ABCD Learning Objectives Model

Have you ever been asked to teach a class, or develop a training program?

If so, how do you know where to start? How should you structure your class?
How can you make sure that your training program is suitable for your
audience? And, how do you ensure that your students finish with the right
knowledge and skills?

This is where the ABCD Learning Objectives Model is useful. This model
outlines four things that you need to think about to create a thorough and
complete learning objective; and this learning objective lays the foundations of
a successful training session or learning experience.

Overview
Robert Heinich, along with his colleagues Michael Molenda, James D. Russell,
and Sharon E. Smaldino, developed the ABCD Learning Objectives Model and
published it in their 2001 textbook, "Instructional Technology and Media for
Learning."

It outlines four elements that help you ensure that instruction has both a clear
objective and a clearly defined desired outcome.

The four elements are: Audience. Conditions.

Behavior. Degree.
When developing your learning session, make sure that you address each of the
four elements in the model.

Applying the Model

Let's look at each of the four elements in detail.
1. Audience
Your audience's needs determine the structure of your learning session. So, 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.

Take steps to cater to different learning styles. Some people learn best by
hearing or reading information, while others remember information by doing
hands-on activities, or by working with a group. To understand this, consider
asking learners to complete a survey before the first instruction session, so that
you can identify their preferred learning style; this will help you deliver
instruction effectively.

2. 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."

If you're not sure about the specific skills that your audience needs to learn, or if
you want to make sure that you don't overlook an important skill, conduct a
training needs assessment to identify any gaps in your audience's knowledge,
training, or skills.

3. Conditions
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.

4. Degree
The last element in the model addresses the measurable standards that you'll use
to assess your students' performance.

Think carefully about how they'll use this information in their role: how will
their boss, colleagues, or clients judge – or measure – them? What expectations
will they have to live up to?

How you assess your students' knowledge in the training class should reflect
how they'll be measured after they leave.

Note:
You can use the ABCD Learning Objectives Model to think about what you
want to teach your students, and to define how you're going to measure their
success. Other tools, such as Gagne's 9 Levels of Learning or Active Training
Techniques, will help you construct a successful and engaging class.

You'll also want to consider what type of class or program will best serve your
students. Instructor-Led Training, Cross-Training, Online Training, and On-the-
Job Training all offer different benefits and drawbacks. Consider each of these
options – and any others that are relevant – as you design your learning
experience.

Key Points
Robert Heinich, along with Michael Molenda, James D. Russell, and Sharon E.
Smaldino, developed the ABCD Learning Objectives Model and published it in
their book, "Instructional Media and Technologies for Learning." The model
outlines four elements that you should address when writing a learning
objective:
Audience.
Behavior.
Conditions.
Degree.
With a clearly defined learning objective in place, you can develop a training
session that successfully meets your organization's needs.

There are four components of an objective: 1) the action verb, 2) conditions, 3)

standard, and 4) the intended audience (always the student). The action verb is
the most important element of an objective and can never be omitted. The action
verb states precisely what the student will do following instruction. Verbs are
categorized by domains of learning and various hierarchies. Benjamin Bloom
and his colleague, David Krathwohl, were pioneers in categorizing the domains
and levels.
Learning objectives can be identified as the goals that should be
achieved by a student at the end of a lesson. The objectives of a lesson
describe the base knowledge and skills we want our students to learn
from our lesson. Simply put it’s what the student can do after they unit
has been introduced. Your choice of materials, topics and logical
structured presentation of a lesson has a direct influence on the
objectives or goals you want your students to achieve.

See also: What is flipped classroom

Having a clear learning objective assists the facilitator or teacher in the

basic course design. It helps with the creation of assessment, which in
return showcases the student’s ability to achieve the objectives through
collecting data. Monitoring a student’s progress throughout the learning
process is vital to understand whether they are able to reach the learning
objective or not. Furthermore, assessing students help the teacher to
realize whether teaching methods should be adjusted or not.

See also: Instructional design

Having specific goals help the logical flow of a lesson. It’s vital that a
lesson is tailored to achieve detailed lesson objectives. In order for the
lesson to have a positive and constructive outcome. Basically, to make
sure that students achieve the aim of the lesson.

See also: ADDIE model

This process can be simplified by following a basic formula: The ABCD

approach. By using this formula, you will be able to create clear and
effective objectives. It consists of four key elements: (A) Audience,
(B) Behavior, (C) Condition, and (D) Degree.

A-Audience: Determine who will achieve the objective.

B-Behavior: Use action verbs (Bloom’s taxonomy) to write observable

and measurable behavior that shows mastery of the objective.

C-Condition: If any, state the condition under which behavior is to be

performed. (Optional)

D-Degree: If possible, state the criterion for acceptable performance,

speed, accuracy, quality, etc. (Optional)

Please note that not every learning objective must contain a condition or
state a degree.

Please also note that objectives may not be written in this order (ABCD).

Examples:

Learning objectives can be identified as the goals that should be

achieved by a student at the end of a lesson. The objectives of a lesson
describe the base knowledge and skills we want our students to learn
from our lesson. Simply put it’s what the student can do after they unit
has been introduced. Your choice of materials, topics and logical
structured presentation of a lesson has a direct influence on the
objectives or goals you want your students to achieve.

See also: What is flipped classroom

Having a clear learning objective assists the facilitator or teacher in the
basic course design. It helps with the creation of assessment, which in
return showcases the student’s ability to achieve the objectives through
collecting data. Monitoring a student’s progress throughout the learning
process is vital to understand whether they are able to reach the learning
objective or not. Furthermore, assessing students help the teacher to
realize whether teaching methods should be adjusted or not.

See also: Instructional design

Having specific goals help the logical flow of a lesson. It’s vital that a
lesson is tailored to achieve detailed lesson objectives. In order for the
lesson to have a positive and constructive outcome. Basically, to make
sure that students achieve the aim of the lesson.

See also: ADDIE model

This process can be simplified by following a basic formula: The ABCD

approach. By using this formula, you will be able to create clear and
effective objectives. It consists of four key elements: (A) Audience,
(B) Behavior, (C) Condition, and (D) Degree.

A-Audience: Determine who will achieve the objective.

B-Behavior: Use action verbs (Bloom’s taxonomy) to write observable

and measurable behavior that shows mastery of the objective.

C-Condition: If any, state the condition under which behavior is to be

performed. (Optional)

D-Degree: If possible, state the criterion for acceptable performance,

speed, accuracy, quality, etc. (Optional)

Note: that not every learning objective must contain a condition or state
a degree.

note: that objectives may not be written in this order (ABCD).

Examples:
Below are some example objectives which
include Audience, Behavior, Condition, Degree

1. “Students will be able to apply the standard deviation rule to the

special case of distributions having a normal shape.”
2. “Given a specific case study, learners will be able to conduct at
least 2 needs analysis. “
3. “Given a diagram of the eye, students will be able label the 9 extra-
ocular muscles and describe at least 2 of their actions.”
4. “Students will explain the social justice to ensure that adequate
social services are provided to those who need them in three
paragraphs.”