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How to Write Objectives | A Step-to-step Guide | 2024 Updates

Astrid Tran • 22 April, 2024 • 7 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 | 

Astrid Tran

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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

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]

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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.

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Home Blog Education How to Present a Lesson Plan

How to Present a Lesson Plan

First days are always exciting, and expectation builds up about the contents of the task ahead, especially if you’re starting a class as a student or professor. This interaction will be significant because it will establish and define the subjects to be covered and the set of expectations flowing from the instructor towards the audience. 

Perhaps you are ready to begin your career as a teacher and need some guidance; otherwise, you are a seasoned instructor searching for a refresher in your program. No matter which of the above you represent, the truth of the matter is that you are probably seeking a better way to introduce the subjects you’ll be teaching to your students. 

What is a lesson plan? 

A lesson plan will be the set of subject matter materials you will be teaching during a specific timeframe. The lesson plan should be an index that students can constantly consult to understand better the parts of the learning journey they will go through during each session. 

Teachers and professors should have a lesson plan template that happens in every session. This is different from a syllabus because, in the latter case, the whole curriculum of the program will be laid out; however, for each lesson, there should be one individual lesson plan example to guide the instructor in the set timeframe. 

When building the materials for the class or lesson’s attention, it’s always essential to share elements like the purpose or rules that guide the learning process . This article will explore the best way to present a lesson plan and drive a learning session successfully from the instructor or professor’s view. 

How to write a lesson plan 

Education nowadays guides different sorts of students and target specific learning needs. Therefore, it’s important and relevant to understand how lesson plans can change and be varied to truly implement the best learning path for your students. Once you have this part figured out, the next step is to understand how you will transmit the information and use a PowerPoint Presentation to simplify creating and presenting a lesson plan to your students. 

Lesson plans will comprise several different sections that will clarify the first questions students can have: How long will the course be? Will it be an online course ? What will be the main objectives? Which subjects will be discussed along with the class? 

1. Introduction 

As the lesson begins, it’s essential to place a brief yet descriptive introduction about what the session will cover. A good practice is to create a catchy title for each lesson to have an overall understanding of the information they will be receiving.

Example: Digital Marketing Basics: Industry background, historical review years 1980-2010. In this session, we will cover the birth of digital marketing, including all the touchpoints that shaped today’s industry. 

2. Audience

If your class is a one-time-only or recurring session, or even a blended learning journey, it’s essential to explain to your students who this class is for; this will allow them to calibrate their expectations about the matter to be taught ahead. 

Example: This lesson is directed to professionals who work in traditional marketing, business owners, or communication specialists seeking to have a profound understanding of how digital marketing came to be. 

3. Lesson Objectives 

This piece is critical because it will allow the students to assess the intention of each lesson. When thinking about the objectives, it’s vital to consider the acquired skills we expect our students to have at the end of the class. Like any other goals in life or business, each one should be actionable and measurable, meaning after each class, students should be able to use what they have learned and put into action the concepts. 

Example : Understand and be able to create a timeline framework of reference to explain the story of the Internet.

4. Materials 

Suppose the lesson requires using any specific materials, physical or not, including any software or hardware necessary. In that case, it´s important to list or include within the lesson plan so students can set clear expectations on what they might require. This is particularly important if the session you will be delivering requires them beforehand to bring anything. 

Example : 

• Computer 
• Scratch paper 

5. Learning Activities 

We´ve covered all the logistics by this point; however, now we need to start sharing the actual activities during the lesson. Ideally, this is a play-by-play of how each activity will guide the lesson towards the already established objectives. To add the list of learning activities that will be helpful for your students, take into account how all of them align with each goal and the requirements students need. 

Make sure that you add variety to the activities that you are proposing, go ahead and research trends of how many other teachers or professors, students will appreciate your search to engage them in learning. 

Also, consider how much time they will take so that you can note it in the next section. 

• Create a timeline on the wall with the most important moments of digital marketing history, including creation of social media, mainstream of email, etc.

Time periods

Pairing each learning activity with a specific timeframe will be useful both for instructors and students. Make sure you calculate a reasonable amount of time for each activity and list it within the lesson plan so everyone can set correct expectations. Assigning time slots for each exercise will also help students and teachers stay on track with the lesson and not waste valuable time invested in learning.

Example : Creation of a timeline – 45 min

How to present a lesson plan 

We have now listed the components of the lesson plan structure, everything looks beautiful in the draft, but now we need to start planning how we will present the program to the students. This part is challenging because you have to choose a template that makes sense for you and will be helpful for your students to understand.

A PowerPoint presentation is a great way to showcase all the contents of the lesson plan, however, the trick is to decide how you want to structure it.

Lesson Plan Design

By this point, you’ve structured a lesson plan template that can go through any test. Nevertheless, creating the materials to accompany it can be a key in the commitment generates between the students and the professor.

Design and Style

Before adding any text to your presentation template , think about the requirements you have: Does the academic institution where you work require the use of logos? Do you have to follow any visual guidelines? This might be important for the cohesiveness of your presentation.

It’s essential to think about how you would like to present the lesson plan. You may want to keep it simple and have a 1 pager and talk through it to understand your students fully, or perhaps you need to create one full presentation where every slide will be a relevant piece of information. Let’s explore this a bit further. 

One Pager Lesson Plan 

If your style is more towards simplicity, this is a great solution: succinct, minimalistic, and straight to the point. You can complete a one-page lesson plan with bullets of the relevant data and send it out to students. A great advantage of this format is that you can either send it as a PDF or even as a single image (JPG or PNG), exporting it directly from PowerPoint. 

One significant advantage is that your students will only have to check for one source by choosing this simple format when revising the lesson during the class or afterward. 

Several pages lesson plan 

Almost like a syllabus, a more extended presentation will include several slides so you can include the information in different formats. 

