In our pedagogy courses, we toss around the terms “instructional objectives” and “course learning outcomes” like they are unquestionable cornerstones of classroom work. We might be proud of our lesson plan templates, with their four-bullet objectives heading up the daily agenda.
But how often do our students make a clear connection between our course instructional objectives or learning outcomes and the actual work they are doing in and for class? Is it truly beneficial to include these items on the syllabus, or on an assignment, or anywhere? Current pedagogical theory says that it benefits the students, but … does it really? Maybe the better question is, when is it beneficial?
The rest of this text in this post is merely placeholder text. I have not yet written this blog post, but by the summer of 2021, it will all be here.
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