• ABCD Method

• Bloom's Taxonomy verb

• Think about what you want learners to be able to DO at the end of the module (what can you observe learners doing)

• Thank you!

1. Given a Canon DSLR camera in manual mode, learners will be able to demonstrate correct adjustment of ISO, shutter speed, and aperture to achieve proper exposure in at least three different lighting environments.

2. After practicing with manual settings, learners will be able to create a photo series of at least five images that intentionally apply shutter speed, ISO, and aperture for artistic effect.

How These Fit My Course

These objectives support the purpose of the course by combining both technical skill and creative application. The first objective ensures participants can confidently operate a camera in manual mode across different lighting conditions, which is essential for producing high-quality images.

The second objective encourages participants to apply that knowledge in a practical, creative project, demonstrating both mastery of camera functions and the ability to make intentional artistic choices. Together, these objectives prepare participants to use manual photography for professional or personal creative expression confidently.

1. Given workplace scenarios, middle and high school students will demonstrate (Apply) adaptability skills by adjusting their responses to shifting priorities during a simulated team activity.

2. After completing interactive lessons and role-play exercises, students will evaluate (Evaluate) their own communication behaviors using a provided rubric to identify strengths and areas for improvement.

 How These Objectives Fit the Course Purpose

• Objective 1 addresses the core employer concern: students need to adapt quickly in real-world situations. Using demonstrate (Apply) ensures learners actively practice the behavior rather than just recalling definitions.

• Objective 2 aligns with developing self-awareness and professional growth, two key durable skills. The verb evaluate (Evaluate) promotes higher-order thinking by asking students to analyze their own communication performance, which directly supports the program’s goal of preparing students for internships and apprenticeships.

These objectives ensure the module is performance-based, authentic, and directly tied to the needs identified by employers and the WBL Advisory Board.

Module Objectives

1. The player will be able to identify the signaled formation and execute the correct formation by moving to their assigned spot on the field. The player will adjust their spacing and differentiate their role based on formation orientation (front side vs. back side, concept side vs. non-concept side).

2. Given multiple scenarios, the player will be able to analyze the field situation and apply the alignment rules of the Travis Offense based on ball placement. The player will evaluate the zone of the field and the ball’s position relative to the hash marks to determine and demonstrate the correct alignment prior to the snap.

How these Objectives fit the Course Purpose

Formation, alignment, and spacing form the foundation of the Travis Tiger Offense. Mastery of these elements ensures that all players are synchronized in both timing and spacing, which is critical for consistent execution. The two objectives outlined, executing proper formation recognition and applying alignment and spacing rules, serve as essential building blocks that will support, reinforce, and enable all future learning within the Offense.

1. Students will be able to identify the five groups and their nutritional roles in a healthy diet.

2. By the end of the lesson, students will be able to create a balanced meal using the MyPlate guidelines on MyPlate.com.

How These Fit My Course:

These objectives are age-appropriate and support the course's goal of teaching healthy eating habits. By identifying the five food groups, students are able to build a foundation for nutrition. This allows the students to create a balanced meal plate that represents the five food groups, putting their knowledge into practice. Together, these objectives help students recognize important nutrition and develop skills to build balanced meals.

Module Objectives:

1.      By the end of this lesson, students will be able to differentiate between the three most common types of embroidery stabilizer.

2.      By the end of this lesson, students will be able to infer which stabilizer would be appropriate for basic types of fabrics.

How these objectives fit course purpose:

The course purpose is to learn the basics of machine embroidery. One of the key components of successful embroidery is using the correct stabilizer. It is the foundation for every embroidery project. Learning about the three basic types and discerning which one to use on which fabric is crucial. Improper stabilization can cause loose stitches, puckering, which can distort the final product.

1. Parents and caregivers will be able to identify three everyday routines that support early literacy and math development.

2. By the end of the lesson, parents and caregivers will be able to demonstrate one literacy or math activity at home and share their example with peers in the course.

   How These Fit My Course:
   These objectives directly support the course’s purpose of equipping families with practical tools to reinforce their child’s learning. By identifying everyday routines, caregivers gain awareness of simple opportunities for literacy and math practice. Demonstrating an activity allows them to put strategies into action and build confidence in supporting their child. Together, these objectives connect family involvement to children’s academic growth in meaningful, doable ways.

By the end of this course, you should be able to:

1. Explain the core principles of gamification and differentiate them from traditional learning approaches.

2. Identify effective gamification strategies and design a simple classroom activity that incorporates at least one gamified element.

How do these objectives fit in my course?

The purpose of my course is to help educators create more interactive and engaging courses or curricula for their classroom. This course will give them the most basic ideas and suggestions, helping them learn how to gamify their content.

Objective 1 helps educators understand the basic principles of gamification and then compare gamified learning to their current curricula. Comparing these two will give them the option to choose what is best and may also spark an idea.

Objective 2 will help the educator understand new strategies and how to build a game that works for their content, and then they will put that knowledge to work by creating a gamified course.

Together these objectives will help educators include games in their teachings.

1. Identify key scheduling protocols and appointment types used in healthcare access to ensure accurate bookings.

2. Apply scheduling guidelines by correctly entering at least five mock patient requests into the scheduling system with 90% accuracy.

