiety with a sense of control and informed decision-making.

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Learning objectives, often used in education and training, specify what learners are expected to gain from a learning experience. These objectives are written to guide curriculum development, instructional design, and assessment.

A guide on writing an objective for learning and lesson plan described as follows:

Learning objectives verbs : There is no better way to have learning objectives start with measurable verbs collected by Benjamin Bloom based on level of cognition.

• Knowledge level: tell, uncover, show, state, define, name, write, recall,…
• Comprehension level: indicate, illustrate, represent, formulate, explain, classify, translate,…
• Application level: perform, make a chart, put into action, build, report, employ, draw, adapt, apply,…
• Analysis Level: analyze, study, combine, separate, categorize, detect, examine,…
• Synthesis Level: integrate, conclude, adapt, compose, construct, create, design,…
• Evaluation Level: evaluate, interpret, decide, solve, rate, appraise, verify,…

Student-centered : Objectives should reflect the unique aspirations, strengths and weaknesses of each student, emphasize what students will know or be able to do, not what you will teach or cover. 

Learning Objective Examples:

• To recognize the power of different types of language
• By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
• By the end of this course, students will be able to identify their own position on the political spectrum.

The purpose of research objectives is congruent with research study outcomes.They articulate the purpose of the research, what the researcher intends to investigate, and the expected outcomes.

There are severals principles to follow to ensure a well-written research objectives:

Academic language : It is important to note that research writing is strict on the use of language. It is held to a high standard of clarity, precision, and formality.

Avoid using first-person references to state the objectives. Replace “I will” with neutral phrasing that emphasizes the research’s intention. Avoid emotional language, personal opinions, or subjective judgments.

Pinpoint the Focus : Your research objectives should clearly articulate what your study aims to investigate, analyze, or uncover.

Specify the Scope : Outline the boundaries of your research by specifying the scope. Clearly delineate what aspects or variables will be examined, and what will not be addressed.

Maintain Consistency with Research Questions : Ensure your research objectives align with your research questions.

Frequently used phrases in research objectives

• …contribute to the knowledge of…
• …search for…
• Our study will also document….
• The primary objective is to integrate…
• The purposes of this research include:
• We attempt to…
• We formulated these objective based on
• This study searches for
• The second gold is to test

Objectives for personal growth often focus on individual improvement on skills, knowledge, well-being, and overall development.

Personal growth objectives encompass various aspects of life, including emotional, intellectual, physical, and interpersonal dimensions. They serve as roadmaps for continuous learning, growth, and self-awareness.

• Read one non-fiction book each month to expand knowledge in areas of personal interest.
• Incorporate regular exercise into the routine by walking or jogging for at least 30 minutes five times a week.

Tips to write objectives for personal growth from AhaSlides.

💡 Development Goals For Work: A Step-By-Step Guide For Beginners with Examples

💡 What is Personal Growth? Set Up Personal Goals For Work | Updated in 2023

💡 Work Goals Examples For Evaluation with +5 Steps To Create in 2023

How to write objectives in general? Here are common tips for setting objectives of any field.

#1. Be concise and straightforward

Keep the words as simple and straightforward as much as possible. It is much better to remove unnecessary or ambiguous words that might lead to misunderstanding.

#2. Keep your number of objectives limited

Don’t confuse your learners or readers with too many objectives. Concentrating on a few key objectives can effectively maintain focus and clarity and prevent overwhelming. 

#3. Use action verbs

You can start each objective with one of the following measurable verbs: Describe, Explain, Identify, Discuss, Compare, Define, Differentiate, List, and more.

#4. Be SMART

SMART objectives framework can be defined with specific, measurable, achievable, relevant, and time-bound. These objectives are clearer and easier to understand and achieve.

⭐ Want more inspiration? Check out AhaSlides to explore the innovative way to get presentations and lesson engaging and fun!

What are the 3 parts of an objective?

According to Mager (1997), objective statements contain three parts: behavior (or, performance), conditions, and criteria.

What are the 4 elements of a well-written objective?

The four elements of an objective are Audience, Behavior, Condition, and Degree, called A-B-C-D method. They are used to identify what a student is expected to know and how to test them.

What are the 4 components of objective writing?

There are four components of an objective include: (1) the action verb, (2) conditions, (3) standard, and (4) the intended audience (always the students)

Ref: Indeed | Batchwood | 

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The Ultimate Guide to Writing Learning Objectives: Definitions, Strategies and Examples

Simple steps to writing effective, measurable learning objectives for university and college educators. This guide includes practical approaches and helpful examples.

Top Hat Staff

While it’s natural to focus on theory and concepts when designing your course, it’s equally important to think about the net result you want to achieve in terms of student learning. Learning objectives focus on just that—they articulate what students should be able to know, do and create by the end of a course. They’re also the key to creating a course in which courseware, context, teaching strategies, student learning activities and assessments all work together to support students’ achievement of these objectives.

This guide presents essential information about how to write effective, measurable learning objectives that will create a strong structure and instructional design for your course. 

Table of contents

What are learning objectives, learning objectives vs. learning outcomes, how to write learning objectives, tools for developing effective learning objectives, examples of learning objectives.

Learning objectives identify what the learner will know and be able to do by the end of a course. Grounded in three primary learning areas—attitudes, skills and knowledge—clear learning objectives help organize student progress throughout the curriculum .

While the terms “learning objectives” and “learning outcomes” are often used interchangeably, there are subtle differences between them.

One key distinction is that learning objectives are a description of the overarching goals for a course or unit. Learning outcomes , on the other hand, outline goals for the individual lessons comprising that course or unit. Learning outcomes should be measurable and observable, so students can gauge their progress toward achieving the broader course objectives.