For example, you can use the first slide to include the lesson title; afterward, a new slide can define the purpose or introduction of the lesson. In the upcoming slides, you can include materials, contents, and even ad charts or similar to explain how grades will be affected by each lesson’s assignments on the upcoming slides. 

Text in the presentation 

It’s always good to follow the reliable practices of presentations and include the necessary information without overwhelming students. Don’t add an excessive amount of text to one slide; actually, make sure that every piece of data is helpful for students to plan their time both during and after class. 

However, if you will be sending out the presentation to your students before reviewing it, consider that they will be using it for their reference to follow through with your lesson. So make sure all the information is easy to read and accessible. 

Additional elements 

Learners of all sorts have become increasingly visual, so don’t be afraid to add infographics, images, photographs, icons or any other elements to make your lesson plan presentation more appealing visually. 

Final Words 

Remember the lesson plan presentation will be the first approach your students will have with the subject matter. Take your time, enjoy the process, and create comprehensive and attractive lesson plan slides that will inspire your students to have thoughtful and deep learning. 

1. 1-Slide Lesson Plan PowerPoint Template

Create a simple and minimalist one-pager lesson plan for your academic uses, course planning, and even as student handouts, with this eye-catching PowerPoint template. 

Use This Template

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Using Bloom’s Taxonomy to Write Effective Learning Objectives: The ABCD Approach

Bloom’s Taxonomy offers a framework for categorizing educational goals that students are expected to attain as learning progresses.

Learning objectives can be identified as the goals that should be achieved by a student at the end of a lesson. The objectives of a lesson describe the base knowledge and skills we want our students to learn from our lesson. Simply put it’s what the student can do after they unit has been introduced. Your choice of materials, topics and logical structured presentation of a lesson has a direct influence on the objectives or goals you want your students to achieve.

See also: What is flipped classroom

Having a clear learning objective assists the facilitator or teacher in the basic course design. It helps with the creation of assessment, which in return showcases the student’s ability to achieve the objectives through collecting data. Monitoring a student’s progress throughout the learning process is vital to understand whether they are able to reach the learning objective or not. Furthermore, assessing students help the teacher to realize whether teaching methods should be adjusted or not.

See also: Instructional design

Having specific goals help the logical flow of a lesson. It’s vital that a lesson is tailored to achieve detailed lesson objectives. In order for the lesson to have a positive and constructive outcome. Basically, to make sure that students achieve the aim of the lesson.

See also: ADDIE model

This process can be simplified by following a basic formula: The ABCD approach. By using this formula, you will be able to create clear and effective objectives. It consists of four key elements: ( A )  Audience , ( B )  Behavior , ( C )  Condition , and ( D )  Degree .

A-Audience: Determine who will achieve the objective.

B-Behavior: Use action verbs (Bloom’s taxonomy) to write observable and measurable behavior that shows mastery of the objective.

C-Condition: If any, state the condition under which behavior is to be performed. (Optional)

D-Degree: If possible, state the criterion for acceptable performance, speed, accuracy, quality, etc. (Optional)

Please note that not every learning objective must contain a condition or state a degree.

Please also note that objectives may not be written in this order (ABCD).

Below are some example objectives which include Audience , Behavior , Condition , Degree

• “ Students will be able to apply the standard deviation rule to the special case of distributions having a normal shape .”
• “ Given a specific case study , learners will be able to conduct at least 2 needs analysis . “
• “ Given a diagram of the eye , students will be able label the 9 extra-ocular muscles and describe at least 2 of their actions .”
• “ Students will explain the social justice to ensure that adequate social services are provided to those who need them in three paragraphs .”

See also: Instructional design models

First you need to establish what prior knowledge your students have. Assess whether your students know any of the materials you want to present. What experiences do they have prior to coming into the classroom? By taking into account their valuable prior-knowledge you will be able to create an innovative lesson, with unique content. Content that your students don’t know about yet.

Prior knowledge can be assessed by giving all students a pre-test or a pre-course quiz. It’s vital to accurately understand a student’s prior knowledge to avoid misconceptions and misunderstandings. In this way you can avoid repeating information they already know as well as adjust your learning objectives accordingly.

This also gives you the opportunity to get to know your students that will help you adapt your teaching styles and methods. It’s important to know what motivates your new audience, what are their values and personality types. You can also discover what kind of learners they are. By assessing your students’ prior knowledge, you can add activities and worksheets that they will find interesting and can relate to.

Now, you can also make sure that the content you want to present are relevant to their reference frameworks. You can add extra materials and topics to challenge them and to tailor the learning objectives to the skills that they need to obtain and not the skills they already have.

After identifying your Audience by keeping the above-mentioned alternatives in mind you can start writing down your learning objectives. Usually it starts with a phrase like, “ After reviewing this section, students will be able to… ” or “ After completing this activity, learners will be able to… ”

See also: What are MOOCs

It’s quite simple to understand the different behaviors shown by students. By using the Blooms taxonomy theory, you could classify individuals into three different groups by assessing their intellectual behavior. Behavior can be assessed by observing and measuring a student’s ability to apply new skills they have learned and how they display knowledge of the new skills.

Here is a list of the classifications by the Bloom’s Taxonomy to measure proficiency and competence from a learner:

Domains of Bloom’s Taxonomy

Bloom states that learning occurs in three different learning domains: Cognitive, Affective, and Psychomotor.

Cognitive domain learning refers to the student’s ability to think and use their brain power. Psychomotor domain learning refers to a student’s physical ability to use an instrument or tool.  Affective domain learning refers to the student’s ability to resolve conflict and their emotional stability and growth.

Cognitive domain

The cognitive domain is further divided into two sub-categories: Cognitive process dimension and the Knowledge dimension.

1.Cognitive process dimension

This domain involves the process we use to apply and showcase our intellectual skills. Ranked from lower to higher order complexities: remember, understand, apply, analyze, evaluate, and then finally create.

