Being clear about what your students need in order to make progress

Glossary
S-Specific: Concise, well-defined statements of what students will know, understand, and be able to do at the end of the lesson. The objective should state exactly what is to be accomplished by the student and the conditions in place, such as, “Given a topic on American history”, “Provided with a calculator and a three minute time limit”, or “Independently, following the five-step scientific method”.
Learning outcomes should be simply stated in student-centered terms. If students are aware of the intended outcome, then they know where their focus should lie. This clarity helps decrease anxiety about their ability to succeed and helps build intrinsic motivation.
M-Measurable: Learning objectives must be quantifiable. Measurable objectives state the outcomes that can be assessed in definite and specific ways; the quality or level of performance that will be considered acceptable (mastery level). The criterion can be expressed by describing the performance standard to be met, such as, “Write a descriptive paragraph that includes a topic sentence, three supporting detail sentences, and a closing sentence.” When writing mastery level, you often begin with the word “with”, then add description, such as “90% accuracy”, “no errors”, “appropriate punctuation” or “accurate vocabulary”.
A-Attainable: Learning objectives should be written at the appropriate developmental level for student success. It is essential that students have the prerequisite knowledge and skills and that the lesson’s time frame supports achievement of the objective. You can determine the appropriate level of challenge by referring to pre assessment results. Learning activities should be challenging, yet offer students a realistic chance to master the objective.
R-Relevant: The skills or knowledge described must be appropriate for the grade level and subject area or an individual’s IEP goals. The process of setting learning objectives begins with knowing the specific standards, benchmarks, and supporting knowledge students in your school or district are required to learn. Common Core State Standards and curriculum documents are the source for this information. This is essential to ensure students receive the same important content from teacher to teacher.
T-Time-bound: Time-bound – State when students should be able to demonstrate the skill. In this course the learning objective will be:“by the end of the lesson”.