How to Write Learning Objectives: Examples for Teachers

A teacher can have an excellent lesson activity, an engaging presentation, and carefully prepared worksheets, yet the lesson can still feel unfocused if the learning objective is unclear.

One of the most common examples is:

Students will understand fractions.

The intention is clear to the teacher, but the objective does not tell us what students should actually demonstrate. Should they identify fractions, compare them, simplify them, add them, or solve real-world problems involving fractions?

A stronger objective makes the expected learning visible:

By the end of the lesson, students will compare fractions with unlike denominators using visual models and explain which fraction is greater.

Now the teacher knows what to teach, what students should practice, and what evidence to look for.

Learning objectives state what students should learn in a class, unit, or course. Cornell University’s Center for Teaching Innovation notes that learning outcomes, also called learning objectives or learning goals, help teachers decide on content, activities, and assessment.

For teachers, clearly describe what students will be able to demonstrate.

This guide focuses primarily on how to write learning objectives, with practical steps and classroom examples you can use immediately.

What Is a Learning Objective?

A learning objective is a clear statement describing what students should know, understand, or be able to do after instruction.

The important part is the student action.

Compare these two statements:

Teacher-focused

Teach students how to identify the parts of a plant.

Student-focused

Students will identify the roots, stem, leaves, flowers, and fruit of a flowering plant.

The first describes what the teacher plans to do.

The second describes what students are expected to demonstrate.

This distinction matters because learning objectives should guide the whole lesson. The objective should influence:

Objective → Learning activity → Practice → Assessment

For example:

Objective: Students will compare renewable and non-renewable energy sources.

The lesson activity might ask students to sort energy sources into categories.

The assessment might ask students to compare two energy sources and explain one advantage and limitation of each.

The pieces work together.

The University of Waterloo’s Center for Teaching Excellence similarly explains that intended learning outcomes should focus on what learners can achieve and provide a basis for selecting appropriate learning activities and assessment.

How to Write Learning Objectives

1. Start With What Students Should Be Able to Do

The most important shift is simple:

Do not begin with what you will teach. Begin with what students will demonstrate.

Compare:

Teacher will explain the causes of soil erosion.

with:

Students will explain two causes of soil erosion and describe how each cause affects soil.

The first describes the teacher’s activity.

The second describes student learning.

The University of Waterloo’s Center for Teaching Excellence recommends focusing intended learning outcomes on what learners should know, do, or value rather than on what the instructor will cover or present.

A useful starting question

Before writing the objective, ask yourself:

“At the end of this lesson, what should students be able to do that they could not do, or could not do as well, before the lesson?”

Your answer is the raw material for the objective.

Example

Suppose you are teaching the water cycle.

Your first thought might be:

I want to teach evaporation, condensation, precipitation, and collection.

That is the content.

Now ask:

What should students do with that knowledge?

Perhaps:

Explain how the four stages are connected.

Your objective becomes:

Students will explain how evaporation, condensation, precipitation, and collection are connected in the water cycle.

That is much easier to teach and assess.

2. Identify the Most Important Learning

Before choosing an action verb, decide exactly what matters most in the lesson.

Teachers often try to put everything into one objective.

For example:

Students will define, identify, explain, compare, analyze, evaluate, and create a presentation about renewable energy.

That is probably too much for one lesson.

Instead, ask:

What is essential?

Perhaps students need to distinguish renewable from non-renewable energy sources.

Then the objective could be:

Students will classify common energy sources as renewable or non-renewable and explain the reasoning behind their classification.

The University of Waterloo recommends balancing specificity with attainability. An outcome should be specific enough to assess but not so detailed that it becomes unnecessarily restrictive.

A practical teacher test

Ask:

If I had only 40 minutes, what is the most important learning students should demonstrate by the end?

That answer should guide your objective.

3. Choose an Observable Action Verb

This is one of the most important steps in writing a strong learning objective.

A learning objective needs a verb that describes something students can demonstrate.

