The “New” “Old” Lesson Objective

During the traditional Pre-Observation Conference, the question about “What is the lesson objective?” often surfaced. So what is so important about the objective? In looking at backwards design, if we understand what we want the students to learn, take away from, or further develop during a specific classroom lesson, then we can fully develop a lesson that will help the students master the lesson objective. The lesson is much more that your thoughts for the day or a list of activities to accomplish during the class period.  The lesson objective should drive your instruction. It should direct, challenge, and empower your learners.

The McREL instructional strategies are research-based best practices for classroom instruction. This year our school began the year with an intentional focus. We determined that we would focus on the McREL strategy of the “objective”. We knew that by focusing on this key element of the lesson that we could make intentional gains in student understanding of the Learning Standards. We utilized PD time, faculty meetings, plan time meetings, and time during our August Teacher Meetings focusing on this new approach to using objectives in the classroom. Thanks to McREL and Classroom Instruction That Works by Dean, Hubbell, Pitler, and Stone, we have progressed through our journey in transforming our educational practices.

In implementing the lesson objective with Quality, Fidelity, Intensity, and Consistency (QFIC), there are four McREL recommendations. These four components must be included during the instructional facets or phases of the given lesson:

1.      Set learning objectives that are specific, but not restrictive,

2.      Communicate the learning objectives to the students and parents,

3.      Connect the learning objectives to previous and future learning,

4.      Engage students in setting personal learning objectives

In working with our teachers, leadership team, and Classroom Instruction That Works trainer, we were able to see, over the course of this school year, a transformation in how our school prepares, writes, and implements the use of the “new” objective.  Students are now having discussions with partners where they are personalizing the lesson objective and making it relevant to their work during class. From the Physical Education unit on volleyball to the choir lesson where the students analyzed their choir concert performance, or from the English Language Arts lesson on Argumentative Writing, to the Science lesson where students will understand the difference between position, velocity, and acceleration, our students are personalizing their learning and are making deeper connections within each content area of study.

In monitoring our progress, we have well over 55% of our walkthrough observations noting QFIC implementation of the lesson objectives.  The “new” “old” objective has transformed how we think about, consider, write, and implement the lesson objectives in our classroom each and every day. 

So as you evaluate your work with student learning this year, I want to challenge you to revisit the “old” lesson objective and consider looking at the “new” lesson objective!