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The learning objectives are indispensable for the development of an effective and meaningful class. Added to this, Wengroff (2019) states that "A learning objective should clearly define the expected outcome of a course in terms of demonstrable skills or knowledge that will be acquired by the learner as a result of the instruction provided." For this reason, it is necessary to know how to develop the learning objectives properly; in this way,
students can understand what are the skills that are acquired during the learning process and how they should put their acquired skills into practice.

Reference
Wengroff, J. (2019). What Is a Learning Objective?Obtenido de https://getsynapse.com/blog/what-is-a-learning-objective/

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A lesson plan refers to the lessons a teacher plans for an effective class. Teachers must plan their lessons with exact objectives and goals to identify what is essential for their students’ knowledge. “An aim in a lesson plan is generally thought to encompass the lesson as a whole. The aim broadly focuses on what you plan to do and achieve with your students in a lesson” (Van-De-Velde, 2018). The activities are planned to achieve the aims in a class.

Aims of the lesson plans often describe what the teacher wants learners to be able to do by the end of a lesson, or what they will have done during it. Teachers can tell learners their lesson aims, or involve learners in setting them. This can help create a sense of purpose and progress. (British Council, n.d.)

References

British Council. (n.d.). TeachingEnglish.  Aims: https://www.teachingenglish.org.uk/article/aims#sidr-0

Van-De-Velde, Z. (2018, June 25). Classroom. Aims and Objectives of Lesson Planning: https://classroom.synonym.com/aims-objectives-lesson-planning-7773020.html

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Achievement aims refer to the objectives that teachers desire or hopes the students will achieve at the end of every lesson.
According to Scrivener (2011) these types of aims are more useful for teachers when planning.
How to write achievement aims?
1. State what new things students will learn
2. State the skills students will improve
3. State the points students will reach
Your achievement aim must be clear and well-defined.

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1. Students will be able to talk about their daily routine.
- Reading aloud.
- Listen to a recording about daily routines.
- Open- ended questions.

2. Students Will be able to ask for directions when traveling abroad.
- Listening to a recording.
-Ask questions.
-Looking for examples.
-Think aloud.

3. Students will be able to talk about their future plans.
- Solicit questions from the students.
- Role play.
-Conversations.

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Topic: Relate multiplication and addition
Producer aims: Students will use a number line to represent and solve multiplication facts.

Topic: short vowels
Producer aims: Students will make a collage of magazine pictures showing items that have a short vowel sound in the first syllable of each item’s name.

Topic: Motion and Forces
Producer aims: Students will use evidence to explain how balance and unbalance forces affect and object’s motion.

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SMART is an acronym that can help to guide to achieve the goals.

Specific (concrete, detailed, well-defined)
Measurable (numbers, quantity, comparison)
Achievable (feasible, actionable)
Realism (considering resources)
Timed (a defined timeline)

Specific refers that goal should be precise and understandable, otherwise teacher will not be able to focus in the efforts to feel motivated to achieve it.

Measurable explains that objectives need to be visible and tangible for teachers and students can see how is the progress is made.

A purpose should be achievable; however, students must feel challenged, but the objective has to remain possible; although teachers must look at if learners have the correct resources available to them.

Realism is about certifying that goal is important to the teacher, and it also orients with other main objectives.  More even, educators make sure that plans direct scholars forward but that he/she is still responsible for obtaining the aim.

Time is crucial to establish how long can implement an aim because it helps to put as a priority over other objectives, and with that, teachers can organize in a better way to develop activities successfully.

Reference
Manning, J. (2019). Back to school: 5 ways to establish SMART goals. Pearson English. https://www.english.com/blog/back-to-school-establish-smart-goals/

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There are many advantages that the development of learning objectives provides and not only to the students but also to the teacher. According to Zhou (2017) learning objectives are important for the following reasons.

·         Learning objectives communicate specifically what students should be able to do.

·         Learning objectives helps instructors select and organize course content.

·         Learning objectives helps instructors practice good course design.

·         Learning objectives helps instructors determine assessment creation

·         Learning objectives tell students what is important.

·         Excellent learning objectives provide a guide for students when reviewing materials and preparing for assessments.

·         Learning objectives are the most powerful if they are actionable and measurable.

Reference
Zhou, H. (2017). Why Does Writing Good Learning Objectives Matter?Obtenido de https://learninginnovation.duke.edu/blog/2017/03/learning-objectives/#:~:text=Learning%20objectives%20should%20be%20used,they%20are%20actionable%20and%20measurable.

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Before knowing why Bloom's taxonomy is so important in effective learning objectives, we need to know the meaning behind Bloom's Taxonomy. Bloom's taxonomy is considered a hierarchical ordering of cognitive skills. Through this classification of competencies, educators set different objectives for their students. Benjamin Bloom introduced the taxonomy in 1956; this taxonomy is divided into six levels of learning, each label has appropriate verbs used for learning objectives:

1. Knowledge: This involves remembering previous learning material.

2. Comprehension: This level is the ability we have to understand the meaning of the learning material.

3. Application: It is the competence to use the learning material in a concrete situation; this means applying rules, methods, and strategies that you have learned.

4. Analysis: At this level is where we draw connections among our ideas; create relationships between what we have previously learned.

5. Evaluate: Students choose a position or make a decision by evaluating different ideas to select a specific point of view.

6. Create: The last level, also the peak of the hierarchical ordering. At this level, the learners design new ideas.

Each level helps the educator create objectives through verbs that are specifically for each skill in the hierarchical ordering. These “multilevel-verbs” can be used in different activities. For example, you could have an objective that states “At the end of this lesson, students will be able to explain the difference between verbs and adjectives.” This would be an understanding level objective. However, if you wanted the students to be able to “…classify the types of verbs.” This would be an analyzing level verb.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1965). Taxonomy Of Educational Objectives, Handbook II: Affective Domain. The Educational Forum, 29(3), 371-372. doi:https://doi.org/10.1080/00131726509339406

Shabatura, J. (2013, September 27). Using Bloom’s Taxonomy to Write Effective Learning Objectives. Retrieved from University of Arkansas Tips: https://tips.uark.edu/using-blooms-taxonomy/

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According to Bloom's Taxonomy, for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists commonly used ambiguous words or phrases that should be avoided so that the intended outcome is concise and explicit.

• Believe
• Hear
• Realize
• Capacity
• Intelligence
• Recognize
• Comprehend
• Know
• See
• Conceptualize
• Listen
• Self-Actualize
• Memorize
• Think
• Experience
• Perceive
• Understand
• Feel

Phrases to Avoid:
Evidence a (n), To Become, To Reduce, Appreciation for…, Acquainted with…, Anxiety, Attitude of …, Adjusted to…, Immaturity, Awareness of …, Cognizant of…, Enjoyment of…, Conscious of…, Feeling for…, Familiar with…, Interest in …, Knowledge of…. Knowledgeable about.., Understanding of…, Self-Confident in..

Newton, P. & Da Silva, A. & Peters, L. (2020). A Pragmatic Master List of Action Verbs for Bloom's Taxonomy. Frontiers in Education. 5. 107. DOI: 10.3389/feduc.2020.00107.