In the ever-evolving world of instructional design, the Learn-Do-Be framework of the Success-Driven Education Model provides a powerful roadmap to help learners not only acquire knowledge (“Learn”) and apply skills (“Do”) but also embody professional values, attitudes, and behaviors (“Be”). While Bloom’s Taxonomy and the ABCD Model are invaluable for creating cognitive and action-based objectives, crafting “Be” objectives requires a nuanced approach. This is where Mager’s Performance-Based Objectives Framework becomes essential, offering clarity and precision in developing objectives that emphasize professional identity, excellence in the role, and meaningful value creation. Additionally, the affective domain of Bloom’s Taxonomy enhances this phase by addressing attitudes, emotions, and values that shape professional transformation.
This chapter explores how ontology, epistemology, methodology, methods, and data intersect with Mager’s framework to develop “Be” objectives. These objectives help learners develop critical thinking, intrinsic motivation, organization, and the ability to create value in their roles, transforming them into skilled professionals and impactful value creators.
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 Objectives for this Chapter
By the end of this chapter, you will be able to:
- Understand the role of ontology, epistemology, and methodology in crafting “Be” objectives.
- Apply Mager’s Performance Framework to design clear and actionable “Be” objectives.
- Align “Be” objectives with reflective practices, simulations, and capstone projects for measurable professional growth.
- Integrate Bloom’s affective domain into “Be” objectives to foster value creation and professional identity.
- Develop actionable assessments that evaluate the learner’s ability to embody professional values and create meaningful contributions.
Theoretical Foundations: Understanding Key Definitions
To fully grasp the application of the Learn-Do-Be framework and its emphasis on crafting impactful “Be” objectives, it's critical to understand the foundational concepts that guide this process:
1. Ontology in instructional design
Explores the nature of being or becoming, focusing on what it means to be someone that excels within a specific skill, in a specific responsibility, or in a professional role. In instructional design, ontology emphasizes the embodiment of values, attitudes, and behaviors aligned with professional identity. Who and what the learner becomes as they learn and do.
Application: Supports the development of objectives that empower learners to transform into value-creating professionals or individuals who contribute meaningfully within a skill or responsibility. This process begins with fostering the belief that growth and success are achievable. It emphasizes shaping a learner's mindset, cultivating habits of success, (e.g., self-regulation, collaboration, resilience), enhancing intrinsic motivation, and clarifying a vision for value creation. By integrating critical thinking, self-belief, and reflective practices, “Be” objectives help learners excel in their roles and create meaningful, lasting contributions to their field or community.
Objective Example: Given a leadership development program (Condition), a student leader (Audience) will become an ethical, reflective, and innovative leader (Performance) by analyzing their progress through reflective journaling, demonstrating resilience during team challenges, and leading their team to achieve project goals with integrity and creativity, achieving a minimum of 90% on a leadership assessment rubric (Criterion)
2. Epistemology in Instructional design
Epistemology is the philosophical study of knowledge, focusing on how individuals acquire, justify, and share beliefs or truths. It examines the processes through which knowledge is constructed, validated, and integrated into understanding, as well as the distinction between different types of knowledge, such as theoretical, practical, and experiential.
Application: Epistemology guides instructional methods and curriculum development by shaping approaches to knowledge acquisition and validation. It fosters transformative learning experiences, emphasizing critical reflection, collaborative knowledge-building, and the internalization of professional standards. By aligning learning activities with epistemological principles, instructional designers create experiences that not only convey information but also deepen understanding, foster critical thinking, and prepare learners to apply knowledge effectively in diverse contexts.
Examples of Epistemology in Instructional Design and Curriculum Development:
K-12 learners (classroom context)
Scenario: Science Project on Environmental Sustainability
Objective: Middle school students will explore and validate knowledge about sustainability by researching renewable energy sources and presenting a model solution to reduce carbon emissions in their community.
Application of Epistemology:
- How Knowledge is Acquired: Students gather information through research, experiments, and interviews with local environmentalists.
- How Knowledge is Validated: They share their findings during a class presentation and answer questions from peers and teachers, validating their understanding through inquiry and feedback.
- Outcome: Students internalize concepts of sustainability and apply them creatively to propose actionable solutions.
Example Activity:
- Students create a model of a renewable energy system (e.g., a solar-powered device) and present how it works to their class. They justify their design choices by referencing scientific principles and practical benefits. Teachers assess their work using a rubric that includes accuracy, creativity, and the ability to articulate their knowledge effectively.
Adult learners (professional context, for comparison)
Scenario: Leadership Development Program
Objective: Adults in a leadership program will acquire and validate knowledge about ethical decision-making by engaging in case study analysis and group discussions.
Application of Epistemology:
- How Knowledge is Acquired: Learners examine real-world case studies of ethical dilemmas in leadership roles.
- How Knowledge is Validated: Through guided group discussions, learners justify their decisions, receive peer feedback, and refine their reasoning based on collaborative input.
