What's my objective

I was surprised that Lindemann didn't spend more time on the area of objectives in Ch 13. I have found that starting with that element is the best way to begin drafting assignments. Asking: what, exactly, do I need students to demonstrates? What learning, what skill? Beginning there I then consider the level of cognition I need them to perform at. Bloom's Taxonomy is what I use to make sure I am not assigning a task at a level students may not have reached yet. There are verbs attached to each level which is very helpful. This method is a hold over from my public school teaching days where not being able to state a complete (and standard-based) objective was a huge no-no.