Richard Smart

"I agree. I can't imagine not using learning objectives. I like the SMART acronym, and the all, many, some (I learned this as: all must, many should, and some could). While I use objectives to plan my lessons and units, I don't share them with students. We use questions instead, following Christine Counsell's ideas on historical inquiry and the essential questions of Grant Wiggins (http://www.authenticeducation.org/bigidea......). I find that students struggle to internalize objectives, but instantly respond to a question. I guess it is the way we are made?" - Richard Smart

"I agree. I can't imagine not using learning objectives. I like the SMART acronym, and the all, many, some (I learned this as: all must, many should, and some could). While I use objectives to plan my lessons and units, I don't share them with students. We use questions instead, following Christine Counsell's ideas on historical inquiry and the essential questions of Grant Wiggins (http://www.authenticeducation.org/bigidea......). I find that students struggle to internalize objectives, but instantly respond to a question. I guess it is the way we are made?" - Richard Smart

"I agree. I can't imagine not using learning objectives. I like the SMART acronym, and the all, many, some (I learned this as: all must, many should, and some could). While I use objectives to plan my lessons and units, I don't share them with students. We use questions instead, following Christine Counsell's ideas on historical inquiry and the essential questions of Grant Wiggins (http://www.authenticeducation....). I find that students struggle to internalize objectives, but instantly respond to a question. I guess it is the way we are made?" - Richard Smart