Writing Observable Aims
SMART objectives, staging action verbs, and anticipated problems & solutions.
“By the end of the lesson, students will understand the Present Perfect.” This objective sounds reasonable at first glance, but it is fundamentally unmeasurable. How does an observer observe “understanding” inside a learner’s brain? Vague objectives like “understand”, “learn”, or “know” make it impossible to evaluate whether a lesson actually succeeded. Precise lesson planning requires writing clear, observable learner outcomes.
Core Theory & Terminology
1. The Anatomy of an Observable Objective
A well-formulated lesson objective focuses on what learners will be able to DO by the end of the lesson under specified conditions, using action verbs from Bloom’s Taxonomy:
- Vague / Unobservable Verbs: Understand, know, be exposed to, appreciate, study.
- Observable / Action Verbs: Identify, produce, negotiate, rank, categorize, draft, rephrase.
2. Main Aims vs. Subsidiary Aims vs. Personal Development Goals
As required on advanced professional courses and formal evaluation rubrics:
- Main Aim: The central communicative outcome of the lesson (e.g., By the end of the lesson, SWBAT write a 150-word formal email of complaint).
- Subsidiary Aims: The language systems or skills needed to support the main aim (e.g., To practice using formal linking devices: However, Consequently).
- Personal Development Goals: Specific teacher targets for professional growth (e.g., To reduce unnecessary TTT during activity instructions).
3. Anticipated Problems & Solutions (AP&S)
A thorough plan analyzes potential hurdles across Language (MFP, L1 transfer), Task (management, timing), and Materials, providing explicit pre-planned solutions.
In the classroom
Teacher educators review lesson objectives meticulously during formal plan checks:
- In Formal Lesson Planning: Ensure main aims clearly state the target context, target language structure/skill, and measurable task output.
- On Observed Lessons: Assess whether your final lesson stage actually evaluates the stated main aim. If your aim was speaking fluency, ending with a quiet written gap-fill fails to measure your outcome.
- Mentor Feedback: Observers check your Anticipated Problems & Solutions table. Writing “Problem: Students might not understand” is useless; write “Problem: Students may confuse ‘borrow’ and ‘lend’ due to L1 transfer -> Solution: Use CCQs with physical prop demonstration.”
Practical Classroom Application
Main Aim Transformation Matrix
Transform vague teacher-centered statements into precise, observable learner objectives:
| Vague / Teacher-Centered Aim | Observable Learner-Centered Main Aim (SWBAT) |
|---|---|
| “To teach vocabulary about environment.” | SWBAT identify 8 environment-related collocations from a reading text and use them to negotiate a 5-item environmental priority list in groups. |
| “Students will know how to use ‘if’ clauses.” | SWBAT express hypothetical regret about past events using Second/Third Conditional structures in a spoken role-play. |
Quick check
Why is 'Students will understand the past continuous' an ineffective main lesson aim?
Correct.
Quick check
Which of the following represents a properly formulated Anticipated Language Problem & Solution entry?
Correct.
Reflection & Further Reading
Reflective Question
Look at your latest lesson plan aims. Are they written from the teacher’s perspective (“To present X”) or as observable learner accomplishments (“SWBAT do X”)?
Key Reference Areas
- Scrivener, J. — Learning Teaching (Chapter 6: “Aims”).
- Harmer, J. — The Practice of English Language Teaching (Chapter 21).
- Thornbury, S. — An A-Z of ELT (Entry: Aims).