What are the Differences Between Aims and Objectives?

Aims are general statements concerning the overall goals, ends or intentions of teaching.
Objectives are the individual stages that learners must achieve on the way in order to reach
these goals.

Example a teacher might have an aim that a learner should be able to save work on a
computer. To achieve this aim a series of objectives must be met. eg to create a folder,
navigate between menus, save a document.

 Aims are general, objectives are specific.

 There are more objectives than aims.
 Aims are like strategy, objective are like tactics.

Aims and objectives can form hierarchical structures so that in complex curricula aims at
one level might be seen as objectives at another.

What are the main categories of learning objectives?

Learning objectives are aimed at the three domains of learning: knowledge, skills and
attitudes.

Why use learning objectives?

If you don’t use objectives, how can you build in assessing of learning (what would you
assess?) and how can you measure if your teaching is being effective and learners are
learning? The objectives you set help you plan, clarify and prioritise the learning.

How do you write aims and learning objectives?

What do you want your learners to be able to DO after they have learned something that you
have taught (bear in mind students may learn many things with you but use judgment to
focus on the most important outcomes at this stage in their course)

So the aims and objectives for one possible teaching sequence might look like the following:

Aims:

The learner can create a story sack for their child

Objectives:

1. Understands key learning points for young children from

creative play
2. Can list at least 5 suitable objects for story sacks
3. Can identify 3 sources of equipment for story sacks
4. Can explain how to make finger puppets from scratch
 5. Can describe 2 methods for fastening material

Objectives do not include the word 'know' or 'understand'. They do include active verbs such
as 'state', 'explain', 'outline', 'list' or 'describe'. They are statements of what you want your
learners to do.

Examples of learning objectives verbs

The following lists contains examples of verbs which describe the sorts of things you want
your students to be able to do and may help you to write useful learning objectives.

Knowledge

analyse arrange calculate circle cite

classify compare contrast compare define
describe match differentiate group identify
interpret itemize label list match
name outline plan record revise
select solve state Give examples
evaluate recognise

Skills

adjust assemble chart collect use

draw employ establish illustrate imitate
interact locate maintain measure modify
make organise rearrange return set up
practice manipulate master fit perform
demonstrate

Attitudes

accept adopt advocate approve assess

challenge characterise choose criticise defend
evaluate formulate judge justify manage
model persuade recommend resolve select
specify value reassure empathise

Adapting learning objectives to be more, or less, challenging

You can change the verbs to be more complex, or add conditions.

For example, simple objectives might be to list or state facts. More challenging objectives
might ask learners to apply or use knowledge in a particular context. Higher levels of
objectives ask learners to solve complex problem. This might involve gathering information,
researching and analysing, or using knowledge to create something in a difference context
(e.g. use knowledge of making apple pie to design a different filling)

Labelling something already created, or choosing from options is less challenging than
creating your own list, or drawing your own diagram.

Objectives can be altered by degree e.g. demonstrating 5 ways to multiply 2 digit numbers is
more challenging than modelling one way of multiplying.