Another distinction between the two concepts is that learning objectives focus on the educator or institution’s educational goals for the course. For students, goals and progress in a specific course or program are measured by learning outcomes.

Learning objectives help students understand how each lesson relates to the previous one. This way, students can understand how each course concept relates to the course’s goals, as well as degree or course goals. When writing measurable student learning objectives, instructors should ensure that they are structured in a way that makes it easy for students to assess their own progress, as well as the way forward in their learning.

Strong learning objectives should:

• Focus on what students should learn in a course rather than what the instructor plans to teach
• Break down each task into an appropriate sequence of skills students can practice to reach each objective
• Make use of action-oriented language 
• Be clear and specific so students understand what they will learn and why they are learning it

Learning objectives should also be measurable. In order to be effective, they must lay out what success looks like. This way, students can accurately gauge their progress and performance. From these criteria, students should be able to clearly identify when they have completed an element of the course and are ready to move on to the next one.

Key elements to consider

By answering certain fundamental questions, you can begin the process of developing clear learning objectives armed with the information to craft them effectively.

• Which higher-order skills or practical abilities do you want students to possess after attending your course that they did not possess beforehand?
• What do your students need to know and understand in order to get from where they are now to where you want them to be by the end of the course?
• Which three main items do you want students to take away from your course if they learn nothing else?

3 steps to writing learning objectives

Writing strong and effective learning objectives is a matter of three simple steps:

• Explain the precise skill or task the student will perform.
• Describe how the student will execute the given skill or task and demonstrate relevant knowledge and competency—a quiz, test, group discussion, presentation, research project.
• Lay out the specific criteria you will use to measure student performance at the end of the learning experience.

Bloom’s Taxonomy

Used to develop effective learning objectives, Bloom’s Taxonomy is an educational framework that is designed to help educators identify not only subject matter but also the depth of learning they want students to achieve. Then, these objectives are used to create assessments that accurately report on students’ progress towards these outcomes.

The revised Bloom’s Taxonomy (2001) comprises three domains—cognitive, affective and psychomotor. In creating effective learning objectives, most educators choose to focus on the cognitive domain. The cognitive domain prioritizes intellectual skills such as critical thinking, problem-solving, and creating a knowledge base. The levels of this domain span from simple memorization designed to build the knowledge of learners, to creating a new idea or working theory based on previously learned information. In this domain, learners are expected to progress linearly through the levels, starting at “remember” and concluding at “create,” in order to reach subject mastery. 

The following are the six levels of the cognitive domain: 

• Remembering
• Understanding

Action verbs

These action verbs and sample learning objectives are mapped to each level of Bloom’s Taxonomy’s cognitive domain. Here, we provide a breakdown of how to implement each level in your classroom. Some examples of action verbs useful for articulating each of the levels within the cognitive domain include:

• Sample learning objective: Upon completion of a geography workshop, students will be able to list the different layers of rock in a given natural structure.
• Sample learning objective: By the end of a Sociology lesson, students will be able to identify instruments for collecting data and measurements for the conducting and planning of research.
• Sample learning objective: After a lesson on literary analysis, students will be able to assign a cohesive reading list for an imagined class on a particular subtopic within the literary realm.
• Sample learning objective: At the end of a course in global economics, students will be able to analyze the economic theories behind various macroeconomic policies and accurately categorize them.
• Sample learning objective: Upon completion of a course on the history of war, students will be able to compare and contrast any two historic wars using timelines of the respective conflicts.
• Sample learning objective: Upon completion of the astronomy course, students will be able to predict the motion and appearance of celestial objects and curate data on the subject from multiple sources and communicate procedures, results and conclusions properly.

The SMART strategy

Simply put, learning objectives are goals for teaching and learning. They provide a sense of direction, motivation and focus. By setting objectives, you can provide yourself and your students with a target to aim for. A straightforward way to set realistic, achievable expectations is through the SMART strategy, ensuring objectives are:

• Specific : Unambiguous, well-defined and clear.
• Measurable : Designed with specific criteria of how to measure your progress toward the accomplishment of the goal in mind.
• Achievable : Attainable and possible to achieve.
• Realistic : Within reach, realistic, and relevant to the course or program’s purpose.
• Timely : With a clearly defined timeline, including a starting date and a target date, to ensure you can set mini-milestones and check-ins throughout the duration of your course.

By writing measurable learning objectives you can better choose and organize content and use that to select the most appropriate instructional strategies and assessments to meet the learning goals for your course.

• Using language formally vs. informally
• Explaining how to write and speak in each type of language
• Teaching others how to choose and use the appropriate type of language in different situations
• Good example: Upon completion of this course, students will possess the ability to identify and develop instruments for collecting data and measures for executing academic research.
• Poor example: After completing this course, students will be able to explain the organizational structure. 
• Poor example: Students will comprehend the importance of the Civil War.

The first two are good learning objectives because they explain the exact skill or task the student will perform, as well as how they will be tested and evaluated on their performance. The second examples are poor because they are vague and do not include how the knowledge acquired will be evaluated.

Student learning improves when they know what is expected of them. When learning objectives are clear, students are better prepared for a deeper approach to learning. This means that students seek meaning, relate and extend ideas, look for patterns and underlying principles, check evidence, examine arguments critically and engage with course content in a more sophisticated way.

For instructors, this means a more engaged and connected classroom community that works together. By setting clear guidelines for what you intend to teach and for students to learn, you can ensure that you are laying the foundation for a successful and more motivating educational experience.

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Science of Learning , 1, 1–13. doi:10.1038/npjscilearn.2016.13

Marsh, P.A. (2007). What is known about student learning outcomes and how does it relate to the Scholarship of Teaching and Learning? International Journal for the Scholarship of Teaching and Learning, 1(2), article 22.