Good examples include:

identify
describe
explain
classify
compare
solve
calculate
demonstrate
apply
analyze
evaluate
justify
design
create

Cornell recommends using action verbs that produce behaviors or products you can observe and measure.

Be Careful With Vague Verbs

Teachers frequently write:

understand
know
learn
appreciate
become familiar with
become aware of

These words describe worthwhile learning, but they do not tell you exactly what evidence you will collect.

For example:

Students will understand photosynthesis.

How will you know?

Instead, write:

Students will explain how plants use light, water, and carbon dioxide during photosynthesis.

Now you can listen to or read the explanation.

Cornell specifically recommends avoiding verbs such as “appreciate,” “become aware of,” “become familiar with,” “know,” “learn,” and “understand” when they make the expected learning difficult to observe or measure.

Important point

This does not mean that students should never understand something.

Understanding is important.

The problem is that “understand” does not tell you how students will demonstrate that understanding.

Turn it into an observable action.

For example

Instead of:

Students will understand the causes of pollution.

Write:

Students will identify three major causes of pollution and explain their effects on the environment.

4. Choose the Right Action Verb for the Learning

Do not choose a verb simply because it sounds sophisticated.

The verb should match the type of thinking you expect students to perform.

Bloom’s Taxonomy is useful here. Cornell’s teaching resource describes six commonly used cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating, with associated action verbs.

Remembering

Use this level when students need to retrieve information.

Useful verbs:

identify
name
list
define
recall
recognize
label
select

Example

Students will identify the five oceans of the world on a map.

Understanding

Use this when students need to demonstrate meaning.

Useful verbs:

explain
describe
summarize
classify
interpret
compare
paraphrase

Example

Students will explain how evaporation contributes to the water cycle.

Applying

Use this when students need to use knowledge or a procedure.

Useful verbs:

solve
calculate
demonstrate
use
apply
perform
construct

Example

Students will use the area formula to calculate the area of five rectangles.

Analyzing

Use this when students need to examine relationships, parts, evidence, or patterns.

Useful verbs:

analyze
examine
compare
contrast
differentiate
categorize
investigate

Example

Students will analyze two characters’ decisions and explain how those decisions affect the story’s development.

Evaluating

Use this when students need to make a judgment using evidence or criteria.

Useful verbs:

evaluate
assess
critique
justify
defend
recommend
judge

Example

Students will evaluate two solutions to a local environmental problem and justify which solution is more practical using evidence.

Creating

Use this when students need to produce something new.

Useful verbs:

create
design
develop
construct
formulate
generate
devise
produce

Example

Students will design a simple water filtration system using available classroom materials.

Bloom’s Taxonomy should be treated as a planning tool, not a requirement that every lesson must reach the “highest” level. The appropriate level depends on students’ prior knowledge, the content, and what you actually want them to learn. The University of Waterloo similarly notes that Bloom’s Taxonomy can help teachers determine an appropriate level of learning for their students.

5. Add the Specific Content Students Will Learn

Once you have selected the action verb, add the content.

A simple structure is:

Students will + action verb + specific content.

Examples

Students will identify the main parts of a flower.
Students will explain how condensation occurs.
Students will solve two-step equations.
Students will compare two characters in a short story.
Students will analyze data from a plant-growth experiment.
Students will design a simple electrical circuit.
Notice how each objective tells us both:

What students will do

and

What they will do it with.

6. Add a Condition When It Helps Clarify the Task

Sometimes the objective needs more information about the circumstances in which students will demonstrate learning.

This is especially useful when the resources or situation matter.

You can add phrases such as:

Given a map…
After reading the passage…
Using a calculator…
Using experimental data…
Given five examples…
Without using a reference sheet…
Using a provided data set…

Example

Instead of:

Students will identify the causes of climate change.

You could write:

Given a set of environmental data, students will identify three factors associated with changes in global temperature.

Or:

After reading the provided historical source, students will identify two pieces of evidence that reveal the author’s perspective.

The condition should be included when it adds useful clarity. It does not need to appear in every objective.

