Connecting Frameworks to Objectives and Assessments in the Learn, Do, Be Model: Writing Effective Objectives and Assessments

The Success-Driven Education Model, “Learn, Do, Be”, offers a structured approach to transforming learners into professionals and value creators: individuals who acquire knowledge, develop practical skills, and leverage these to create meaningful outcomes for themselves and others in their chosen fields and responsibilities.

To maximize the impact of this model, instructional designers must carefully align objectives and assessments with each phase of design and planning.

This chapter builds on the foundational knowledge from Chapters 1 and 2, showing how Bloom’s Taxonomy, the ABCD Model, and Mager’s Performance-Based Objectives Framework map to the Learn, Do, Be model. By focusing on each phase, this chapter highlights how to craft objectives and assessments that support cognitive development, skill application, and professional transformation.

Who this frame is for. At 24/7 Teach, Learn-Do-Be is the frame we use with younger learners: the structure comes first, and identity grows out of guided practice. Our adult programs, including the Instructional Design Bootcamp, run on the learning model (three axes, the project cycle, the four criteria); Lesson 3 of Instructional Design Foundations sets the two side by side. The examples in this chapter are set in classrooms and youth programs for that reason. Where an adult example remains, it is marked as a comparison.

Learning Goals for this Chapter

By the end of this chapter, you will be able to:

Understand the focus of each phase in the Learn, Do, Be model.
Use Bloom’s Taxonomy to craft objectives and assessments for the “Learn” phase.
Apply the ABCD Model to create actionable objectives for the “Do” phase.
Leverage Mager’s Performance-Based Objectives Framework to measure success in the “Be” phase.
Align assessments across phases to measure learners’ progression and value creation.

The “Learn” Phase: Building Cognitive Foundations

Focus of the Phase:

The “Learn” phase emphasizes acquiring and comprehending foundational knowledge. This phase leverages the cognitive domain of Bloom’s Taxonomy to ensure learners build a strong intellectual foundation, progressing from basic recall to complex analytical thinking. The objectives and assessments in this phase lay the groundwork for skill application in the “Do” phase and professional embodiment in the “Be” phase.

Framework: Bloom’s Taxonomy (Cognitive Domain)

The cognitive domain of Bloom’s Taxonomy serves as the foundation of the "Learn" phase, representing a structured progression of thinking skills. This domain guides learners systematically from basic recall of facts to the advanced capabilities of analyzing, evaluating, and ultimately creating. By scaffolding intellectual development, each level builds on the previous one, enabling a gradual deepening of understanding. Neuroscience-driven strategies further enhance this process, reinforcing comprehension and retention at each stage.

Neuroscience and the “Learn” Phase

To enhance comprehension and retention during the “Learn” phase, instructional designers and educators can incorporate neuroscience-backed strategies and activities:

Spaced Repetition:
- Revisiting information at increasing intervals strengthens long-term memory.
  - Example: Use quizzes and review sessions to reinforce foundational knowledge over time.
Active Engagement:
- Engaging learners in activities like discussions or problem-solving enhances cognitive processing.
  - Example: After introducing a concept, ask learners to explain it in their own words or apply it to a scenario.
Dual Coding:
- Combining verbal and visual information improves comprehension.
  - Example: Present a diagram alongside textual explanations to illustrate key concepts.
Chunking:
- Breaking content into smaller, manageable units reduces cognitive overload.
  - Example: Divide a complex procedure into clear, sequential steps for learners to master gradually.

Writing Objectives for the “Learn” Phase

Examples of Objectives:

Foundational Knowledge (Remembering): "After completing the module, seventh graders will name the parts of a plant cell and the job each one does."
Analysis (Analyzing): "Given microscope images, students will differentiate plant cells from animal cells and state the feature that decided each case."
Application (Applying): "Students will predict what happens to a cell placed in salt water, using the model of the cell membrane from the lesson."

Assessment Examples:

Knowledge Checks: Multiple-choice or fill-in-the-blank questions to assess basic recall (Remembering).
Comprehension Tasks: Short-answer or matching questions to evaluate understanding (Understanding).
Scenario-Based Questions: Hypothetical yet realistic cases requiring learners to apply their knowledge to solve problems (Applying).
Case Study Analysis: Advanced learners examine data or reports to identify patterns and make informed decisions (Analyzing and Evaluating).
Create Activity: Students will design a model cell for an organism of their choosing, showing which structures it would need more of and why (Creating).

