Effective Strategies for Communicating Learning Objectives

Best Practices Presentation Cresandius Freeman Grand Canyon University ELM-535-O501 30/03/2022

Communicate Learning Objectives  Learning objectives usually articulates what students should be able to do and achieve.  They are considered as essential elements for effective learning. Through learning objectives teachers are always in a position to design a more effective instruction planning, assessment and planning (Zhou, 2017).  When educators develop learning objectives they should critically focus on what students should learn and be in a position to accomplish from the instruction.

Communicate Learning Objectives Cont’..  There are different ways through which educators should communicate their learning objectives to their students.  However it is important to note that the learning objectives need to be broad enough to include everything the lesson will teach.  According to Zhou (2017), learning objectives that are shallow make students devalue or ignore other meaningful aspects of a lesson.  Teachers should ensure that the objectives they are communicating to students are specific enough to content.  Educators should state the objectives both orally and in writing. They also need to repeat the objectives often to remind students what they are learning.

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Measuring Performance  Teachers should also consider using questioning techniques to evoke their personal statements of the learning objectives.  Teachers can also communicate learning objectives by way of providing demonstrations or models of learning products or outcomes.  According to Marston et al. (2016), measuring the performance of students in regards to the identified objectives can be accomplished in different ways.  Students’ understanding of the learning objectives can be measured using different methods.  Students’ learning can be assessed through both direct and indirect measures.  Some of the direct measures include homework, quizzes, exams among others.  Indirect measures may include course evaluation, review questions, students surveys .  These can be characterized as either summative or formative assessments (Marston et al., 2016).

Collaborating with Students  Teacher-student collaboration is very important as it leads to improved learning outcomes, goals and it helps in tracking individual progress (Robinson & Schaible, 2015).  Teachers may initiate debates and try solving a problem together. This gives them an opportunity to monitor students performance as well as improve learning goals.  Teachers should ensure that they capitalize on their students strengths while working on making them improve on their weaknesses.  Educators should actively contribute to a respectful and supportive learning environment. This helps students improve their learning goals.  With this kind of collaboration teachers may know how students a r performing in class and may be offer personalized learning experienced to help the weak students (Robinson & Schaible, 2015).

Collaborating with Students Cont’..  Teacher-student collaboration is very important as it leads to improved learning outcomes, goals and it helps in tracking individual progress (Robinson & Schaible, 2015).  Teachers may initiate debates and try solving a problem together. This gives them an opportunity to monitor students performance as well as improve learning goals.  Teachers should ensure that they capitalize on their students strengths while working on making them improve on their weaknesses.  Educators should actively contribute to a respectful and supportive learning environment. This helps students improve their learning goals.  With this kind of collaboration teachers may know how students a r performing in class and may be offer personalized learning experienced to help the weak students (Robinson & Schaible, 2015).

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Analyzing Own Work as a Student  Involving students n the assessment process is very crucial as it makes them focus on their own learning.  This way they articulate what they understand and what they still need to learn.  As noted by Chappuis and Stiggins (2018), this makes their academic achievement improve significantly.  To assist students analyze their work, assessment results as well as keep track of their own progress, they first need to;  Understand the purpose and use of the different types of assessment (Chappuis & Stiggins, 2018).  Know how to collect evidence of their learning  Connect their individual efforts to their growth

Analyzing Own Work as a Student Cont’..  Communicate with the teacher, peers, and other stakeholders who can offer support.  In monitoring their own progress students fosters metacognition an important non-academic skill that has been associated with higher student achievement.  Asking students to use data notebooks and update their progress (weekly or biweekly) so that it becomes a habit.  Making students think of what they have learned and how they did it makes them better understand their own learning processes.  Having students set own goals and evaluate their own progress is an effective part of formative assessment.

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Analyzing Own Work as a Student Cont’..  Through the use of goal sheets students can set their own goals and track their progress.  Teachers may provide their students with improvement rubric.  Here students compare their current work with previously done work and compare the two using an improvement rubric.

Effective and Descriptive Feedback  Providing effective feedback to students is very important.  However it is important for students to note that when feedback is predominantly negative it can discourage students efforts.  Therefore educators need to know that feedback should be educative in nature.  Providing a one-on-one conference is one of the most effective means of providing feedback.  Teachers should ensure the conferences are optimistic as this encourages students to look forward to next meetings.  Another effective way of providing feedback to students is by keeping a section of notebook for each student.

Effective and Descriptive Feedback Cont’..  Teachers can write weekly dated comments, keep track of good questions the student asks, behaviors, areas of improvement and test scores.  Ensuring that papers, ad tests are returned at the beginning of a class rather than the end allows students to ask necessary questions and hold a relevant discussion.  Classes are full of diverse students and it is important for teachers to ensure they are sensitive when providing feedback to students.  Teachers may opt to focus on at least one thing the student did well with reference to the success criteria and this can encourage students.