7. Add a Performance Standard When Appropriate

Sometimes you need to specify how well students should perform.

This is particularly useful for skills, calculations, quizzes, practical tasks, or other measurable performances.

You might specify:

at least 4 out of 5
with 80% accuracy
using three pieces of evidence
correctly identifying five examples
completing all required steps
with no more than one calculation error

Example

Given ten examples, students will classify at least eight as renewable or non-renewable energy sources correctly.

Or:

Students will solve at least four out of five two-step equations and show the steps used.

Or:

Students will support their argument with at least two relevant pieces of evidence from the text.

The criterion makes the expectation clearer.

However, do not add an arbitrary percentage simply because every objective appears to need one. If accuracy is not the meaningful part of the learning, another form of evidence may be more appropriate.

8. Put the Steps Together

Now we can combine the pieces.

A practical formula is:

By the end of the lesson, students will be able to + ACTION VERB + CONTENT + CONDITION, if useful + PERFORMANCE CRITERION, if useful.

Example 1

By the end of the lesson, students will be able to identify the five stages of the scientific method.

Example 2

By the end of the lesson, students will be able to explain how evaporation and condensation contribute to the water cycle using a labeled diagram.

Example 3

By the end of the lesson, students will be able to solve two-step linear equations and show the steps used to isolate the variable.

Example 4

By the end of the lesson, students will be able to analyze a short informational text and identify two claims supported by evidence.

Example 5

By the end of the lesson, students will be able to design a simple model of a water filtration system and explain the purpose of each major component.

These objectives are different because the learning is different.

Best Practices for Teachers

Make the Objective Specific, Not Complicated

Specific does not mean long.

Consider:

Students will demonstrate an understanding of the causes, consequences, historical significance, social impact, political implications, and long-term effects of the Industrial Revolution.

This sounds comprehensive.

But it is difficult to use as a practical lesson objective.

Break the learning down.

For one lesson:

Students will explain two major factors that contributed to the Industrial Revolution.

For another:

Students will analyze how industrialization changed working conditions in nineteenth-century factories.

For another:

Students will evaluate one social consequence of industrialization using evidence from historical sources.

Each objective has a clear focus.

The University of Waterloo warns against both overly generic outcomes and outcomes that are so specific that they unnecessarily restrict learning.

Make Sure the Objective Is Achievable in the Available Time

This step is easy to overlook.

Suppose you have a 45-minute lesson.

Your objective says:

Students will design, build, test, analyze, revise, and present a working bridge model.

That may be possible in a longer project, but it is probably unrealistic for one ordinary lesson unless the students have already completed some of the work.

A more realistic objective might be:

Students will design a bridge structure that meets three stated design requirements.

Then testing and revision can become objectives for later lessons.

An objective should reflect what students can reasonably accomplish given:

lesson length
prior knowledge
available resources
grade level
complexity of the task
support available

The University of Waterloo identifies prior knowledge, student level, and instructional context as factors teachers should consider when deciding what students can reasonably achieve.

Make Sure the Objective Matches Students’ Prior Knowledge

The same topic can require different objectives for different groups.

Consider a lesson on ecosystems.

Grade 3

Students will identify producers, consumers, and decomposers in simple food chains.

Grade 6

Students will explain how energy moves through a food chain.

Grade 8

Students will analyze how changes in one population can affect other organisms in an ecosystem.

Secondary Biology

Students will evaluate how changes in population size can alter energy flow and ecosystem stability using provided data.

The topic is related.

The expected thinking is different.

A good objective is therefore not only measurable. It is appropriate for the learners.

Check the Objective Against the Assessment

This is one of the most important steps.

After writing your objective, ask:

“How will I know that students achieved this?”

If you cannot answer that question, the objective probably needs revision.

Objective

Students will compare two characters in a short story.

Suitable assessment

Students complete a comparison chart or paragraph explaining:

one similarity
one difference
evidence from the text

Objective

Students will solve two-step equations.