Reflection. How can neuroscience-backed strategies enhance comprehension and retention during the ‘Learn’ phase?

The “Do” Phase: Practicing and Applying Skills

Focus of the Phase:

The “Do” phase emphasizes the practical application of knowledge and the development of real-world skills. It bridges the gap between theoretical understanding and hands-on execution.

This phase focuses on learning through doing, understanding how application reinforces and deepens what was learned.

Frameworks: Bloom’s Taxonomy (Psychomotor Domain) and the ABCD Model

The psychomotor domain of Bloom’s Taxonomy aligns perfectly with the "Do" phase, as it focuses on physical skills and hands-on tasks. The ABCD Model complements this by ensuring objectives for skill application are actionable and measurable.

Mapping the Psychomotor Domain to the Do Phase

Perception:

Objective: Recognize and interpret visual or sensory cues needed for task performance.

K-12 Example: Identify geometric shapes in a classroom environment during a hands-on math activity.
Comparison (adult): Identify key indicators on a medical monitor during patient care.

Set:

Objective: Prepare and position oneself or tools to perform a task.

K-12 Example: Organize materials for a science experiment, ensuring all required tools are laid out before starting.
Comparison (adult): Assemble necessary tools for a procedure before beginning.

Guided Response:

Objective: Perform a task under supervision or with guidance.

K-12 Example: Practice proper painting techniques in an art class with teacher feedback.
Comparison (adult): Practice basic CPR techniques during a training session.

Mechanism:

Objective: Execute a task with confidence and minimal errors.

K-12 Example: Solve a math problem using a ruler to measure accurately without teacher assistance.
Comparison (adult): Administer an injection accurately and safely.

Complex Overt Response:

Objective: Demonstrate expertise in performing a complex skill.

K-12 Example: Create and present a working model of a simple machine in a science fair.
Comparison (adult): Perform a surgical procedure during a simulation.

Adaptation:

Objective: Modify procedures to handle unique situations effectively.

K-12 Example: Adjust the steps in a group project to incorporate a new team member’s ideas while maintaining the goal.
Comparison (adult): Adjust a treatment plan based on a patient’s specific needs.

Writing Objectives for the “Do” Phase

Examples of ABCD Objectives:

“After the lab safety lesson, eighth graders (Audience) will light and adjust a Bunsen burner to a steady blue flame (Behavior), using the striker and the classroom burner (Condition), completing every step of the safety checklist in order (Degree).”
“Given the sales records from the class fundraiser, sixth graders (Audience) will compute the profit on each product (Behavior), using a spreadsheet template (Condition), with every total matching the teacher’s key (Degree).”

Assessments in the “Do” Phase:

Simulations: Test learners’ ability to execute tasks under controlled conditions.
Skill Demonstrations: Observe learners performing specific tasks using detailed checklists or rubrics.
Performance Tasks: Require learners to apply knowledge and follow protocols in hands-on activities.

Reflection. What lessons can be learned from the application of knowledge during the ‘Do’ phase, and how do these insights reinforce learning?

The “Be” Phase: Embodying Professional Identity

Focus of the Phase:

The “Be” phase represents the learner’s transformation into a professional or value creator, where knowledge and skills evolve into a distinct identity. This phase emphasizes embodying the behaviors, values, and attitudes essential for success in a specific role, such as a writer, chef, sales agent, mathematician or teacher. For K-12 learners, the “Be” phase highlights their ability to use what they’ve learned to contribute meaningfully to themselves and their communities. For adult learners, this phase focuses on integrating expertise, ethical standards, and professional practices into real-world scenarios, demonstrating the capacity to create significant impact within their chosen field

Frameworks: Bloom’s Taxonomy (Affective Domain) and Mager’s Framework

The affective domain of Bloom’s Taxonomy aligns closely with the "Be" phase, as it focuses on values, attitudes, and emotional engagement. Mager’s Performance-Based Objectives Framework ensures that learners’ performance is observable, measurable, and aligned with professional standards.

