SWBAT: Communicating Learning Goals
Lesson Objective: Make objectives clear to students
All Grades / All Subjects / Purpose

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Thought starters

  1. Why is it important to make learning objectives explicit?
  2. How do students participate in SWBAT?
  3. Objectives are specific and measurable, while learning goals may be more broad. How could you use both in your practice?
41 Comments

Why is it important to make learning objectives explicit?

By making learning objectives explicit, students know what is being covered and what they are expected to know by the end of the lesson.  Allows students oppurtunity to check their own learning and understanding.  By the end of the lesson does x, y, z make sense or do they still have questions?

How do students participate in SWBAT?

Students will verbally respond to the teacher as she says and writes the goals on the board.  "Students will be able to ..."  It gives the students a transition period as well.  They know when she starts SWBAT, that is their clue to pay attention.  It also gives them the outlet of an oppurtunity to speak at the given time.

Objectives are specific and measurable, while learning goals may be more broad. How could you use both in your practice?

You give the students the overall learning goal and split the objectives into smaller pieces.  This allows you to scaffold the objectives into the learning goal.  If the students master the objectives, theorhetically, they will master the learning objective as well.

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  1. Why is it important to make learning objectives explicit?
    • When the learning objectives are explicit, students are more aware of the specific goals of the lesson. They will then know what they are expected to know by the end of class.
  2. How do students participate in SWBAT?
    • Students participate in SWBAT by repeating the teacher's words as she writes them in the SWBAT box.
  3. Objectives are specific and measurable, while learning goals may be more broad. How could you use both in your practice?
    • I would plan my lesson by having a Unit that is broken into its parts each day of class. I would use learning goals to describe teachings that span longer periods of time, such as a Unit. Shorter, daily lessons would be described with objectives.
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  1. Why is it important to make learning objectives explicit?

Making learning objectives explicit helps students to think about their own thinking processes (the process of metacognition), and it gives them a goal at which to aim in their learning. Explicit learning objectives also help to keep the teacher focused and therefore prevent “rabbit trails” from happening in class, in which a teacher might spend too much time on a less relevant aspect of the lesson.

  1. How do students participate in SWBAT?

Students repeat after the teacher in the SWBAT process, which I think is excellent. It encourages students to read and pronounce the words correctly, thus making their learning objectives understandable to them. Vocalizing what they are going to be able to do at the end of the lesson also likely helps to instill confidence in the learners that they will, in fact, be able to do it.

  1. Objectives are specific and measurable, while learning goals may be more broad. How could you use both in your practice?

Objectives and learning goals both have usefulness to the teacher and the students. I would use objectives for daily lessons to help students understand the purpose of each day’s activities and work. I would use learning goals for larger chunks of time, such as a unit, a week, or even a six week period.

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1. It is important to make learning objectives explicit so students know why they are learning the material and what the outcome will be. The students will not be blind if learning objectives are explicit. 

2. Students participate in SWBAT by repeating what they will do for each lesson. This also helps them know what they will do. 

3. You can practice both learning goals and objectives in your lessons by using methods such as SWBAT.

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I love this idea, especially for the group that I will ne teaching, elementary students.  Students will know what the goals are, while at the same time, having fun saying the word SWABAT.

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Transcripts

  • Interviewer: SWBAT, so this is something that has been just really effective in our classroom. We have on our whiteboard,

    Interviewer: SWBAT, so this is something that has been just really effective in our classroom. We have on our whiteboard, a box that says SWBAT. SWBAT.

    Respondents: SWBAT.

    Interviewer: SWBAT.

    Respondents: SWBAT.

    Interviewer: Students will.

    Respondents: Students will.

    Interviewer: Be able to.

    Respondents: Be able to.

    Interviewer: Capitalize.

    Respondents: Capitalize.

    Interviewer: Proper nouns.

    Respondents: Proper nouns.

    Interviewer: SWBAT.

    Respondents: SWBAT.

    Interviewer: SWBAT stands for students will be able to. It states what our objective or our learning goal is for a particular lesson. SWBAT.

    Respondents: SWBAT.

    Interviewer: I will say and write the objective, and students will repeat it. It sort of has a rhythmic tone to it. It just signals to student’s brains, okay, this is our goal for the next 15, 30, 45 minutes. The more we could be transparent with students, the more we model meta-cognition, and we get them thinking about their own thinking and learning.

    We also help them become more effective. SWBAT.

    Respondents: SWBAT.

    [End of Audio]

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Think College Now School
2825 International Boulevard
Oakland CA 94601
Population: 306

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Madeline Noonan
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