2.Knowledge dimension

Students have different ways of showcasing and applying their knowledge just as much as they learn in different ways:

• Metacognitive: Learners focuses on contextualizing, self-knowledge, strategy, and cognitive tasks.
• Conceptual: Learners focuses on theories, assemblies, categories and groupings, ideologies and generalizations.
• Factual: Learners focuses on facts, specific details and terminology
• Procedural: Learners focuses on using different algorithms, techniques and methods, following step-by-step guidelines for specific scenarios.

Basically, the cognitive domain refers to the kind of intellectual learners we are whereas the knowledge domain identifies the ways in which we use knowledge.

The cognitive process levels are categorized from lower-order to higher-order thinking skills: remember, understand, apply, analyze, evaluate, and create.

Affective domain

This domain refers to the emotional capability of an individual and in which ways they act and react towards is. It puts emphasis on five subjective influences such as values, emotions, motivations, appreciations, and personal attitudes.

The five levels under the Affective domain refers to Characterizing – To be able to manage and resolve. Organizing – to be able to formulate, balance and discuss. Valuing – To be able to support and debate. Responding – To be able to volunteer, work together and to follow, and Receiving – To be able to differentiate, accept and listen.

The learner can be affected and influenced in many different ways. Learning objectives need to meet the different needs of a learner.

Psychomotor domain

Psychomotor domain is the learning and combination of old and new skills that involves physical movements.

This domain categorizes skills in five different levels:

Once you understand the behavior of your learners you will be able to adapt your learning objectives according.

The third step in the ABC procedure is looking at the different conditions. Ask yourself when writing your lesson aims and objectives – What conditions am I surrounded in?

This can also refer to specific tools and materials a student may need to apply in the lesson as well as the classroom situation. If you have a very small classroom you can’t have a lesson objective where students should roam around and ask each other questions. You won’t get the outcome you desire. Do your students have the necessary equipment to be able to perform and achieve the lesson objective?

Think practically – What kind of equipment is available to you, are they necessary in order for you to achieve the aim? What kind of equipment should not be allowed in the classroom? Will the conditions of having too many things in the classroom be disruptive and hinder the learning outcome?

Remember that conditions influence the learner’s performance and in effect the overall behavior. The following examples does not describe conditions:

• Given a three-part lecture.…
• After completing this unit….
• Given that the student has passed an introductory course….

The last step in the ABCD Approach is ‘Degree’. This basically refers to the level in which a learner should perform for it to be seen as credible. The learning objective should either be at its highest level, which means that the student can produce the aim with precision and without any mistakes. Leading to the lowest level where the student can’t produce the aim at all and are making many mistakes.

To which degree should the students be assessed against to be classified as ‘achieving the aim’?

The degree can be described as: A student can “successfully construct” or A student can “accurately describe.” Be sure to elaborate on ‘successful’ and ‘accurate’ to make sure the students are fairly assessed.

You can be more specific in your assessment criteria in stating: A student can “list all 12 moving parts” or A student can “name all parts of a machine.”

When writing down the degree to which students are assessed in your learning objective make sure that it’s stated accurately. Unacceptable criteria are vague for example: “must be able to make 80 percent on a multiple-choice exam” or “must pass a final exam” or “to the satisfaction of the instructor” are not precise enough and can’t count as a degree.

Rather change “To the satisfaction of the instructor” to “according to an instructor-supplied checklist of criteria.”

The assessment criteria should be easily measured by looking at the student’s performance.

Many instructors, teachers and facilitators don’t value the importance of writing learning objectives. It’s vital to any class and should be given some thought. Learning goals, aims and objectives should be very clear before doing any kind of lesson plan. A teacher should know what they are working towards in order for students to reach their full potential and achieve the aim of the class. Writing a decent and thorough learning objective shows competency and skill of the instructor.

Using the ABCD method (Audience, Behavior, Condition and Degree) will help you clarify your learning objectives and ultimately help you and your students achieve a better outcome.

Action Words and Phrases to Avoid

Your objectives should be free of vague or ambiguous words and phrases. Below are some of the action verbs that are not observable or measurable:

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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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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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

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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 Create an Effective Lesson Plan Presentation

Regardless of the subject or content you’re teaching, having a lesson plan in place prepares you for class by offering detailed guidelines for the session. The lesson plan doesn’t have to be lengthy or complex—it just needs to include elements about what you’re teaching, the method of presenting this material, and what objective and goals you wish your students to achieve as part of the curriculum.

Why Lesson Plans Are Important

It’s crucial for teachers to prepare their lessons in advance and implement the best teaching approaches. Attending a session without a lesson plan can be counterproductive for both students and teachers. Without the right preparation beforehand, classes can end up being unproductive or confusing.

Below are a few reasons why you should consider lesson planning:

Lesson Planning is Handy for Classroom Management

Developing the lesson plan from the learning objectives provides flexibility in adapting to different teaching methods and classroom management techniques. For instance, hybrid or online classes require a different delivery approach from the traditional classes, which means making modifications to any existing plans. With the right foresight and plan in place, classes can stay on topic and effective. Such circumstances underscore how crucial lesson plans are in ensuring that the class runs smoothly, regardless of the learning environment.  

Lesson Planning Creates Student Success

Various studies have shown that students benefit immensely from and appreciate well-structured lessons. Thus, success is more likely when students engage and show interest in the material being taught. Using a curriculum guide, teachers can develop valuable lesson plans based on specific objectives and goals (what’s intended for students to learn). 

​​Lesson Planning Is Central to Teacher Success

Teachers’ success is, to some extent, pegged on students’ success. Besides that, the documents you develop as part of the lesson planning process are often part of your assessment by school administrators. What’s more, as you advance your teaching career, your lesson plans serve as a repository for your expanding body of knowledge. Thus, the significance of lesson planning cannot be overlooked when it comes to advancing your career as an educator.

Lesson Planning is Vital in Student Assessment

Lastly, lesson plans turn the learning sessions into clear objectives for students and a way to gauge their understanding of the subject matter. One notable benefit of the lesson plan is tailoring the assessment to a particular objective while considering students’ specific needs. You can use common assessment methods such as quizzes, tests, and homework assignments.