Mapping the Affective Domain to the Be Phase

Receiving:
- Objective: Demonstrate a willingness to engage with others or new ideas.
  - Example: Actively listen to feedback during team discussions.
Responding:
- Objective: Participate actively and contribute meaningfully.
  - Example: Collaborate with peers to develop a project proposal.
Valuing:
- Objective: Exhibit a commitment to principles or standards.
  - Example: Follow the lab safety rules when no one is checking.
Organization:
- Objective: Integrate values into decision-making processes.
  - Example: Prioritize ethical considerations when resolving conflicts.
Characterization:
- Objective: Consistently embody professional values and create value for others.
  - Example: Serve as a mentor to peers, demonstrating leadership and integrity.

Writing Objectives for the “Be” Phase

Examples of Mager Objectives:

K-12 Example 1 (peer tutors): "During peer tutoring sessions across a marking period, tenth-grade tutors will consistently act as patient and prepared tutors by arriving with the session planned, asking before telling, and logging what the tutee could do alone by the end, as recorded on the tutor checklist by the supervising teacher."
K-12 Example 2 (science fair leads): "Across a six-week science fair project, group leads will keep the team’s work on schedule and fairly shared, as shown by a task log in which every member has a named contribution each week and by the advisor’s leadership rubric."
K-12 Example 3 (core subject): "During a group science experiment, students will collaboratively build a simple circuit, following the teacher’s instructions and ensuring all connections are correct, as assessed by a rubric measuring teamwork, accuracy, and task completion."

Assessments in the “Be” Phase:

Behavioral Observations: Teachers and mentors evaluate learners’ ability to exhibit the behaviors of the role consistently.
Self-Assessments: Learners reflect on their growth and application of knowledge and skills.
360-Degree Feedback: Input from peers, teachers and the people the work was for assesses learners’ impact and alignment with the standards of the role.
Capstone Projects: Learners create a comprehensive project demonstrating their ability to integrate knowledge, skills, and values into a real-world context.
K-12 Core Subject Example: During a social studies capstone, students create a community action plan addressing a local issue, incorporating research, collaboration, and presentation skills. The project is assessed through peer feedback, teacher evaluation, and a rubric measuring critical thinking, teamwork, and impact.

Reflection. How does creating value for oneself and others reflect the essence of the ‘Be’ phase for learners of all levels?

Final Thoughts: Seeing the Big Picture

The Learn, Do, Be model is a powerful framework that connects knowledge acquisition, skill development, professional identity, and value creation. By strategically applying Bloom’s Taxonomy, the ABCD Model, and Mager’s Framework, instructional designers, curriculum developers, and educators can create clear objectives and aligned assessments for each phase of their designs or lessons. These assessments measure the learner’s progress and their ability to create meaningful value in their professional roles.

Learners who see how each phase builds toward their professional identity and value creation are more likely to stay motivated and engaged, ultimately becoming successful, impactful professionals.

Takeaways

Aligning instructional design frameworks with the Learn, Do, Be model is essential for creating impactful learning experiences. This chapter demonstrates how Bloom’s Taxonomy, the ABCD Model, and Mager’s Performance-Based Objectives Framework can be mapped to each phase of the model to achieve progressive learning, skill application, and professional transformation.

The Learn phase leverages Bloom’s cognitive domain to build foundational knowledge and critical thinking through scaffolded objectives and neuroscience-backed strategies.
The Do phase integrates Bloom’s psychomotor domain and the ABCD Model to craft actionable, measurable objectives, emphasizing hands-on skill application and performance.
The Be phase utilizes Bloom’s affective domain and Mager’s Framework to focus on embodying professional behaviors, values, and attitudes, while fostering value creation for oneself and others.

By aligning assessments with each phase, instructional designers ensure learners progress from comprehension to application, culminating in their ability to create meaningful impact in their roles or communities. This approach underscores the transformative power of thoughtful instructional design.

Reflection and discussion

Step 1: Reflection (individual work). Think about a course or training you have designed, taught, or participated in. Reflect on how well the learning objectives, assessments, and activities aligned. Did you use (or could you have used) the Learn-Do-Be Model, Bloom’s Taxonomy, the ABCD Model, or Mager’s Framework? How might aligning these components have improved the learning experience?

Step 2: Discussion (group or collaborative work). Share your reflections with others and discuss: How can instructional designers strategically align frameworks like the Learn-Do-Be Model, Bloom’s Taxonomy, the ABCD Model, and Mager’s Framework to create cohesive and effective learning experiences? What challenges might arise in maintaining this alignment, and how can they be addressed?