Lesson planning

Teaching/learning objectives

to all "Lesson planning" articles

In the beginning there was the teaching objective...

Teaching/learning objectives are the most important tool in didactics. They form the basis for the planning of entire courses of study (= general objective), modules (= broad objective) and workshops (= detailed objectives).

Learning objectives are usually understood as goals set by learners themselves.
Teaching objectives are understood as goals that teachers set for their course.

Learning activities and assessment methods are designed on the basis of teaching objectives. The constructive coordination of these three areas is also known as "constructive alignment". Internal link opens in the same window:More about constructive alignment.

Tip

Click here for the Download file:formulation aid for teaching objectives in terms of constructive alignment.

 

Formulating teaching objectives I - Using action verbs

Active verbs are required for the formulation of teaching objectives. This is an attempt to ensure that these objectives are verifiable and that the examination method is also aligned with the teaching objective.

 

Formulating teaching objectives II - Taxonomies of learning objectives

Taxonomies of learning objectives provide support in the formulation of teaching objectives based on different areas of knowledge. What learning objective taxonomies have in common is that they divide knowledge into different areas, e.g.

  • Reproduction of knowledge
  • Application of knowledge
  • Reflection of knowledge

A very well-known taxonomy of learning objectives is the taxonomy developed by Bloom and colleagues in 1956.
A brief overview can be found on the Ruhr University Bochum website in the "Teaching download" section.

Teaching objectives should be categorised into one of the knowledge levels. For each level, you will find suitable action verbs in this file to help you formulate teaching objectives.

 

Reading

  • Bachmann, H. (2014).Formulieren von Lernergebnissen – learning outcomes: In H. Bachmann (Hrsg.), Kompetenzorientierte Hochschullehre. Die Notwendigkeit von Kohärenz zwischen Lernzielen,
  • Prüfungsformen und Lehr-Lern-Methoden (S. 34 – 49). Bern: Hep.
  • Weber, H., Hertnagel, J., Mayer, H. O. (2014). Lernzielüberprüfung im eLearning. De Gruyter.

Your contact persons

Are you also active in teaching and would like support and exchange?

Please get in touch with our Learning Services team: Email application is started:learning-services(at)hfu.eu