For some teachers to write objectives is a real pain in the neck. They usually have a rough idea of what they want to teach but when it comes to assess what their students have learned, they end up to be either too strict or too lenient. Why does this happen? Obviously because they haven't clearly stated their objectives from the very beginning not even to themselves.
According to the relevant literature, a teacher should know that the learning objectives can be cognitive, psychomotor and affective. A long list of verbs are suggested as appropriate to use when a teacher wants to write an objective of any category. And then a whole theory about the reasons why certain verbs should be avoided.
The ABCD method of writing objectives that I've learned this week seems to be very practical. Acrostics are always helpful as they remind you what you shouldn't forget.
ABCD works as an acrostic that reveals the most important elements of an objective. A for Audience (the learners), B for Behaviour (what learners will be able to do after the teaching), C for Condition (how or the context in which the learning will take place), D for Degree (to what extent, in how much time, how well?).
A (Audience) helps you consider the students' profile, skills, starting point.
B (Behaviour) helps decide and design where you want to take your students
C (Condition) helps you consider the teaching tools, the teaching approach, the time required, the learning environment
D (Degree) reminds you that you must set the criteria against which the students' performance will be evaluated well in advance.
Clear though the method it is, it requires a lot of practice on the part of the teachers until they become absolutely able to put all four in one. After reflecting on how well I can apply the ABCD method to my every day teaching practice, I decided to replace the highlighted verb above with the verb "I've been taught". I feel I need to practice more until I meet the target.