Trigwell, K. & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education , 22(3), 251–266.

Recommended Readings

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Define your goal

Understand the complex idea well enough to be able to discern its most critical components from just the necessary but minor details.

It is a fact that you are NOT going to have enough time to get through everything that you want to say on your topic.

3-4 points = 50 min

5-6 points = 75 min

image source: http://www.thethingswesay.com/img/2787.jpg

Setting a learning objectives can help you as a teacher or presenter identify what it is that you want your students or audience to take away.  It can help keep you focused and not get off on a tangent either.

What are learning objectives?   It is a statement of what students will be able to do when they have completed instruction. 

 Learning objectives fall into 6 categories moving from lower level to high level learning: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Lower level: Students will be able to locate the major organs that make up the circulatory system.

High level: Students will be able to evaluate the impact of an increase of interest rates on the housing market.

Identifying the learning outcomes also helps you decide what active learning activities can be incorporated into your lecture.

Learning objective verbs

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How to Write Conference Presentation Objectives

Presenter: Robert Maribe Branch, Ed.D., professor, University of Georgia

The purpose of a learning objective is to specify a measurable performance. Learning objectives are what the presenter wants his or her participants to learn because of the conference presentation.   Learning objectives are like the destination for a trip you’re about to take. It is important to note that learning objectives are goals, not the activities performed to achieve those goals. They’re the end that you have in mind as you begin to plan your trip. Categories of learning, such as Bloom’s Taxonomy can be used to specify learning outcomes. Learning objectives specify knowledge, skills or attitudes for change. Bloom's taxonomy specifically targets these by seeking to increase knowledge (cognitive domain), develop skills (psychomotor domain) or develop emotional aptitude or balance (affective domain).

The cognitive domain is divided into several levels with the lowest skill level placed on the bottom level and the higher levels radiating upward:

• Evaluation (Highest level)
• Application
• Comprehension
• Knowledge (Lowest level)

Steps toward writing effective learning objectives:

• Make sure there is one measurable (performance) verb in each objective
• Limit one performance verb per learning objective
• Learning objectives are concise
• Performances are expressed in terms of what the participant will do (not the presenter)
• Objectives are realistic and represent authentic outcomes

View conference objectives  | View learning objectives  | View recording

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Home » Blog » Learning Objectives: How to Write, Types and Examples

Learning Objectives: How to Write, Types and Examples

For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.

Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.

As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.

In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.

What are Learning Objectives?

Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.

Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.

In simple terms, learning objectives:

• Outline what students should be able to do after completing the lesson
• Provide a shared understanding of the topics covered in a course or lesson
• Help teachers plan and assess learning activities
• Allow administrators to monitor student progress
• Make it easier for students to review key material

Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.

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What’s the difference between a learning objective and a learning outcome.

Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.

However, there is an essential distinction between the two.

A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.

For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”

The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.

Benefits of Well-Written Learning Objectives

Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.

There is a wide range of material benefits associated with creating and leveraging learning objectives, including:

Improved lesson and course planning

A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.

Improved assessment

Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.

Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.

Improved student understanding

Clear learning objectives are helpful for students in a number of ways.

For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.

Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.

Increased student engagement

Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.

When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.

Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.

More effective communication between teachers, students, and administrators

A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.

Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.

Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.

A better focus on the topics covered in a given course or lesson

Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.

Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.

By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.

Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.

How to Write Effective Learning Objectives

While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.

Let’s take a look at some tips to help you craft practical learning objectives:

Understanding the ABCD Model

The ABCD model provides a foundation for creating effective learning objectives.

The ABCD stands for:

The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.

For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.

The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.

This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.

The type of behaviour should be specific and clearly defined in order for it to be effectively measured.

The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.

For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).

The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.

The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.

This can include anything from basic understanding to complete mastery of the topic in question.

The degree should be clearly specified so that it can be effectively measured when assessing student performance.

Putting it all together

In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.

Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.

Breaking Down the Process

To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:

Identify your audience

When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.

Specify desired learner behaviour

Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.

Determine the conditions and constraints

The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.

It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.

Define the degree of success desired

Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.

By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.

The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.

Taking a step-by-step process

By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.

Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.

To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.

Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.

Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.

By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.

Types of Learning Objectives

There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.

Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.

Knowledge-based Objectives

Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.

This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.

A good example of a knowledge-based objective would be:

“The learner will be able to explain the process of photosynthesis in at least three sentences.”

Skill-based Objectives

Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.

This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.

A good example of a skill-based objective would be:

“The learner will be able to apply the principles of photosynthesis to solve a problem.”

Attitude-based Objectives

Attitude-based objectives are used to assess the learner’s attitude towards the concept.

This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.

A good example of an attitude-based objective would be:

“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”

Learning Objectives Examples

To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.

Knowledge-Based Objectives Examples

“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”

“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Skill-Based Objectives Examples

“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”

“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “

Attitude-Based Objectives Examples

“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”

“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”

Best Practices for Writing Learning Objectives

While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.

By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.

Make your Objectives Specific and Measurable

Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.

Use Action Verbs

Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.

Action verbs include:

• Understand • Identify • Demonstrate • Apply

Consider the Level of Difficulty

Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.

Align objectives with the overall learning goals

Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.

Turning Learning Objectives into Training Objectives

While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.

Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.

The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.

Some strategies for turning objectives into training objectives include:

• Focus on how to effectively apply the knowledge or skills acquired from the learning activity.
• Consider how best to facilitate the transfer of this knowledge or skill so that learners can use it in their professional lives. Make sure the objective is measurable and achievable.

An example of a training objective derived from a learning objective is:

Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”

Developing content and assessments that align with objectives

The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.

Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.

When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.

By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.

Assessing and Evaluating Learning Objectives

Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.

Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.

On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.

By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.

Measuring Learning Objectives

The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.

As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.

Other methods for measuring learning objectives include:

• Pre- and Post-Tests: This involves administering a test or quiz before and after the lesson to measure how much the learners have learned.
• Self-Assessments: Ask learners to reflect on what they have learned at the end of each lesson or session.
• Observation: An observer can be used to watch a learning activity and provide feedback on how well learners are performing.
• Projects: Ask learners to create a project or product at the end of the lesson that demonstrates their understanding of the material.

By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.

Final Thoughts

Learning objectives are essential for any educational or training setting.

By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.

Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.

Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.

With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.

If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

Contact us today to find out how we can help you achieve your educational goals.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 11 October, 2023

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55 Learning Objectives Examples

Learning objectives are explicit statements that clearly express what learners should be able to comprehend, perform or experience by the end of a course or instructional period (Adams, 2015).

They are fundamental to the process of educational planning and instructional design, acting as vehicles that drive both teaching and learning strategies.

Importantly, they ensure coherence and a clear focus, differentiating themselves from vague educational goals by generating precise, measurable outcomes of academic progress (Sewagegn, 2020).

I have front-loaded the examples in this article for your convenience, but do scroll past all the examples for some useful frameworks for learning how to write effective learning objectives.

Learning Objectives Examples

Learning objectives for internships.

For more, see: List of SMART Internship Goals

Learning Objectives for Presentations

For More: See This Detailed List of Communication Objectives Examples

Learning Objectives for Kindergarten

Taxonomies to assist in creating objectives.

Various taxonomies are available to educators as guides in formulating potent learning objectives, with three prominent ones provided below.

1. The SMART Framework for Learning Objectives

The SMART framework helps you to construct clear and well-defined learning objectives. It stands for: Specific, Measurable, Achievable, Relevant, and Time-bound (Doran, 1981).

• Specific objectives are ones that are straightforward, detailing the what, why, and how of the learning process. For example, an objective that states “Improve mental multiplication skills” is less specific than “Multiply two-digit numbers mentally within two minutes with 90% accuracy.” When I was learning to write learning objectives at university, I was taught to always explicitly describe the measurable outcome .
• Measurable objectives facilitate tracking progress and evaluating learning outcomes. An objective such as “Write a 500-word essay on the causes of World War II, substantiated with at least three academic sources” is measurable, as both word count and the number of sources can be quantified.
• Achievable objectives reflect realistic expectations based on the learner’s potential and learning environment, fostering motivation and commitment.
• Relevant objectives correspond with overarching educational goals and learner’s needs, such as an objective to “identify and manage common software vulnerabilities” in a cybersecurity course.
• Time-bound objectives specify the duration within which the learning should take place, enhancing management of time and resources in the learning process.

2. Bloom’s Taxonomy

Bloom’s taxonomy outlines six cognitive levels of understanding – knowledge, comprehension, application, analysis, synthesis, and evaluation (Adams, 2015). Each are presented below:

Each level is demonstrated below:

Here, we can reflect upon the level of learning and cognition expected of the learner, and utilize the Bloom’s taxonomy verbs to cater the learning objectives to that level.

3. Fink’s Taxonomy

Another helpful resource for creating objectives is Fink’s Taxonomy of Significant Learning , which emphasizes different dimensions of learning, including foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Marzano, 2010):

• Foundational knowledge refers to the basic information learners must understand to progress with the topic at hand—for instance, understanding color theory before painting a canvas.
• Application gives learners real-world instances for applying the knowledge and skills they’ve cultivated, such as using Adobe Photoshop in a design project after a graphic design lecture.
• Integration enables learners to make interdisciplinary connections between the new knowledge and various fields of study or areas of life—for example, a business student applying economic theory to understand market dynamics in biotechnology.
• Human dimension involves personal and social implications of learning, i.e., how the learners see themselves and interact with others in light of the new knowledge.
• Caring challenges learners to develop new feelings, interests, or values aligned with the course outcomes, like fostering a conservation mindset in an environmental science course.
• Learning how to learn encourages learners to become self-directed and resourceful, enabling them to cultivate learning strategies, skills, and habits that make them lifelong learners, such as using reflective journals or peer reviews (Marzano, 2010).

An example of an objective that uses Fink’s framework could be:

“Learners will conduct a small research project about a famous physicist (foundational knowledge), incorporating class teachings (application) and their own interpretations (integration), then present to the class (human dimension), reflecting on how the physicist’s work affects them personally (caring) and how the project grew their understanding of research methods (learning how to learn).”

Why are Learning Objectives Important?

Effective learning objectives serve to streamline the learning process, creating a clear path for both teachers and learners.

The role of objectives in education mirrors the use of a roadmap on a journey; just as marking out stops and landmarks can facilitate navigation, learning objectives can clarify the trajectory of a course or lesson (Hall, Quinn, & Gollnick, 2018).

On a practical level, imagine teaching a course about climate change. Without explicit learning objectives (like understanding how carbon footprints contribute to global warming), learners could easily veer off track, misinterpreting the main focus.

Learning objectives also act as an anchor during assessments, providing a yardstick against which progress and performance can be gauged (Orr et al., 2022). When students are graduating high school, for example, it’s likely they’ll be assessed on some form of standardized testing to measure if the objectives have been met.

By serving as a guide for content selection and instructional design, learning objectives allow teachers to ensure coursework is suitably designed to meet learners’ needs and the broader course’s objectives (Li et al., 2022). In situations where time is crucial, such as military training or emergency medicine, keeping the focus narrow and relevant is crucial.

