Learning objectives were originally introduced by Mager (1962) to support instructional designers in creating high-quality education. They help ensure that no topics are overlooked and that there is a logical structure within a course or curriculum.
But like many concepts, this idea has been overgeneralized (Thalheimer, 2015). This gave rise to the belief that students themselves should know and learn the learning objectives, and that this would support their learning process. However, scientific research indicates that there is little to no evidence for this (Rothkopf & Billington, 1979; Rothkopf & Kaplan, 1972). This is largely because learning objectives are often too abstract and general.
In knowledge-oriented courses, for example, learning objectives do not show how students should approach the material or what they should pay attention to. They lack the concrete guidance that students need to internalize the content and understand its deeper meaning. That's why it's not necessarily important to state learning objectives, except perhaps to clarify overarching ideas of your course.
Thalheimer (1996) proposes using focus objectives instead of learning objectives. These objectives are specific and concrete and indicate directly what students can focus on. An example of an abstract learning objective is: “The student understands the importance of ethics in research.” A more concrete focus objective would be: “The student can name the four core principles of ethical research (respect, beneficence, justice and integrity) and apply them to a case example.” You can best formulate focus objectives using the same language as the teaching materials, and you can use them at any moment during a lesson or within the materials.
Tip 1: from abstract to concrete
Formulate focus objectives using specific words that students will also encounter in the study materials. Such concrete formulations prevent students from having to guess what is important or which questions they should ask. As a teacher, you take on the role of guide, helping students start with confidence.
Instead of: “The student knows the concepts of marketing,” say: “The student can explain the 4 Ps of marketing (product, price, place, promotion) and apply them to a given case.” The focus is on the concrete knowledge and skills students need to acquire. Avoid action verbs like “describe” or “explain”; use words that draw attention and are relevant. For example: “The student can convince their peers of the value of conducting research using a 1,000-word argument.”
Tip 2: strategic timing, repetition and visual cues
Present focus objectives not only at the start of the course, but also for each topic or lecture. This helps students repeatedly direct their attention to what matters most. Repeat what you consider important. You can strengthen this further by using visual elements, such as bold text or icons. Make sure you regularly refer to the focus objectives to check whether students are keeping them in mind.
Tip 3: pre-testing
A useful way to create focus for students is to offer a pre-test at the start of a tutorial or lecture. A pre-test activates prior knowledge and immediately directs attention to what matters, without requiring students to formulate a learning question themselves. This is a more effective way to mentally orient students than asking about expectations or personal learning goals.
These should be questions about content that is yet to be covered or that spark interest. Multiple-choice questions work well here, as they direct students’ attention to the material. It is important not to reveal the correct answers immediately, as this stimulates deeper processing. You can reveal the answers later in the lesson.