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# Developing Learning Objectives This section discusses developing learning objectives for a course. It emphasizes clearly defined outcomes and working backward from those outcomes to determine the learning objectives. The ABCD method (see TABLE 9-1) is presented as a way to structure these objec...

# Developing Learning Objectives This section discusses developing learning objectives for a course. It emphasizes clearly defined outcomes and working backward from those outcomes to determine the learning objectives. The ABCD method (see TABLE 9-1) is presented as a way to structure these objectives. **TABLE 9-1 Learning Objectives: Using the ABCD Method** | Method | Step | Audience | Behavior | Condition | Degree | |---|---|---|---|---|---| | Question | Who | | Will do or know what | Using which equipment or resources | How well or to which level | | Example | The fire fighter | | Will perform a one-person ladder raise | Using a two-section, 24-foot ground ladder | So that the proper climbing angle is set and all safety precautions are observed | **Determining the Learning Outcomes** The first step in developing a lesson plan is to determine the overall course purpose and student learning outcomes. This involves clarifying the expected outcomes of taking the class. Sometimes these are clearly defined (e.g., training to operate a fire engine), but other times they are less clear. Instructors should work with the individuals requesting the class to ensure clear expectations are set. Learning objectives are then developed to achieve the stated goal of the class. **FIGURE 9-1:** An example of a lecture with the instructor as the sole knowledge source. This is contrasted with student-centered learning which might be better for teaching new recruits or adapting new tools within the department. **TABLE 9-1 (continued):** [The rest of the table seems to be cut off, but it would likely explain further details about the components in the table]