Suitable assessment

Students solve a set of equations and show their working.

Objective

Students will design a simple filtration system.

Suitable assessment

Students produce a design and explain how it works.

Objective

Students will evaluate the reliability of two online sources.

Suitable assessment

Students examine both sources and justify which is more reliable using stated criteria.

Cornell’s guidance on learning outcomes and assessment emphasizes that outcomes should be measurable and connected to appropriate evidence of learning.

Use the Objective to Choose the Classroom Activity

Once you write the objective, choose an activity that lets students practice the target action.

This is where objective writing becomes genuinely useful.

Objective

Students will classify animals by diet.

Appropriate activity

Students sort animal cards into herbivore, carnivore, and omnivore categories and explain their choices.

Less aligned activity

Teacher gives a 20-minute lecture about animal habitats.

The lecture may contain useful information, but students get little practice with the target action.

Objective

Students will analyze evidence from a historical source.

Appropriate activity

Students examine a source and highlight evidence supporting a particular interpretation.

Less aligned activity

Students copy definitions of historical vocabulary for the entire lesson.

The vocabulary may be useful preparation, but it does not give students enough practice with analysis.

Use “Can” to Test Your Objective

A very practical technique is to rewrite the objective as a student statement beginning with:

I can…

For example:

Teacher objective:

Students will compare renewable and non-renewable energy sources.

Student-friendly version:

I can compare renewable and non-renewable energy sources.

Another:

Teacher objective:

Students will analyze how evidence supports an author’s claim.

Student-friendly version:

I can explain how evidence supports an author’s claim.

This test helps reveal whether the objective actually describes something students can do.

If you write:

I can understand photosynthesis.
you immediately see the problem.
What does “understand” mean in practice?

Elementary Example: Grade 2 Mathematics

Topic: Addition

Students will solve two-digit addition problems using place-value strategies.

Grade 4 Science

Topic: States of Matter

Students will classify examples of matter as solids, liquids, or gases and explain one characteristic of each state.

Grade 6 English

Topic: Main Idea

Students will identify the main idea of an informational passage and provide two supporting details.

Grade 7 Science

Topic: Ecosystems

Students will analyze how changes in one population can affect other organisms in a food web.

Grade 8 Mathematics

Topic: Linear Equations

Students will solve two-step linear equations and verify their solutions by substitution.

Secondary English

Topic: Argument

Students will evaluate an author’s argument by analyzing the claim, evidence, and reasoning presented in an informational text.

The important point is not to make secondary objectives sound more complicated. The objective should accurately represent the level of thinking required.

How to Write Objectives for Practical Skills

Not all learning is about remembering or explaining information.

Some subjects require students to perform.

Examples include:

laboratory work
physical education
art
music
vocational education
technology
engineering
practical science

For these objectives, focus on the observable performance.

Science Laboratory

Instead of:

Students will understand laboratory safety.

Write:

Students will demonstrate correct laboratory safety procedures when setting up and conducting the experiment.

Art

Instead of:

Students will learn shading.

Write:

Students will use gradual changes in value to create the appearance of depth in a drawing.

Computer Science

Instead of:

Students will understand programming loops.

Write:

Students will write a program that uses a loop to repeat a specified operation.

Physical Education

Instead of:

Students will learn volleyball serving.

Write:

Students will demonstrate an overhand serve using the correct preparation, contact, and follow-through.

The University of Waterloo notes that learning can involve cognitive, psychomotor, and affective domains, so objectives should not be limited to academic recall or written responses.

How to Write Objectives for Higher-Order Thinking

Not every objective needs to stop at identifying or describing.

When students have sufficient background knowledge, you can ask them to work with evidence, relationships, problems, or competing ideas.

Compare

Students will compare two approaches to solving the problem and identify one advantage of each.

Analyze

Students will analyze experimental data to determine whether the hypothesis was supported.

Evaluate

Students will evaluate two proposed solutions using three stated criteria.

Justify

Students will justify their conclusion using at least two pieces of evidence.