Tips and Tricks

1. tips on integrating learning objectives into course design.

Learning objectives serve as a foundation in the designing of a course.

They provide a structured framework that guides the incorporation of different course components, including instructional materials, activities, and assessments (Li et al., 2022).

When designing a photography course, for example, learning objectives guide the selection of appropriate theoretical content (like understanding aperture and shutter speed), practical activities (like a field trip for landscape photography), and the assessment methods (like a portfolio submission).

Just like how research objectives shape the methodology a research study will take, so too will learning objectives shape the teaching methods and assessment methods that will flow-on from the path set out in the overarching learning objectives.

2. Tips on Assessing and Revising your Learning Objectives Regularly

Learning objectives are not set in stone; they demand constant review and refinement.

In the light of feedback from learners, instructors or external bodies (like accreditation agencies), learning outcomes, and advancements in pedagogy, learning objectives may need to be revised (Orr et al., 2022).

Think about a programming course where new frameworks or libraries are regularly introduced; in such cases, the learning objectives would need to be updated to reflect these emerging trends. This provides opportunities for continual enhancement of the course design, thus fostering an environment of progressive learning and teaching (Sewagegn, 2020).

Teachers should revise their learning objectives every time they re-introduce the unit of work to a new cohort of students, taking into account the learnings and feedback you acquired last time you taught the unit.

Learning objectives, when effectively formulated and implemented, serve as key drivers of successful instruction.

They underscore the importance of clarity, directness, and depth in the learning process, fostering a learning environment designed for optimal learner engagement, progress tracking, and educational outcome (Hall, Quinn, & Gollnick, 2018).

With their expansive role in the educational journey, educators are encouraged to invest time and resourceful thought in crafting and continually refining their classroom objectives (Doran, 1981). Moreover, the use of established taxonomies and attention to characteristics like SMARTness in this process can greatly facilitate this endeavor.

As the backbone of well-structured courses, learning objectives deserve the thoughtful consideration and continuous improvement efforts of every dedicated educator. It is our hope that this article has provided insights that will help you bring more clarity, coherence, and effectiveness to your educational planning.

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives.  Journal of the Medical Library Association: JMLA ,  103 (3), 152. doi: https://doi.org/10.3163%2F1536-5050.103.3.010

Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives.  Management review ,  70 (11), 35-36.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2018).  Introduction to teaching: Making a difference in student learning . Sage Publications.

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic Classification of Learning Objectives Based on Bloom’s Taxonomy.  International Educational Data Mining Society .

Marzano, R. J. (2010).  Designing & teaching learning goals & objectives . Solution Tree Press.

Orr, R. B., Csikari, M. M., Freeman, S., & Rodriguez, M. C. (2022). Writing and using learning objectives.  CBE—Life Sciences Education ,  21 (3). Doi: https://doi.org/10.1187/cbe.22-04-0073

Sewagegn, A. A. (2020). Learning objective and assessment linkage: its contribution to meaningful student learning.  Universal Journal of Educational Research ,  8 (11), 5044-5052.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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How to Write Actionable Learning Objectives [Examples Included]

By Daleska Pedriquez , Aug 12, 2021

If you’ve created or are thinking of creating a training program for your employees or colleagues, one of the most important aspects you need to nail down is learning objectives.

Objectives give your training focus. They answer the million-dollar question: “What’s in it for me?” for every training program and they help your trainees have a clear idea of what they can achieve after completing the training.

As a learning and development professional, you want to create the best learning objectives that will make people interested and invested in your training.

Let’s take a look at how you can write learning objectives effectively and some of the training plans you can use to build upon our learning objectives. You can then start creating these lesson plans using Venngage for Training and Development teams.

START CREATING FOR FREE

Click to jump ahead:

What is a good learning objective.

• How to write learning objectives effectively
• Training material and course outlines with learning objectives

An effective learning objective is clear, actionable and measurable.

As your trainees read the learning objectives, they should be able to know what they can get out of the course or what they can do after completing the course, why they should do it and how it will help them.

If possible, you can even make your learning objectives SMART : Specific – Measurable – Achievable – Relevant – Time-bound.

CREATE THIS INFOGRAPHIC TEMPLATE

If you’re creating a course on Infographic Design, for example, the learning objective can be:

“By the end of this course, learners can design an infographic using [the tool name] that helps them communicate their business goals effectively.”

Did you know we have a FREE course that helps you become an Infographic Design Pro ? Check it out:

ENROLL FOR FREE

Return to Table of Contents

How to write learning objectives effectively

Here are five easy tips to write actionable learning objectives for any course.

• Establish your learner’s knowledge level
• Remember ABCD—the four components of adjectives

Use the right set of action verbs

Make sure the objective is measurable.

• Think of objectives as checkpoints

Establish your learner’s knowledge level

You need a knowledge baseline for your course because this will indicate the average knowledge and experience every trainee has about the subject. Thus, you can determine the amount of change or value your course can provide your trainees.

Most courses help learners achieve changes in the areas of ASK (attitude, skill and knowledge). The acronym also pertains to the course’s affective, psychomotor and cognitive learning effects.

Here’s a quick reference card to help you assess your learner’s knowledge level easily:

• Attitude/Affective: “Choice” is the right keyword regarding attitude or affective learning. This aspect deals with feelings and emotions. Measuring affective learning objectives can be tricky because it requires you to define your goals as accurately as possible.
• Skills/Psychomotor : Instructors can easily measure skill-focused courses with performance-based objectives. Teachers will have the easiest time making objectives and teaching psychomotor courses because of their defined nature.
• Knowledge/Cognitive : Pre-lesson learning assessments are crucial for knowledge-based courses. Expanding your student’s base knowledge is the core of cognitive classes.