How to Write a Lesson Plan

Lesson plans include different sections that clarify questions students might have about the subject on hand. What are the lesson objectives? What subjects will be covered during the session? How long will the course take?

• Introduction – As the lesson commences, it’s good to have a concise yet vivid introduction about what the lesson will cover. The ideal practice is to create a memorable title for every lesson to create a general understanding of the learning material students will be interacting with.
• **Lesson Objectives –**This section is critical as it allows the students to ascertain each lesson. When it comes to objectives, it is crucial to consider the acquired skills you expect the students to gain by the end of the session. Each objective should be measurable and actionable; meaning after every session, students should be able to apply what they’ve learned.
• Learning Activities – This should be a detailed account of how each activity will lead the class to achieve its predetermined goals. To create valuable activities, consider how each learning activity fits each objective, and the requirements students need.
• Practice – Practices are primarily intended to assess students’ comprehension of the material and aid in memorizing what they have learned in class. Therefore, it is crucial to include this in the lesson plan so that assessments can always be done at the appropriate time.

Today, lesson planning has been made less time-consuming and easier, thanks to smart whiteboards for the classroom . A digital whiteboard like the Vibe Board Pro provides unmatched performance that shows you know your craft and are way ahead of the pack.

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How Smart Whiteboards Simplify Lesson Plan Creation and Presentation

Not only does using a smart whiteboard make learning accessible , it’s also a great way of enhancing and enriching your lesson plans with interactive activities for the class. Smart whiteboards function as a touch screen for all; during class sessions, you and your students can use it as a digital whiteboard to create a space where students’ engagement, knowledge, and teamwork are appreciated.

While the smart whiteboard aids in making your lesson more engaging, interactive, and educational, you as the teacher can still customize your teachings to what you want them to be. This helps in foiling any hitches in your lesson presentation and makes switching from one topic to another seamless.

Below are more specific ways how smart whiteboards make your lesson plan presentation better:

Take Advantage of Built-in Templates

Once you invest in a smart whiteboard, make sure to take advantage of the wide variety of built-in lesson planning templates. You can use these templates to improve lesson plans while leveraging the technology associated with smart whiteboards. Even better, these templates can be easily customized for every lesson plan and cover different subject matters, allowing you to create new lesson plans without always starting from scratch quickly. How cool is that?

Organize and Present Lesson Plans Better

Smart whiteboards combine the power of the traditional whiteboard and a TV/projector into one hub, allowing you to write on the board while concurrently projecting it to the classroom. This allows you to conduct lesson plan presentations on a larger scale while also letting students see what’s going on.

For instance, if you’re presenting on an extensive topic involving multiple subtopics, a smart whiteboard will help you walk students through each subtopic with ease. Begin with the presentation divided into primary or main sections, highlight key definitions, and add infographics and videos to ensure that every student understands the tiniest detail.

Additionally, you can get students involved in the lesson plan presentation by asking questions, polling them on key points, or allowing them to follow along on their tablets or laptops.

Record Lesson Plan Presentations

Another benefit of using smart whiteboards in the classroom is that a lesson plan presentation can be recorded and accessed long after the session is over. This allows your students to access the material on their own time.

Final Words: Creating a Lesson Plan Presentation

Lesson plan presentation offers students the first interaction with the material they will learn. Take your time, appreciate the process, and create an attractive and comprehensive lesson plan that will encourage your students to have deep and thoughtful learning experiences. Even better, all of this can be made easier with smart whiteboard technology. Leave the spiral notebooks and sticky notes at home. A smart whiteboard is all you need.

What is the presentation stage in lesson planning?

Presentation is usually the core of the lesson plan. During this stage, theteacher introduces the topic and the key subject matter the students need to master. Presenting with smart whiteboards is exceedingly easy and less time-consuming.

What are the 5 steps in lesson planning?

The five steps are:

• Objective: A learning concept or objective is introduced.
• Warm-up: Revise the previous lesson
• Presentation: Present the material using suitable tools and techniques.
• Practice: Students try to apply what they have learned.
• Assessment: Evaluate whether the objectives were achieved

How does lesson planning help teachers?

Planning lessons in advance allows teachers to arrive at class each day prepared to introduce new concepts and facilitate engaging discussions rather than improvising as they go. In other words, without a lesson plan, teachers may be left scrambling, making students lose interest in the material to be learned.

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Writing a Lesson Plan: Objectives and Goals

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Objectives, also known as goals, are the first step in writing a strong  lesson plan . This article includes descriptions of the objectives of lesson plans, how to write them, examples, and tips.

Goal-Writing Tips

Whenever possible, write clearly-defined and specific objectives (goals) that are easy to measure. That way, at the conclusion of your lesson, it will be relatively easy to determine if you met or missed your objectives, and by how much.

In the objectives section of your lesson plan, write precise and delineated goals for what you want your students to be able to accomplish after the lesson is completed. Here is an example: Let's say that you are writing a lesson plan on nutrition . For this unit plan, your objective for the lesson is for students to identify the food groups, learn about the food pyramid, and name a few examples of healthy and unhealthy foods. Your goals should be specific and use exact figures and phrasing whenever appropriate. This will help you quickly and easily determine if your students met the objectives or not after the lesson is over.

What to Ask Yourself

In order to define your lesson's objectives, consider asking yourself the following questions:

• What will students accomplish during this lesson?
• To what specific level (i.e. 75% accuracy) will students need to be able to perform a given task in order for them to be considered proficient and their progress satisfactory?
• Exactly how will the students show that they understood and learned the goals of your lesson (worksheet, oral, group work, presentation, illustration, etc)?

Additionally, you will want to make sure that the lesson's objectives align with district and state educational standards for your grade level. By thinking clearly and thoroughly about the goals of your lesson, you will ensure that you are making the most of your teaching time.

Here are a few examples of what an objective would look like in a lesson plan.