Design

Students will design a solution that addresses the stated engineering constraints.

Cornell’s assessment guidance connects different levels of learning with suitable tasks such as case studies, critiques, problem sets, projects, and design tasks.

Use a Simple Objective-Writing Formula

When you are short on time, use this:

Students will + VERB + WHAT THEY WILL LEARN.

Examples

Students will identify the parts of a flower.
Students will explain how rainfall occurs.
Students will compare fractions.
Students will solve two-step equations.
Students will analyze a historical source.
Students will evaluate an argument.
Students will design a simple bridge.

Then strengthen the objective when necessary by adding a condition or criterion.

Stronger version

Given a historical photograph, students will analyze two visual details and explain what each detail suggests about the period.

Stronger mathematics example

Students will solve five two-step equations and show the steps used to reach each solution.

A Ready-to-Use Learning Objective Template

Teachers can copy this template directly into a lesson plan:

Learning Objective:
By the end of the lesson, students will be able to [action verb] [specific knowledge or skill] [condition/context, if needed] [performance criterion, if needed].

Example

By the end of the lesson, students will be able to analyze a short informational text and identify two claims supported by relevant evidence.

Mathematics

By the end of the lesson, students will be able to solve two-step equations and show the steps used to isolate the variable.

Science

By the end of the lesson, students will be able to explain how evaporation and condensation contribute to the water cycle using a labeled diagram.

Social Studies

By the end of the lesson, students will be able to compare two forms of citizen participation and explain one advantage of each.

STEM

By the end of the lesson, students will be able to design a structure that meets three stated engineering constraints and explain how their design addresses each constraint.

Quick Reference: Action Verbs Teachers Can Use

Learning focus	Useful action verbs
Remember	identify, define, list, name, recall, label
Understand	explain, describe, summarize, classify, interpret
Apply	solve, calculate, use, demonstrate, implement
Analyze	analyze, compare, contrast, examine, categorize
Evaluate	evaluate, justify, critique, defend, assess
Create	design, create, develop, construct, formulate

These categories are based on the revised Bloom’s Taxonomy commonly used in instructional planning. Cornell provides a more extensive list of action verbs and explains their relationship to different levels of learning.

Conclusion

Writing a learning objective should not be an exercise in finding impressive educational language.

It is a planning decision.

The strongest objectives tell you what students should demonstrate, not simply what topic the teacher intends to cover.

When writing your next objective, use proper sequence:

The objective should act as the thread connecting what you teach, what students practice, and what you assess. When those three pieces point in the same direction, lesson planning becomes much more purposeful and easier to evaluate.

What Is a Learning Objective?

Teacher-focused

Student-focused

How to Write Learning Objectives

1. Start With What Students Should Be Able to Do

2. Identify the Most Important Learning

3. Choose an Observable Action Verb

4. Choose the Right Action Verb for the Learning

5. Add the Specific Content Students Will Learn

6. Add a Condition When It Helps Clarify the Task

7. Add a Performance Standard When Appropriate

8. Put the Steps Together

Best Practices for Teachers

Make the Objective Specific, Not Complicated

Make Sure the Objective Is Achievable in the Available Time

Make Sure the Objective Matches Students’ Prior Knowledge

Check the Objective Against the Assessment

Use the Objective to Choose the Classroom Activity

Use “Can” to Test Your Objective

Examples: Turn Weak Objectives into Strong Objectives

Example 1: Mathematics

Example 2: Science

Example 3: English

Example 4: Social Studies

Example 5: Geography

Example 6: Technology

Example 7: Art

Example 8: Physical Education

Learning Objectives for Different Grade Levels

Elementary Example: Grade 2 Mathematics

Secondary English

How to Write Objectives for Practical Skills

How to Write Objectives for Higher-Order Thinking

Compare

Analyze

Evaluate

Justify

Design

Use a Simple Objective-Writing Formula

A Ready-to-Use Learning Objective Template

Conclusion

Muhammad Saeed Akhter

Leave a Reply Cancel reply