AB

LEARNING OBJECTIVES

CD
The ABCD method of writing objectives is an
excellent way to structure instructional objectives.
In this method, "A" is for audience, "B" is for
behavior, "C" for conditions and "D" is for degree
of mastery needed.
Audience
- Your audience's needs determine the structure of your learning
session.
- Who are you teaching?
- What is their current level of knowledge?
- What type of language should you use?
- And, how can you best meet this group's needs? These are all
questions that you must answer in this first step.
Behavior
- What behaviors should students be able to demonstrate at the
end of the learning session?
- What knowledge or skills must they leave with?
- Don't worry about how you're going to measure the behavior, as
you'll address this in the last step.
- It's important to be specific.
- Avoid generalized words such as "know" or "understand," as
these are hard to measure. Instead, use action verbs like
"demonstrate," "identify," "solve," "compare," or "list."
 THE 3 DOMAINS OF
LEARNING OBJECTIVES
COGNITIVE DOMAIN
Bloom's taxonomy of cognitive learning, originated by Benjamin Bloom and
collaborators in the 1950’s, describes several categories of cognitive learning.

KCApAnSE
This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category
names from nouns to verbs, and to switch the Evaluation and Synthesis levels in the
hierarchy.

RUApAnEC
AFFECTIVE DOMAIN
Krathwohl and Bloom's 1964 taxonomy of the affective domain describes several
categories of affective learning.
PSYCHOMOTOR DOMAIN
The following is a synthesis of the taxonomies of Simpson (1972), Dave (1970), and
Harrow (1972)
Condition
- Identify the conditions under which your learners must
demonstrate their knowledge or skills by the end of the session.
- Will learners have to recite this new knowledge from memory?
Or will they have access to tools or resources, such as software,
graphs, or reference material? List the resources that are
available to them
Degree
- The last element in the model addresses the measurable
standards that you'll use to assess your students' performance.
Example:

Given a sentence written in the past or

present tense, the student will be able to re-
write the sentence in future tense with no
errors in tense or tense contradiction
Example: Given a sentence written in
the past or present tense, the student
will be able to re-write the sentence in
future tense with no errors in tense or
tense contradiction
Example:

Given a calculator and a scratch paper,

the students will be able to solve a 2x2
matrix in 30 mins.