• After reading the book Life in the Rainforest , sharing a class discussion, and drawing plants and animals, students will be able to place six specific characteristics into a Venn diagram of the similarities and differences of plants and animals with 100% accuracy.
• While learning about nutrition, students will keep a food journal, create a balanced meal using the food pyramid or food plate, write a recipe for a healthy snack, and name all of the food groups and a few foods that correlate with them.
• While learning about the local government, the goal of this lesson is to have students identify the specific components of local government and be able to generate four to six sentences using local government facts and vocabulary.
• While students learn about the pattern of digestion, by the end of the lesson they will know how to physically point out areas of the digestive tract, as well as tell specific facts about how the food we eat can turn into the fuel that our bodies need.

After the objective, you will define the anticipatory set .

Edited by: Janelle Cox

• How to Write a Lesson Plan
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• Write Lesson Plans
• Writing a Lesson Plan: Independent Practice
• Topics for a Lesson Plan Template
• Writing a Lesson Plan: Closure and Context
• Advantages and Disadvantages of Lecturing
• Lesson Plan Calendars
• Short and Long Vowel Lesson Plan
• Using Bloom's Taxonomy for Effective Learning
• How to Teach Theme
• 3 Real World Exit Slips for Formative Assessment

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Blog Education 27+ Easy-to-Edit Lesson Plan Examples [+ Writing Tips]

27+ Easy-to-Edit Lesson Plan Examples [+ Writing Tips]

Written by: Alice Corner Dec 07, 2023

Lesson plans are the best way to deliver an effective and engaging lesson. Lesson plans also help keep you on track to ensure that your learners hit their goals and targets, in line with your course curriculum.

But sometimes in the high-pressure world of education, it can be difficult to find the time to create inspiring lesson plans on your own. This is the time to enlist the help of a lesson plan maker and lesson plan templates .

I’ve gathered together 28 of the best lesson plan examples for all grade levels that you can use to ensure your lessons are insightful and inspiring.

Click to jump ahead :

What is a lesson plan?

• What are lesson plan sections

How to write a lesson plan?

English lesson plan examples, history lesson plan examples, middle school lesson plan examples, kindergarten lesson plan examples, high school lesson plan examples, preschool lesson plan examples, math lesson plan examples, elementary lesson plan examples, art lesson plan examples.

• Science lesson plan examples

Simple lesson plan examples

Elearning lesson plan examples.

• Simple lesson plan format

How to present the lesson plan

A lesson plan is a document that outlines the content of your lesson step-by-step. It’s a list of tasks that your students will undertake, to help guide your teaching.

Lesson plans are usually printed or saved as PDFs for teachers to use. You can make your own with a lesson plan template .

What are lesson plan sections?

Lesson plans primarily include a schedule of activities that you will deliver in the lesson. Some lesson plans also include additional sections for more thorough planning.

A general format of a lesson plan can be like this :

• Lesson activities
• Lesson materials
• Lesson objectives
• Lesson goals
• Lesson feedback

1. Objectives: know your destination

When writing a lesson plan, start by outlining the learning objectives—what you want your students to take from the session and work backward. Having clear and specific goals helps you plan activities for a successful lesson.

2. Welcome to the hook: make ’em want to learn

Start with an engaging “hook” to capture your students’ attention and make them eager to learn more. This could be a thought-provoking question, an interesting fact, or a surprising tidbit.

Apply a top-down method: plan on a course level the lessons you’re going to include and then go deeper and think about the activities you would like to include in each lesson.

3. Step-by-step: outlining the activities

Now that your students are hooked, it’s time to get down to business. Work on exercises or projects you would like your students to take on. These should serve two important purposes: allowing your students to apply the knowledge they learn in class and allowing you, the teacher, to assess students’ understanding of the materials.

This might include direct instruction (i.e., when you teach the material), guided practice (working together as a class), independent practice (students work on their own) and group activities.  Think about the best way to engage students and make sure you include a variety of these activities besides just tests or exams, like quizzes, group discussions, group projects and so on.

Example: If your objective is teaching persuasive writing, your steps might look like this:

• Explanation of persuasive writing techniques and purpose
• Guided practice: analyzing persuasive texts as a class
• Independent practice: having students create a persuasive argument on a given topic
• Group activity: Debating the different arguments in teams

Remember the old adage: “Tell me, and I forget. Teach me, and I remember. Involve me, and I learn.” 

4. Check for understanding: keep ’em on track

It’s not uncommon for students to zone out (we’ve all been there), so it’s crucial to regularly check if they’re on track. This means asking questions throughout the lesson and encouraging your students to reflect on the material.

Once you’ve got all these noted down, you can start arranging all the lessons and activities in a meaningful and logical order as well. This applies to the activities within a single lesson too. Answer these questions:

• How much time do you have for the whole lesson?
• What do you plan to start and end the lesson with?
• How much time do you have for each activity?
• If you still have time after all the activities are done, what are you planning to do?
• If you run out of time, what activities are you planning to drop?

As you plan your lesson, keep in mind that not all students learn at the same pace and in the same way. Tailor your activities and materials to accommodate different learning styles, skill levels and interests. This could mean offering choice in assignments, providing extra support for struggling learners, or challenging high-achievers with extended tasks.

Creating an English lesson plan is the best way to keep track of all the learning strands and activities that are needed for learning success.

Imagination, drama, romance and tragedy. English lessons have it all. But they can also be complicated to teach, with many moving parts to any one lesson. 

Like you’ll see in the English lesson plan examples below, creating engaging activities to a strict time schedule is perfectly possible with enough planning.

Use your lesson plan to schedule each activity by the minute

Any teacher will know the feeling of reaching the end of your material with 10 minutes left in the lesson.

Avoid running short (or running over!) in your lessons by planning down to the minute. The English lesson plan example below measures out timings for each activity so you finish perfectly on time. 

You can use a timer on your interactive whiteboard , or get students to time themselves. Scheduling is a great skill to incorporate into any lesson plan.

