15 Action Words That Can Make A Lesson Objectives Clearer
A good lesson objective should clearly state what learners should be able to do by the end of the lesson.
Instead of using vague words such as know, understand, learn or be familiar with, use action words that show an observable outcome.
- IDENTIFY
Use identify when learners are expected to recognise, point out or select something they have learnt.
Example:
By the end of the lesson, learners should be able to identify three sources of water.
- DEFINE
Use define when learners are expected to state the meaning of a word, concept or term.
Example:
By the end of the lesson, learners should be able to define evaporation.
- DESCRIBE
Use describe when learners should state the features, characteristics or appearance of something.
Example:
By the end of the lesson, learners should be able to describe two characteristics of living things.
- EXPLAIN
Use explain when learners should make an idea, concept or process clear in their own words.
Example:
By the end of the lesson, learners should be able to explain why plants need sunlight.
- LIST
Use list when learners are expected to mention or write several items.
Example:
By the end of the lesson, learners should be able to list five personal hygiene practices.
- CLASSIFY
Use classify when learners should group things according to their characteristics or properties.
Example:
By the end of the lesson, learners should be able to classify animals according to how they feed.
- COMPARE
Use compare when learners should examine two or more things and identify their similarities and differences.
Example:
By the end of the lesson, learners should be able to compare rural and urban communities.
- SOLVE
Use solve when learners should apply what they have learnt to arrive at an answer or solution.
Example:
By the end of the lesson, learners should be able to solve simple multiplication problems involving two digit numbers.
- DEMONSTRATE
Use demonstrate when learners are expected to show a skill or process practically.
Example:
By the end of the lesson, learners should be able to demonstrate how to wash their hands correctly.
- CREATE
Use create when learners are expected to produce something new from what they have learnt.
Example:
By the end of the lesson, learners should be able to create a simple poster on environmental cleanliness.
- APPLY
Use apply when learners should use what they have learnt in a new or practical situation.
Example:
By the end of the lesson, learners should be able to apply the rules of punctuation when writing sentences.
This helps the teacher move learners from simply remembering information to actually using it.
- ANALYSE
Use analyse when learners should break information into parts, examine relationships and identify how the parts are connected.
Example:
By the end of the lesson, learners should be able to analyse the causes of soil erosion in their community.
This requires deeper thinking than simply listing the causes.
- EVALUATE
Use evaluate when learners should examine information, make a judgement and support that judgement with reasons or evidence.
Example:
By the end of the lesson, learners should be able to evaluate two methods of conserving water and justify their choice.
The important part is not just making a choice but giving reasons for it.
- CONSTRUCT
Use construct when learners are expected to build, form, organise or produce something using what they have learnt.
Example:
By the end of the lesson, learners should be able to construct a simple electric circuit using the materials provided.
This is particularly useful for practical and activity based lessons.
- DIFFERENTIATE
Use differentiate when learners should distinguish between things based on their characteristics, functions or features.
Example:
By the end of the lesson, learners should be able to differentiate between renewable and non renewable sources of energy.
This helps learners recognise important differences rather than simply memorising definitions.
THE KEY THING TEACHERS SHOULD REMEMBER
Do not choose an action word simply because it sounds professional.
Choose one that matches what you genuinely expect learners to demonstrate.
For example:
OBJECTIVE:
Learners should be able to compare two types of soil.
LEARNER ACTIVITY:
Learners examine the two types of soil and state their similarities and differences.
ASSESSMENT:
Learners are asked to compare the two types of soil.
Everything should connect:
OBJECTIVE → TEACHING ACTIVITY → LEARNER ACTIVITY → ASSESSMENT
When these four parts work together, your lesson becomes more focused, measurable and easier to execute.
