Will Thalheimer’s recent video on learning objectives describes one particular type of objective as a double-edged sword that can both increase and decrease learning. Fortunately, he provides several evidence-based ways to write focusing objectives that promote learners’ engagement with critical content.

For Thalheimer, focusing objectives is just one type of objective among many, including:

• table-of-content objective (which outlines the content)

• performance objective (which specifies what learners will be expected to do)

• evaluation objective (which defines how learning designers will assess learning). 

As its name suggests, a focusing objective directs learners’ attention to the most important content to be covered. 

This “focusing effect” is powerful. When content is identified as important, learners pay more attention to it. This improves learning of any content covered by focusing objectives. However, content that is not targeted may be ignored. 

What can we learn from Thalheimer’s review of the research about how to write effective focusing objectives? 

Use focusing objectives selectively. If you use them routinely, learners come to expect them and they become less effective. Alternatives include prequestions, repetition, and visual or verbal cues that call attention to important content. 

Mirror wording. Use the same language in your learning content and your objectives. This consistency prepares readers to recognize and pay attention to the key terms in the objectives when they encounter them in the content. For example:

• EFFECTIVE: Determine the date when a new employee will become eligible for a full 401(k) match.  

• NOT EFFECTIVE: Determine the date when a new employee will become eligible to fully participate in our company’s defined-contribution plan.

• REASON:Focusing objectives must be worded to “specifically mirror the wording in the learning material,” says Thalheimer. More abstract or general terms like “defined-contribution plan” could confuse or distract learners who expect to learn about 401(k)s. 

Cut extra words. Use words that readers will recognize as salient, or closely tied to content. Cut words that are not related to content. 

• EFFECTIVE: Distinguish between a defined-benefits plan and a defined-contribution plan. (11 words) 

• NOT EFFECTIVE: Distinguish between these two types of retirement plan: a defined benefits plan and a defined-contribution plan such as a 401(k) with 90 percent accuracy. (24 words) 

• REASON: Readers will recognize salient words as closely related to important content and pay attention to them. In contrast, the 13 nonessential words in the noneffective example will not trigger learners’ attention.  As Thalheimer says, “Nonsalient words don’t matter.” In fact, ”adding extra words, particularly words that specify the criteria of performance (à la Mager) will actually distract learners and hurt learning.” 

How do you write focusing learning objectives? Add to the dialogue by sharing your examples or advice in the Comments section.

Want to learn more about best practices for writing learning objectives? Join us for the next offering of our Essentials of Writing Learning Objectives online workshop.