Creating a history lesson plan is essential for a successful session no matter if you’re teaching the near past or the ancient history.

Using common teaching resources such as timeline infographics , or imaginative play and learning are exciting ways to make your History lesson plans exciting.

Prepare for history lessons with a history timeline infographic

Teaching history effectively and engagingly relies on the teacher’s ability to bring the past back to life. For some students, mentally visualizing history can be difficult. A timeline infographic is a great way to teach historical events.

When planning your history lesson, make sure you have all of your timelines sorted. You can either prepare your history timelines in advance or get the students to create their own history timeline as part of the lesson activity.

Venngage has a whole range of timeline infographic templates that are easy to customize. 

Want to learn more about how to create a timeline infographic ? Check out the video below:

Use themes and historical events to enrich your lesson planning

When planning your history lessons, look for topical themes or historical events that you can anchor your lesson plan around.

In the lesson plan example below, the teacher is using Black History Month as an anchor point for their students’ learning.

Teaching the historical significance of Black History Month and engaging students in related learning activities throughout February is a great way to contextualize current affairs. There are plenty of resources online to help create your Black History Month lesson plans.

Related Reading: Looking for other global holidays and events to theme your lessons on? Check this Ultimate List of Holidays .

When creating middle school lesson plans, like in the templates and examples below, it’s important to focus on success and simplicity.

Middle school is a time for make or break for many learners. Skills that they learn in middle school carry them through life and it can be a huge weight to carry. But teaching middle school can also be incredibly rewarding. Here are some tips to help you create an effective middle school lesson plan:

Make note of what success looks like in your lesson plan

In teaching, quite often the end goal is not for the students to just arrive at the correct answer, but to understand the process of getting there. Having this mentality in your mind whilst lesson planning is an excellent way to ensure your students are learning effectively and that you are maximizing your teaching impact.

Add a section to your lesson plans as to what success looks like for you and your students like in the Middle School lesson plan template: 

Color code your lesson plan for ease of use

Colors can be a great differentiator in content and color-coding your lesson plans is a great way to make information pop. In this lesson plan example, each day has a different color which makes planning and evaluating much easier.

Related Reading: What Disney Villains Can Tell Us About Color Psychology

Creating a kindergarten lesson plan involves similar principles to those used for preschoolers but with a bit more structure and focus on foundational academic skills.

We all know that meme “teaching kindergarten is like using a blender without a lid”. Staying organized is super important and having thorough easy-to-follow kindergarten lesson plans is one way to make sure your teaching stays on track. 

Use themes to help plan your Kindergarten lessons

Help your kindergarteners embrace learning by using themes to plan their education. Themes are a great way to work through lots of different learning activities under one thematic umbrella.

This kindergarten lesson plan example uses St Patrick’s Day as its thematic anchor and bases Math, Art, Science and more off of one common theme. 

Make your lesson plans easy to skim

We’ve all been in a spot when our mind goes blank and we need to quickly refer back to our lesson plan. Especially if you’re interviewing or teaching in front of others.

By making your lesson plans easy to skim, you can quickly regain your train of thought and continue conducting a successful lesson.

In the sample lesson plan below the teacher has used simple blocks, checklists and icons to help ensure their lesson plan is easy to understand at a glance.

Creating a high school lesson plan involves a more structured approach, as students at this level are typically engaged in more advanced academic subjects.

Ensuring that your High School lesson plans account for success and reinforcing skills is one way to deliver the best education for your learners.

Include indicators of skill in your high school lesson plans

In high school, lesson plans tend to be more advanced. In the high school lesson plan example below, the teacher has included a section for indicators of skill. 

Indicators of skill are a great way to measure your students’ understanding of a topic and can be used to help inform your planning and teaching. Add two or three skill indicators into your lesson plans to ensure you know how to identify which students may need additional support from you in teaching.

You can also scroll back to the Math lesson plans section for more ideas on high school lesson plan templates.

Remember how I mentioned you should include timelines in your lesson plan? Well, for a high school lesson plan, you can include a timeline template like this one to make sure your students understand all the dates required for their school project:

Creating a preschool lesson plan involves careful consideration of the developmental needs and interests of young children. Shaping young minds is a rewarding experience, but it can sometimes feel like juggling too many balls at once.

With so many different essential key skills to teach, using a thorough Preschool lesson plan is important for making sure that your learners progress stays on track.

Break your Preschool lesson plans into learning sections

Preschool curriculums can be complex, covering multiple areas of crucial childhood development.

Help visualize each of these areas in their own right by creating a preschool lesson plan that takes a broad overview.

By breaking your lesson plan into learning sections, like this Preschool lesson plan example, you can get a glance at all elements of your students learning at once.

Get an overview of your week with a weekly lesson plan

A weekly lesson plan works great for preschool education planning, as it helps you identify and build lessons around common themes or goals. In the lesson plan template below, weeks have been broken down into different areas of focus.

Use icons in your Preschool lesson plan

Using icons is a great way to communicate visually. Icons are easy to understand, especially when you’re skimming a document. 

Take this lesson plan template for example, not only do the icons help communicate the lesson themes, they also make the lesson plan example super engaging and fun.

Using icons can also be a great way to help students who struggle with non-visual learning. For more ways to improve your lesson accessibility, check out this guide to creating a Color Blind Friendly Palette .

Creating a math lesson plan involves careful planning and consideration of various elements to ensure effective teaching and learning. Check out these lesson plan ideas for math tutors for writing the best math lesson plan, as well as some templates you can edit.

Use pops of color in your lesson plans

Just because your lesson plan tackles a complex subject doesn’t mean it has to be boring. In this lesson plan example a mint green color has been used to help break up the design. You could color code different subjects or units if you have multiple classes to teach.

Break your lesson plan into sections to make it easy to follow

Being properly prepared for any eventuality in your lesson starts with good planning. By using sections, like in the lesson plan example below, you can cover all of your bases. 

