When the learning outcome, instructional approach, and assessment are closely linked with each other, the students are more likely to learn what we want them to learn.
|Type of Learning||Learning Outcome||Instructional Intervention||Assessment|
|Cognitive||Given a blank page [Condition], the learner [Audience] will be able to write a measurable learning outcome statement [Behavior] with at least 75% accuracy [Degree].||Instructor writes a learning outcome statement on the board and points to each component. In pairs, learners to identify components within several examples. Then each person writes a learning outcome and has a partner identify the components.||The instructor will hand out a blank page to each learner, who will write a learning outcome and identify each component within the learning outcome. The learner must correctly identify at least 3 of the 4 components for successful completion.|
|Psychomotor||Given a new piece of sheet music and a musical instrument [Condition], the student [Audience] plays the piece [Behavior] with no errors that disrupt enjoyment of the music [Degree].||The instructor helps students learn to read sheet music and provides opportunities to practice with feedback.||The student plays using the instrument and music given by the instructor.|
|Affective||Given various community service options [Condition], students [Audience] choose to engage in the activities that support vulnerable populations [Behavior].||The instructor incorporates community service in the course design. The class includes discussions about vulnerable populations in the community. Instructor asks students to reflect on the challenges faced by vulnerable populations. The instructor provides feedback on student projects.||For their class project, students propose a community service project. The students provide a rationale for how their interventions affect marginalized or disadvantagaged groups.|