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Summary Performance Data  Classroom data helps the teachers in having a deep understanding of their students abilities and personalities.  The data gives educators great insights into their students learning styles.  The insights therefore allows teachers to modify the broader-curriculm goals to reflect student’s individual needs.  Through assessments both summative and formative teachers can get important data to measure how their students have performed throughout the term or year.  After seeing the performance of each students, teachers can tailor their instructions in such a way that they ensure that each students understands the objectives and goals of the subject taught (Tyler, 2010).  Through informed instructional planning and with the insights received from analyzed student performance data, teachers can ensure there are no gaps and positive growth patterns are created.

Summary Instructional Planning  According to Seechaliao (2017), instructional planning includes what students will learn and how they will learn it.  Teachers should ensure that they master the art of good planning as this is the first step to an effective classroom.  Embracing the best instructional planning strategies help students achiev all the objectives and goals set by the teachers.  Teachers must activate interactive learning in their classrooms and this ca be achieved by;  Asking essential questions- Teachers need to remember that in any lesson there is one intended goal and at the ed of the lesson students nedd to be in a position to answer the essential question.

Summary Instructional Planning Cont’..  Use of relevant vocabulary- Teachers need to keep their vocabulary limited to what their students can handle and understand. Allowing students use the words actively throughout the lesson help them grasp the words easily.  Limited lecture- After 10 to 15 minutes of active lecturing, teachers should engage their students in some type of activity. This keeps students engaged and motivate their interest in the lesson.  Higher order thinking questions- Teachers should ensure that they engage their students by asking them at least three higher-order-thinking questions.  This gives the students an opportunity to be challenged in the classroom.  Teachers should ensure their approach to teaching is student centered. How they instruct their students should show that the students are the primary focus and the teaching is centered towards their success (Seechaliao, 2017).

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Summary Classroom Climate  It is important to note that good classroom climate regulates the circulation and construction of knowledge.  A classroom climate that is all inclusive ensures that all students have the confidence o volunteer different perspectives thereby enriching discussions.  A classroom climate that makes some students feel as if their views are not appreciated or valued makes them withdraw and go silent.  This hinders their student performance.  According to Creemers et al. (2011), classroom climate engenders emotions that impact learning and in a class that is productive excitement to discover and learn new things is usually evoked.  Classroom climate that is predominantly cold will keep students disinterested or disengaged and this can demotivate students from learning.  Good climate in the classroom also impacts student persistence and promotes students engagement throughout the lesson or course.  This has great success to student performance.

Summary Higher-Order Thinking Skills  It is important for teachers to note that engaging their students in Higher- Order-Thinking-Skills (HOTS) makes them understand facts, concepts on a more advanced levels instead of memorizing them (Mainali, 2012).  Students need to understand concepts as this connects them to the real world.  This in turn activates a sense of ownership to learning.  Students HOTS involves analyzing, synthesizing, reasoning, comprehending, application and evaluation in learning.  Teachers can achieve this by teaching problem solving strategies- By applying the skills gotten from the HOTS, students can learn how to solve problems faster and more efficiently.  Teachers need to give their students freedom to imagine. Through the process of imagining ad thinking, students can broaden their creative thinking and understanding.

References  Chappuis, S., & Stiggins, R. J. (2018). Classroom assessment for learning . Educational leadership , 60(1), 40-44.  Marston, D., Fuchs, L. S., & Deno, S. L. (2016). Measuring pupil progress: A comparison of standardized achievement tests and curriculum-related measures. Diagnostique, 11(2), 77-90.  McFadzien, N. (2015). Why is effective feedback so critical in teaching and learning?. https://ir.canterbury.ac.nz/handle/10092/11439  Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of education and learning, 6(4), 201-208.

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References  Robinson, B., & Schaible, R. M. (2015). Collaborative teaching: Reaping the benefits. Grade level teaching, 43(2), 57-59.  Zhou, H. (2017). Why does writing good learning objectives matter? Duke Learning Innovation. https://learninginnovation.duke.edu/blog/2017/03/learning-objectives /#:~:text=Learning%20objectives%20should%20be%20used,they%20are%20ac tionable%20and%20measurable .  Tyler, J. H., Taylor, E. S., Kane, T. J., & Wooten, A. L. (2010). Using student performance data to identify effective classroom practices. American Education Review, 100(2), 256-60.  Creemers, B. P., & Reezigt, G. J. (2011). The role of school and classroom climate in elementary school learning environments. School climate: Measuring, improving and sustaining healthy learning environments, 2, 30- 47.  Mainali, B. P. (2012). Higher order thinking in education. Academic Voices: A Multidisciplinary Journal, 2, 5-10.

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