When lesson planning, consider the following:

• Lesson discussion questions
• Activity options for multiple group sizes
• Lesson notes or feedback

In this math lesson plan activity, the teacher has thought through all of the needs of their class.

Think outside the box when lesson planning

When lesson planning, the world, or at least the internet, is your Oyster. Instead of just teaching vocabulary, use scavenger hunts, word searches, or story activities. 

Try picking a new activity and building your lesson around that. In the lesson activity example below, Merriam-Webster has a dictionary scavenger hunt that will keep students engaged and entertained throughout your English lesson.

Highlight your lesson objectives at the top of your lesson plan

Your learning objectives should guide your lesson planning, not the other way around.

In this sample lesson plan that focuses on analyzing a film for an English class, the learning objectives are housed within the same section as the lesson plan overview, right on the first page:

If you want to learn how to write an actional learning objective , check out this post on learning objective examples .

When creating Elementary school lesson plans, you need to make sure that you’re keeping a good overview of many different subjects at once. 

Having a clear, easy to understand Elementary lesson plan, like in the examples below, is really important for making sure that all your learning objectives are being met.

Break your elementary lesson plans into day and subject sections

Elementary students will often be studying various topics and subjects at once and keeping an overview of this can be difficult. By creating a weekly lesson plan you can make sure that your students stay on track. 

In this lesson plan template, subjects and activity have been split across the days, with simple summaries of each section within the lesson plan. 

Include notes sections in your lesson plans

Planning a lesson is important, but reflecting on a lesson is essential. Adding notes sections to your lesson plans, like in this weekly lesson plan example, is a great way to remind yourself to evaluate as you go.

Evaluating yourself and your lessons can be a daunting task. Applying various evaluation strategies, such as a SWOT Analysis , is an easy way to give your evaluations focus.

When creating art lesson plans, use bright colors, patterns, icons and graphics to create a truly engaging visual art lesson plan, like in the examples below.

Art lessons lend themselves to creative and visual learning , so your Art lesson plans should be creative and visual as well.

Incorporate learning examples in your art lesson plans

Art lesson plans can be one of the most fun to create. Art as a visual medium lends itself to an exciting and decorative lesson plan. 

In the art lesson plan example below, the teacher has inserted visual examples to use during the lesson directly into their lesson plan. Collecting all of this information in one place means that you can quickly refer back to your lesson plan mid teaching. 

Be creative with your art lesson plan design

If you’re creating an art course, you’re probably a creative person. Why not let that creativity shine in your lesson plan templates?

Fun illustrations and patterns have been used in the lesson plan sample below to create a visually appealing lesson plan design.

When picking colors for your lesson plan design, some schools will need to be aware of color connotations. Certain colors should be avoided due to gang or rivalry associations. Some schools will also want to ensure that all materials produced fit within your school colors.

Use colors and patterns in your art lesson plan designs

As well as colors, patterns can be used, like in this art lesson plan example, to create interest in your lesson plan design. 

Picking a patterned but simple background is an easy way to add depth to any lesson plan design.

Science l esson plan examples

Planning a science lesson can mean anything from experiments to monitoring or diagramming and labelling.

Following a template, like in the science lesson plan examples below, can help make sure that your science lessons run smoothly.

Provide a space for reflection in your science lesson plan

Whilst a lesson plan is a place to schedule your activities, it can also be a great document to refer back to when planning future sessions. Adding a reflection section in your science lesson plan can be a great way to add notes about what worked and what didn’t within your lesson, for future reference. 

Break projects down into sections of deliverables

If you’re conducting a difficult lesson, such as a hands-on science project, it can be handy to help yourself and your students by outlining expectations. A checklist can be a great way to make your science lesson plan as effective as possible.

In this lesson plan example, the deliverables have been broken into easy-to-follow checklists.

Use illustrations to bring your lesson plan templates to life

Your lesson plans should inspire you, not bore you! Using illustrations is a great way to bring your lesson plans to life. 

In this sample lesson plan, the teacher has used colorful and playful illustrations to reflect the content of the lessons.

Creating simple lesson plans involves breaking down the content into manageable components and incorporating straightforward activities.

Sometimes simple is best—especially when it comes to lesson planning. When you’re panicked mid-teaching, having a simple and straightforward lesson plan that you can take a quick glance at it can be invaluable. 

Keep your lesson plan simple for stressful situations

When performing under pressure, staying simple is usually the best option. Using a clean and modern lesson plan design is one way to ensure that you can stay focused on what matters: teaching. 

Simple doesn’t have to mean boring, though. Using good design principles and following one or two graphic design trends means that your simple lesson plan template can still look smart.

Use an icon to help differentiate different subject lesson plans

Icons are an easy way to differentiate your lesson plans by subject or topic. In the lesson plan example below, a large book icon has been used at the top of the page so that you can quickly see that this is an English lesson plan.

You could use an icon for each subject you teach, or use icons to tell a story . You could even replace the icon with a photo of your lesson materials!

Use an action plan approach in your lesson planning

In the simple lesson plan example, the tasks in the lesson plan have been labeled as an “action plan” . By keeping the lesson plan design simple, the focus is really on the content of the lesson plan.

Creating an action plan when teaching your lessons is a great mindset for creating engaging lessons and proactive teaching.

When creating eLearning , distance learning, remote learning, digital learning lesson plans—basically, anything outside the usual classroom setup—always be ready for its own set of unique challenges.

Engaging learners from behind a screen, or creating lessons that can exist outside of a traditional classroom environment can be difficult. But proper eLearning lesson plans can help you navigate non-traditional learning environments.

Break your eLearning lesson plan into activities or subjects

With so many people shifting to remote or digital learning keeping track of all of your separate subjects can be difficult. Creating an eLearning lesson plan that is broken into smaller chunks, with space for each topic, is an easy way to keep learning on track.

In this eLearning lesson plan example subjects are color coded and broken into small blocks.