Here’s an example of a course outline that states clearly who the target audience of the course is:

Remember ABCD—the four components of objectives

Each objective should have the following components:

• Audience:  Define your audience. Who is going to take your course? Common words to use are “learners”, “students”, “trainees” or in specific business cases, “employees”.
• Behavior:  Determine the action that your learner will take while learning the course or when completing the course. Make sure you use action verbs .
• Condition:  State the conditions you expect your learners to conduct the Behavior—this could be the tools, aids or materials your learners can or cannot refer to.
• Degree of Change/Mastery:  State the criteria for acceptable performance or in other words, how well your learners should complete the task.

Let’s say you want your employees to take phishing training. The course can look like this:

CREATE THIS PRESENTATION TEMPLATE

Based on this method, here are some learning objective examples for this course:

After the course, employees will be able to explain the characteristics of a phishing email.

• After the course, employees who have fallen for a scam will successfully take the four actions required to deal with that situation.

If you’re interested in seeing some other course outlines or course presentation templates, check out these blog posts:

• How to Create an Engaging Online Course in 10 Steps [+ Customizable Course Templates]
• What is a Webinar & How Does It Work? [Beginner’s Guide with 10+ Presentation Templates]
• 27+ Lesson Plan Examples for Effective Teaching [TIPS + TEMPLATES]
• Learning and Development 101: How to Get Started [With Visual Tips and Templates]

Action verbs are simple to understand because they tell your students what to do. For example, the word “explain” works well for knowledge learning objectives. Alternatively, “assemble” focuses on skill-based coursework.

The right set of action verbs gives your trainees optimal focus for every course lesson. Thus, avoid choosing action verbs that are clunky, uncommon and confusing. For example, avoid using the phrase “put a figure on” as a synonym for “calculate.”

Let’s go back to the phishing course above. You can see that the word “explain” is used for one of the learning objective examples:

instead of non-action verbs like “recognize” or “understand”. This gives the learning objective a clear focus and sets straight what actions learners are expected to take upon completion of the course.

By using measurable learning objectives, instructors determine how well learners can understand course materials. They will also be able to look for course issues and improvements when comparing students’ performance with expected results from the learning objectives.

You can accurately state and measure each student’s performance with clear objectives and action verbs. For example, using the verb “explain” helps learners understand that instructors will measure their performance through their topic explanation, discussion or presentation.

Think of learning objectives as your checkpoints

Your objectives serve as checkpoints for your students. Every objective your learners achieve is a step towards your course’s top goal.

You can quickly create checkpoints by stating their ultimate course objective and working backward. Next, you must identify the sub-steps to achieve this ultimate objective. Then, you can further break down these sub-steps into smaller micro-steps.

You can use a mind map template like this one to help branch out ideas for your learning objectives:

CREATE THIS MIND MAP TEMPLATE

Or use a process infographic like this one about microlearning :

This will help you come up with learning objectives that coordinate with different phases of the course.

Training materials and course outlines with learning objectives

Learning objectives generally are stated within a course outline. Let’s take a look at some training materials and course outline templates with learning objective examples you can use:

Corporate training material presentation template: ADDIE model

This training program outline in the style of a presentation and is suitable to be used when you’re presenting in person to your colleagues, or when you’re presenting online on Zoom, Google Meet, etc.

Notice “Takeaway” box:

This box summarizes the learning from each slide, but you can use it to state your learning objectives as well.

You can easily customize this template for your corporate training program with Venngage’s drag-and-drop editor. You can even apply your branding to it by using My Brand Kit , in just one click:

A Venngage for Business user can export presentation templates in PowerPoint format and use them with PowerPoint or Google Slides:

For more training material examples , read the article: How to Make Engaging Training Materials with Visuals (+ 20 Template Examples)

Learning objective examples: Math lesson plan

CREATE THIS LESSON PLAN TEMPLATE

This Math Lesson Plan template has a completely separate section dedicated to learning goals and success criteria:

Notice the use of action verbs like “describe”, “solve”, “evaluate”, “write” and more.

Once you’ve done editing the plan, you can easily export it as a PDF or Interactive PDF (if you want your links to be clickable):

For more lesson plan examples , check out this post: 27+ Lesson Plan Examples for Effective Teaching [TIPS + TEMPLATES]

In summary: Use these tips and examples to create your own actionable learning objectives for your training program

Making actionable learning objectives doesn’t have to be a grueling task. You can create and visualize your actionable learning objectives by using our easy-to-edit templates and drag-and-drop editor. No design experience required.

How to Write Clear Learning Objectives for Your Course (With Examples)

The second online course I ever bought was Webinars that Convert by Amy Porterfield (now Digital Course Academy ).

I was never so excited to dive into a course.

As I went through, I noticed that at the start of each video lesson, Amy would give a quick breakdown of what we were about to learn. She would say exactly what we would know how to do by the end of it.

And it was SO helpful.

I didn’t know it at the time, but these were her course learning objectives . These were what kept her course on track with its goals, and how she let learners know what they could expect for each lesson (and get excited about).

Learning objectives are massively helpful in guiding your students through each phase of your course. Without them, your students are disoriented and confused. 

They're left wondering: Why am I learning what you're teaching and what's in it for me? Learning objectives help answer these questions.

Today we’re going to explain how to write learning objectives for your course with examples to help. We’ll also tell you what learning objectives are and the downside of not using them in your course. 

Let’s jump in!

What is a Learning Objective?

A learning objective is a statement that tells your students what they will learn by the end of your lesson or course.  

It’s like a promise you’re making to your students about what they’ll get.

It includes an observable action and a subject .

