..the ABCD model...

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.  ~Clay P. Bedford

At the very beginning, I have to confess that, when I saw the ABCD model in our weekly assignments, I felt a little bit anxious. It seemed like I will never finish reading and I will never understand this way of writing the learning objectives.

 While I was reading the first instructions how to write a learning objective by using the ABCD model at http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/  , I felt like I was in a big city for the first time and I will never find a way out of this city.

When I finished reading, I tried to write the first learning objective but it was not successful. As I was eager to cognize about this thread more, I continued reading the additional resources. The second source was Kizlik, B. (2003), How to write effective behavioral objective, Boca Raton, FL: Adprima, Retrieved May 14, 2003, from http://www.adprima.com/objectives.htm .

While I was reading this, it started to become clearer and clearer. The sentence that attracted my attention was that the purpose of a learning objective is to communicate. 

In the second thought, when the ABCD model is used there is no any mystery about preparing a lesson and thinking how we will make our learning objectives more effective.

It is divided into four segments where everything is so clearer and more precise. We know who we teach (A-audience); we know what we expect from the audience to do (B-behaviour), we know what sources are used to demonstrate a certain topic (C-condition), and at least we can know how much of it will be acquired (D-degree).

 

A last thought, this way of writing a learning objective makes me feel happy and more confident.