For more examples of eLearning lesson plans, check out this post on course design templates .

Looking for more eLearning resources?

• 7 Ways to use eLearning Infographics
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• What is an Infographic?
• 10 Types of Visual Aids for Learning

Use a daily schedule when learning remotely

Learning remotely can be a big change for both teachers and students. One way to keep your learning on track is with an easy-to-follow daily schedule. Using a daily schedule as a lesson plan, like in the example below, is one way to maintain a routine during difficult times.

As well as scheduling within your lesson plan, you can also create a calendar to help keep your students on track.

Allow time for creativity and fun in your lesson plans

One of the biggest benefits of eLearning, Remote Learning and Digital Learning is that you can stray from the confines of a traditional classroom. 

Giving students the opportunity to explore topics creatively can be one way to engage your learners in difficult times. Every student will have a different learning style and by scheduling structured creative learning activities you can ensure that your entire class has the opportunity to thrive.

Simple lesson plan format you can use

Though there are a several lesson plan types and no one format can be used for all lessons, the basic lesson format is always a good starting point.

This format covers the basics of teaching – say a little bit, do a little bit . The important part here is to provide input in a way that enables learners to see the structure and sequence.

You should format it this way:

• Lesson purpose: What you want students to learn or know about?
• Input : Specific information you want students to know.
• Activity : Used to get students to manipulate information from input.

Informing students on what they’ll be learning or doing keeps them more engaged and on track. So, it’s always a good idea to share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class.

By doing this, you help students not only retain knowledge better but understand the rationale behind in-class activities.

To sum up: Use a lesson plan template to write an actionable and easy-to-follow lesson plan

Writing a lesson plan from scratch can be difficult, which is why Venngage has created tons of lesson plan templates you can edit easily. You can also draw inspiration from the different lesson plan examples in this post to customize your lesson plan template.

Simply create a Venngage account, pick the template you want and begin editing. It’s free to get started.

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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.

Eberly Center

Teaching excellence & educational innovation, design & teach a course, articulate your learning objectives.

Before you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning.

Alignment among three main course components ensures an internally consistent structure. Alignment is when the:

• OBJECTIVES articulate the knowledge and skills you want students to acquire by the end of the course
• ASSESSMENTS allow the instructor to check the degree to which the students are meeting the learning objectives
• INSTRUCTIONAL STRATEGIES are chosen to foster student learning towards meeting the objectives

When these components are not aligned, students might rightfully complain that the test did not have anything to do with what was covered in class, or instructors might feel that even though students are earning a passing grade, they haven’t really mastered the material at the desired level.

Aligning these three components is a dynamic process, since a change in one necessarily affects the other two.

Articulating your learning objectives will help:.

• YOU select and organize course content, and determine appropriate assessments and instructional strategies.
• STUDENTS direct their learning efforts appropriately and monitor their own progress.

Learning objectives should be student-centered.

We, as instructors, often have a good idea of what we want to accomplish in a given course:

We want to cover certain topics, or we want to teach students certain ideas and skills.

We should also think in terms of what we want the students to be able to do at the end of the course. It is very helpful to articulate learning objectives by completing this prompt:

“At the end of the course, students should be able to _____.”

Learning objectives should break down the task and focus on specific cognitive processes.

Many activities that faculty believe require a single skill (for example, writing or problem solving) actually involve a synthesis of many component skills.

To master these complex skills, students must practice and gain proficiency in the discrete component skills.

• writing may involve identifying an argument, enlisting appropriate evidence, organizing paragraphs, etc.
• problem solving may require defining the parameters of the problem, choosing appropriate formulas, etc.

Breaking down the skills will allow us to select appropriate assessments and instructional strategies so that students practice all component skills.

Learning objectives should use action verbs.

Focusing on concrete actions and behaviors allows us to make student learning explicit, and communicates to students the kind of intellectual effort we expect of them. Sample learning objectives for a math class might be:

• “ State theorems” (implies memorization and recall)
• “ Prove theorems” (implies applying knowledge)
• “ Apply theorems to solve problems“ (implies applying knowledge)
• “ Decide when a given theorem applies” (involves meta-cognitive decision-making skills)

Using action verbs enables you to more easily measure the degree to which students can do what you expect them to do.

Learning objectives should be measurable.

Because learning objectives should guide the selection of assessments, they cannot be vague.

All of learning objectives we've exemplified are measurable in that they point to a clear assessment that can easily check whether students have mastered that skill (e.g., asking students to state a given theorem, giving students a thesis statement to prove, asking students to solve a textbook problem that requires the application of a theorem, or asking students which theorem they would use in a given situation).

Some learning objectives that are typically vague but are often used include:

• “Understand X”
• “Obtain a working knowledge of X”
• “Gain an appreciation for X”

These objectives can be clarified by asking ourselves:

"What would students do differently if they really 'understand' or 'appreciate' X?"

Articulating your learning objectives at the appropriate grain can be challenging at first. Here are some resources to help:

• List of action verbs (pdf) – a starting point for writing learning objectives
• Bloom’s taxonomy – taxonomy created to categorize a continuum of educational objectives
• Samples of learning objectives from a variety of courses
• Contact us to talk with an Eberly colleague in person.

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GCSE Spanish 2024 - Module 1 (¡Diviértete) - Intro lesson (El mundo hispanohablante)

Subject: Spanish

Age range: 14-16

Resource type: Lesson (complete)

Last updated

27 August 2024

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Lesson for the new GCSE Spanish 2024. It covers Module 1 (¡Diviértete!), introduction lesson (El Mundo hispanohablante)

EXAM BOARD: Edexcel

FILE TYPE: the lesson is an editable PPT file. Includes a print version and some recordings for a phonics activity that is included.

CONTENT: this lesson covers Spanish speaking countries, Hispanic sports people and use of adjectives in Spanish. All answers are included and embedded in the PPT file.

*Please note listening files must be purchased from the exam board and that I cannot provide them.

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