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Determine the course goals—the ways your students
will benefit by taking the course. |
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Determine the learning objectives—the things
your students will be able to do upon successful
completion of the course. |
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Ensure that the majority of your learning objectives
operate at the Application, Analysis, Synthesis, and Evaluation
levels. If students are to meet the objectives, they must
be able to use, to do something more with
the knowledge gained in the course. Setting too many objectives
at the lower levels of Bloom’s taxonomy will limit
active involvement. As focused activity produces learning,
objectives should be set above the knowledge level.
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Check to ensure that your objectives are commensurate
with your students’ readiness to accomplish them.
Be sure that the objectives are realistic, positive, and
will result in success rather than frustration and loss
of engagement. |
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Decide whether you wish to include enabling objectives
on your syllabus. If so, define them. |
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Check the wording of the objectives against Audience-Behavior-Condition-Degree
guidelines. |
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Place the course goals and the learning objectives
in your syllabus. |
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Determine the assessments that will validly and
reliably measure your students’ achievement of the
objectives (see the section of the Learning Syllabus Maker
on Assessment). |