Specifically, learning objectives tell your students:

• What they will learn
• When they will learn it
• Under which conditions
• With what resources
• To what degree of precision
• Under what constraints

Here is a quick visual of what all of these components look like in an actual learning objective.

Not all learning objectives will have every one of the components above. Especially if your course doesn’t require them.

But the list above is what a typical learning objective would include if all of that information was applicable to your course lessons.  

Overall, learning objectives are great for both the instructor and the learner. The learner knows what they’re getting into, and the instructor has a viable way to check for understanding when students finish their lessons.

What if I Don’t Have Learning Objectives in My Course?

Have you ever taken a course in school and wondered, am I ever going to need this information ?

That’s what it’s like without learning objectives in your course. Your students are left wondering how your information is relevant to them.

Without learning objectives, students will always wonder what they’re learning and why they’re learning it. They just won’t know the point of your course.

And if you have quizzes in your online course, they’ll never know what questions might pop up or what they should know.

On top of that, neither you nor the student can be held accountable for whether or not learning was involved. Which leads to a messy course with no clear learning path.

How to Write Learning Objectives for Your Online Course

Now that you have an idea of how important learning objectives are in your course, let’s learn how to write them.

I’m going to take you through each step, using an example course titled How to Use Pinterest to Promote Your Blog .

Step 1: Create Your Course Learning Objective

It’s best to start from the end when trying to create your learning objectives.

First, ask yourself: what is my course’s main learning objective?

We want to break down our lesson learning objectives from there.

In order to figure out your course’s main learning objective, ask yourself:

• What’s the expected outcome of this course?
• What’s the goal?
• What will my learners gain from this course?

Since our example course is called How to Use Pinterest to Promote Your Blog , our main course objective could be something like:

By the end of this course, students will be able to create pins on Pinterest that engage their audience and drive targeted traffic to their blog .

Figure out what your overall course objective is before diving into the next step.

Step 2: Create Your Lesson Learning Objectives from Your Course Objective

Now that we have the end goal in mind, or rather, what we want our students to be able to accomplish by the end of our course, we can start creating our learning objectives for each lesson.

Ask: What does the student need to do, say, or perform to get to this end goal (main course objective)?

Once we figure this out, we can start creating our learning objectives for each lesson.

So using our course objective for our Pinterest course, we know that in order to create pins on Pinterest that engage and drive traffic, students will need to learn things like:

• How Pinterest works
• How to create and optimize their Pinterest profile
• How to design a pin that will encourage people to click on it
• What tools to use to design click-worthy pins

These would be our potential learning objectives for each lesson in our course. Once you have a few things listed, it’s time to write them clearly and correctly.

Step 3: Define your Subject and “By When”

Learning objectives always start out by identifying when a certain subject will learn something by.

The subject is your learner, AKA your student. The “by  when ” is the approximate time when  the learner should be able to do whatever it is you’re teaching them.

For example, in my example Pinterest course, the subject is my students. And my “by when” is “by the end of this lesson”.

So if I’m crafting a learning objective for the first lesson I added to my bulleted list above, “How Pinterest works”, I’d start by saying “By the end of this lesson, students will be able to…”

This is how we’ll start writing our learning objective.

Just make sure you have your subject and “by when” due date ready to go before diving into the next step.

Step 4: Define Your Observable Action

So at this point, we have a potential first lesson (how Pinterest works). We also have the “by when” section, and we've identified our subject (students). 

In order to finish up writing a clear learning objective, we need to make sure it has an observable action . It needs to have something that you, as an online teacher, can observe to confirm learning.

For example, if the goal of your lesson was to have students memorize every capital for every state in the U.S., an observable action would be to have them recite every capital for every state. That’s something you can observe to confirm learning.

So we need to define what our observable action would be for our lesson outcome.

In this case, we want students to learn how Pinterest works. How will we observe whether they learned how Pinterest works?

First, take a look at the six levels of learning from Bloom’s Taxonomy below:

(I promise, this isn't as confusing as it looks.)

Use each of Bloom's six learning levels above as places to pull your observable action words from .

For example, in order to confirm that my students understand how Pinterest works, I’ll pull my observable action word from the learning level “Understand” above.

In the chart above, some action words to use for “Understand” are classify, explain, identify, and locate.

So I’d write something like:

By the end of this lesson, students will be able to identify the main features of the Pinterest platform in their account and explain their function.

I’ve used two verbs that give an observable action: “identify” and “explain”. I can observe my students identify and explain something, so I know for sure that I can confirm their learning. If they can’t do that, I’ll know that at some point in my lesson, my teaching wasn’t as effective.

And I didn't have to over-think what word to use to measure learning. I just pulled from the most relevant learning level in Bloom's taxonomy.

Step 5: Add conditions, resources, degrees of precision, and constraints (optional)

The next few add-ons to your learning objectives are important, but I don’t think all learning objectives absolutely require them to be effective. But they're definitely helpful. 

You could add on  conditions , resources , degrees of precision , and constraints .

Conditions in your learning objectives are the conditions under which your observable action should be performed.

Should your students be learning how to cook your quiche recipe on low heat? What conditions are required to learn?

In terms of resources , you could add to your learning objective any resources required for the student to reach their learning goal. For example, we could add the following resource to our Pinterest learning objective below:

Degree of precision is another add-on, to create more specificity in your learning objective. What’s the level of precision or accuracy involved? Will they be learning how to swim 100 meters? Creating 3 customer avatars?

These are the questions to answer when adding on your degree of precision to your learning objective.

Constraints are what determine any limits you are adding to your learning objectives. Does the activity you’re teaching them have to be done in under 3 minutes? Can it be completed within 2 hours? What are the constraints?

Learning Objective Examples

To help you write better learning objectives for your course, take a look at the examples below. I’ve included a bad learning objective and a re-written one beneath it for reference.

