Writing learning objectives is not my favorite thing to do as a teacher. At least not in the formats required by institutions of higher learning. (How many schools actually require that objectives be written in educationalese?) By the time I get through reading objectives written including who, what, format, degree, etc., my brain hurts so much, I’m not sure how much learning I’m going to do. What is ironic to me is that more often than not the educational classes requiring that their students write objectives in this way seldom write their own learning objectives using the same format. It is much easier for me and for the students I have taught to break up learning objectives, activities, and assessments. This is what we are going to learn, this is how we are going to learn it, and this is how I am going to check and see if you learned it (using, of course, measurable verbs). All right, so much for my own personal rant and observations regarding learning objectives :).
One of our assignments this week was to write some measurable objectives for a current or potential online course and map the relationship between objectives, activities and relationships. Learning, activities and assessments are all intertwined in a great learning environment with some assessment happening within the activities so that the instructor can modify instruction as needed. Assessment should never be an add on activity at the end of a unit, but an essential part of the instruction. The learning process is seldom linear which makes concept mapping a great method of outlining a potential unit or course.
With this in mind, I created this concept map using Inspiration to detail the learning process I envision for teaching students literary analysis within literature circles.