Explanation:
These objectives fit the purpose of my course because they directly address the skills new healthcare access representatives need to succeed in their roles. The first objective aims to build foundational knowledge of scheduling rules and protocols, while the second focuses on the practical application of these concepts in a real-world setting. Together, they ensure learners not only recognize correct procedures but can also demonstrate accuracy when scheduling patient appointments.

After completing this module, the student will be able to:

1. Given a list of properties, compile data from the County Assessor’s website with 100 percent accuracy to support analysis.

2.  Given the compiled property data, organize the properties by highest to lowest delta between assessment value and market value with 100 percent accuracy.

Fit to Course Purpose:

These learning objectives fit the course purpose by enabling the student to master the skill of compiling accurate property data from public sources like the County Assessor’s website, a foundational step in any investment analysis.  With this data in hand, they learn to organize properties based on key financial indicators, such as the delta between assessment and market value, revealing potential opportunities for profit.

1.       After reviewing course tutorials and examples, students will explain two potential risks of misusing AI in coursework in 2–3 sentences.

2.       After completing an interactive activity on ethical guidelines, students will apply those guidelines by writing one 2–3 sentence reflection proposing an ethical way to use AI in their coursework.

3.       Given two peer reflection examples on AI use, students will evaluate whether each example aligns with ethical guidelines by providing at least one justification for their decision per example.

Why it fits:

1.       Students need to understand the risks of misusing AI, such as plagiarism or over-reliance, to avoid those pitfalls. Being able to articulate risks demonstrates deeper comprehension of academic integrity issues and prepares them to make informed choices.

2.       The course is practical in nature, so students must be able to apply ethical guidelines to their own coursework. This step moves beyond knowledge and into skill-building, helping them practice responsible integration of AI as a learning support tool.  This objective sets an explicit length and accuracy requirement for the reflection, making it assessable and aligned with the short 30-minute course format.

3.       Evaluating peers’ AI use requires higher-order thinking and critical judgment, reinforcing ethical decision-making. This mirrors real-world academic and professional contexts where students will encounter others’ use of AI and need to assess appropriateness.

Reference

OpenAI. (2025, September 24). ChatGPT [Large language model]. https://chat.openai.com/

These objectives fit my course's purpose by focusing on effective classroom managment strategies that will provide course participants with key components that will build relationships, foster community and prevent disruptions.

By the end of this course, technicians should be able to :

1. Identify the three levels of tissue quality with 100 percent accuracy.

2. Given a specific defect, determine the level of quality and the corresponding course of action with 100 percent accuracy.

   
   

How these objectives fit the course purpose:

The purpose of this course is for the technician to be able to complete an hourly quality inspection.

The first objective sets the foundation and allows the technician to scaffold their learning. It falls in the understanding level of Bloom's Taxonomy.

The second objective builds upon the first by allowing the technician to apply the understanding gained in the first objective.

Knowing what level the defect is will allow the technician to determine the appropriate course of action.

The purpose of my course is to train incoming CS and Cyber advisors on the proper policies, procedures, skills, and degree requirements for the degrees they will be advising (CS and Cyber). Each module will address a different aspect of being a successful advisor. For this module, the overall purpose is to teach the advisors about the specifics of the CS curriculum and get them to a point where they are comfortable with course sequencing, evaluating degree plans, and creating graduation timelines. The expectation is not for the advisor to be 100% knowledgeable and be able to complete this things completely on their own, but they should at least be at a point where they can identify common sequencing errors or answer basic program questions without having to refer to the curriculum. Further development of this knowledge will come from future practice, hands on advising, and further training in following modules. The objectives I have included for this fit well within my course overall, but more specifically for this specific module on the CS curriculum because they are all focused on achieving specific goals related to curriculum knowledge. This will help in achieving the overall course goal of creating an informed and successful CS/Cyber advisor.

1.     After training with simulated scenarios, Advisors will be able to examine student success progress and organize academic success plans based on specific needs of the student.

2.     Advisors will be able to assess gaps within advising methods and facilitate timely, effective appointments

How these objectives fit the Course Purpose:

1.     The first objective supports the course purpose by offering asynchronous training scenarios that highlight various student behaviors, life experiences, or other factors that may affect student success progress. By recognizing these factors, advisors can organize or restructure a student’s success plan based on factors’ effects.

2.     The second objective supports the course purpose by defining methods of advising that properly utilize data systems, social skills, and student engagement practices to improve the quality and productivity of their advising appointment

These two objectives combined together will strengthen and expand the hard and soft skills of a college advisor to improve student-staff engagement, student success, and academic completion.

1. After completing the “College Tech Made Simple” module, first-generation college students will be able to identify essential digital literacy skills (such as using an LMS and composing professional emails) with at least 80% accuracy on a knowledge check quiz.

2. When completing guided practice activities within the LMS, first-generation college students will be able to apply digital tools (including cloud storage, discussion boards, and campus portals) with 90% successful task completion.

How These Objectives Fit My Course

These objectives fit my course by directly addressing the purpose of College Tech Made Simple, which is to help first-generation college students build confidence with essential digital tools. By first learning to identify core skills, such as navigating the LMS and professional communication, students gain the foundational knowledge they need. Then, by applying digital tools in guided practice, they transition from understanding to action, ensuring they can effectively utilize technology throughout their academic journey.