Learning Objective #1 : Complete the weight loss challenge.

Corrected : By the end of this training, you will complete the weight loss challenge and post your results in the Weight Loss Facebook group using the hashtag #myresults.

Learning Objective #2 : You will better understand sales funnels.

Corrected : After this lesson is done, you’ll be able to discuss basic sales funnel concepts with our Sales Funnel Coaches, using the correct terminology.

Learning Objective #3 : Gain an appreciation for poetry.

Corrected : At the end of this training, you’ll be able to discuss the different writing styles of five influential poets.

Learning Objective #4 : By the end of this course, you’ll be able to increase your blog traffic by 20%.

Corrected : By the end of this course, you’ll be able to use Google Analytics to calculate any notable increase or decrease in blog traffic.

If you’re still looking for help writing your learning objectives, Easy Generator has a Learning Objective Maker that might help. You can plug in your verbs and it will create a ready-made learning objective for you to build off of.

Learning objectives cue your learners on what to expect in your course. You never want your students to feel lost, like they don’t know the point of your lesson or where you’re taking them. This can lead to bad course reviews and potential refund requests.  

You always want your students to know what they're learning, and more importantly, why they're learning it.

• Learning objectives are statements that tell your students what they will learn by the end of your lesson or course.
• They should always include an observable action and a subject .
• Start at the end — figure out what your main course objective is, and break down your lesson learning objectives from there.
• Define your subject and the “by when” date that the learning should be completed.
• Use Bloom’s Taxonomy to review different learning levels and define your observable action — what action word describes whether or not students learned in your lesson? Think: recite, identify, explain.
• Conditions, resources, degrees of precision, and constraints are all optional add-ons for learning objectives.

I hope this post got you thinking a little more about how to write learning objectives for your course. Did you already have them before reading this? Is there any place you got stuck when creating them? Let me know in the comments!

moniquemuro

Monique is an online course proofreader from sunny Los Angeles. She creates info products related to writing course copy, like her flagship course, Course Copy Essentials. And she loves helping course creators look good in copy. You can find her curled up with coffee and a good book when she's not proofreading course content and absorbing everything related to online learning.

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Instructions for Writing Learning Objectives and Content

• The learning objectives will appear in the meeting materials EXACTLY as they are entered on the Program Information Form. Please type carefully, and:
• End each objective with a period.
• Use upper and lower case appropriately.
• Do not abbreviate or use unusual characters.
• A learning objective (1) is very brief and (2) states the purpose of the presentation in terms of enabling the attendee to do something that can be measured. Therefore the objective should begin with a verb, followed by a short description of what specific task an attendee could expect to perform after participating in the session.
• Begin each objective with  one  of the following  measurable verbs :  Describe, Explain, Identify, Discuss, Compare, Define, Differentiate, List.
• Make a separate objective for each action. Example:  Define sleep deprivation and the consequences.  These are  two separate actions  and should be  split into two objectives  as follows:  1. Define sleep deprivation,  2. List the consequences of sleep deprivation.
• A 60-90 minute session should contain no more than  2-3  learning objectives.
• Learning objectives define the  expected outcome for the learner  within the classroom environment.
• Learning objectives  must be measurable  within the time allotted to the classroom setting.
• Speakers must cover all  learning objectives   and content  submitted on the Program Information Form.
• The program content must be presented in the time allotted for the session. Likewise, it is expected that speakers  use the full amount of time allotted  for their session with lecture, discussion, or question and answer time.
• When preparing the program content, speakers should ensure that they have  addressed all issues of diversity  as applicable to their session.

How Learning Objectives Will Be Used

The national professional organizations that grant ACHA continuing education accreditation require that each continuing education offering be evaluated by those in attendance. Each person who attends your session and requests continuing education credit will be asked to rate your presentation as to the extent the learning objective(s) were achieved.

Content can be described as  the information that will be presented to meet each learning objective . Example:

Objective:  Define sleep deprivation.   Content:   degrees of sleep, quantity of sleep, quality of sleep, circadian factors

Quality of Content

• Be in the form of a  brief  list, separated by commas
• Be congruent with purpose and objectives
• Include details beyond a restatement of objectives
• Reflect the intent of the objectives
• Be evidence-based or based on the best available evidence

On the Program Submission Form, you will be asked to provide specific sources for your content. Please provide complete information for these sources so that program planners can easily access the information. Examples:

Learning Methods

As you are developing your learning objectives, keep in mind that studies have shown that adults learn:

• By solving genuine problems (reviewing their own issues and daily encounters)
• By reflecting via analogy and comparison (comparing their own experiences or by comparing their experiences to the experiences of others)
• By practicing and applying new knowledge and strategies (time to practice, interact and discuss new application/strategy/knowledge)
• By developing a framework for application (creating plans for implementing change).

Please allow adequate time at the end of your presentation for a  Question & Answer  period. This allows participants to follow-up on key points from your presentation and also allows you to assess the extent to which your session’s learning objectives were achieved.

(Revised June 2015)

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• learning objectives

Writing Learning Objectives

A learning objective is a statement that describes the knowledge, skills, and/or abilities that participants will gain from the educational activity.

When developing objectives, ask these questions:

• What should the result of the educational activity be for participants?
• What should the participant be able to do?
• What should the participant know?

The Continuous Professional Development Accreditation (CPDA) Section has developed the following resources to help you write effective learning objectives for your CME activities. Download these helpful guides today.

Tips for Writing Learning Objectives

Writing Effective Learning Objectives Using Bloom’s Taxonomy

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How to Make a “Good” Presentation “Great”

• Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

• Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
• Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
• Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
• Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

• Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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