- The first is that laying out lesson objectives describes at the outset the teacher being in control of the outcome of each lesson.
- Secondly, communicating objectives robs the lesson of the sense of discovery that comes as students progress through learning. It's like telling the end of the story before turning the first page of the book. If the student is informed of what the outcome must be, is there really any reason to pay further attention?
- And third, laying out the objectives of the lesson in advance, keeps students from exploring tangential learning opportunities. For instance, "If this, then what about that?" "Sorry, this lesson is not intended to go in that direction."
Can you imagine a school in which students are as interested and engaged as we would hope they might be, but in which they were expected to sublimate their own learning objectives to those their teachers dutifully write on the board each day, and without listening to what student interests might be? Good luck with that one.
Quite sadly and in many cases, student interests are squelched and marginalized. I am reminded of one of my former students who had bounced like a basketball between Clear Spring School and the local public school. He told me, "I hate learning." What I knew to be true was that he had learned to hate being taught. Outside of school, he loved learning to cook, and was busy in after school hours producing claymation video. The problem that kept my student bouncing back and forth between schools was not in the student, but in the institutions that made little allowance for the fact that the student would naturally have learning objectives of his own that could be nourished and brought forth.
Yesterday in the wood shop, I cut fret slots in a fret board, and inlaid small maple dots where normally required between certain frets. I am almost done with yet another box guitar. Today I will continue working in fulfillment of my own objectives.
Make, fix, create, and extend to others the likelihood of learning likewise.