- Outcome: Learners internalize professional standards for ethical decision-making and apply them in simulated or real-world scenarios.
Example Activity:
- Learners analyze a case study involving an ethical dilemma and present their recommended course of action, citing evidence from leadership theories and group consensus. They reflect on feedback in a post-discussion journal entry, fostering deeper understanding and personal alignment with ethical principles.
3. Methodology and Methods in Instructional Design
Methodology refers to the overarching principles that guide the selection and integration of tools, strategies, and approaches to teaching. Methods are the specific practices or techniques used to implement the chosen methodology. Together, they form the foundation for designing effective and engaging learning experiences.
Application: Methodology ensures alignment between learning goals and instructional activities, creating a coherent path to achieve desired outcomes. Methods, such as simulations, mentorship programs, gamification, or reflective exercises, translate the methodology into actionable steps tailored to the learners’ needs. This alignment fosters engagement, ensures relevance, and enhances knowledge retention by addressing the "how" behind achieving learning objectives.
Examples of Methodology and Methods in Instructional Design
For K-12 Learners:
Methodology: Inquiry-Based Learning
- Overview: Focuses on fostering curiosity, critical thinking, and problem-solving skills by encouraging students to explore questions and investigate solutions.
Example Method:
- Practice: Science Lab Experiment on Ecosystems
- Activity: Students observe a terrarium ecosystem and document how plants, animals, and microorganisms interact.
- Purpose: Develop inquiry skills by asking questions, hypothesizing, and analyzing data.
- Practice: Science Lab Experiment on Ecosystems
Methodology: Collaborative Learning
- Overview: Promotes social learning by encouraging students to work together to achieve common goals.
Example Method:
- Practice: Group Research Project on Climate Change
- Activity: Students collaborate to gather data on how climate change affects their local environment and present their findings to the class.
- Purpose: Foster teamwork, communication, and shared responsibility
- Practice: Group Research Project on Climate Change
For Adult Learners (for comparison):
Methodology: Experiential Learning
- Overview: Focuses on learning through direct experience and reflection, connecting theory to real-world application.
Example Method:
- Practice: Role-Playing Exercise in Leadership Development
- Activity: Participants assume leadership roles in a simulated workplace conflict, practicing communication, negotiation, and conflict resolution skills.
- Purpose: Build real-world decision-making and interpersonal skills.
Methodology: Competency-Based Learning
- Overview: Centers on mastering specific skills or knowledge areas relevant to professional performance.
Example Method:
- Practice: Certification in Project Management Software
- Activity: Learners complete a series of tasks using project management software, such as creating schedules and assigning tasks, culminating in a proficiency test.
- Purpose: Ensure learners can demonstrate measurable competence in tools critical to their field.
- Practice: Certification in Project Management Software
Key Takeaway: These examples demonstrate how methodology sets the overarching approach (e.g., inquiry-based or experiential learning) while methods translate those principles into concrete, actionable practices (e.g., science experiments, role-playing exercises). This alignment ensures that learning activities are meaningful, engaging, and aligned with the instructional goals.
4. Data in Instructional Design
Quantitative and qualitative data are essential for evaluating the success of learning programs and the extent to which learners embody the desired professional attitudes, behaviors, and skills. Data sources may include assessments, performance evaluations, self-reflections, peer feedback, and observational notes.
Application:
Quantitative data (e.g., test scores, task completion rates) measures learner proficiency and progress toward specific objectives.
Qualitative data (e.g., journal entries, focus groups) provides deeper insights into learner motivations, attitudes, and transformational growth.
Together, these insights guide instructional improvements, identify learner support needs, and validate the effectiveness of teaching strategies across the Learn, Do, and Be phases.
This alignment of ontology, epistemology, and methodology with practical methods and data forms the foundation for crafting objectives that drive profound transformation in learners. It ensures they move beyond merely performing tasks to becoming professionals and value creators who make meaningful contributions and thrive in their roles, whether as leaders, innovators, or collaborators in their chosen contexts.
Reflection. How do ontology, epistemology, and methodology shape the design of “Be” objectives in instructional programs?
Understanding the “Be” in the Learn-Do-Be Model
The “Be” phase in the Learn-Do-Be model represents the pinnacle of transformation, where learners evolve into professionals and value creators who embody the values, attitudes, and behaviors necessary to thrive in their roles. This phase goes beyond mastering tasks to shaping a learner’s identity, enabling them to contribute meaningfully to their organizations, communities, and the broader world.
While “Learn” and “Do” focus on acquiring knowledge and applying skills, “Be” emphasizes the following core elements:
Thinking: Cultivating a growth mindset and critical thinking skills that drive ethical decision-making and innovation.
Motivation: Developing intrinsic motivation to act responsibly, ethically, and with purpose.
Organization: Establishing habits of success that ensure adaptability, consistency, and long-term efficiency.
Value Creation: Empowering learners to generate meaningful contributions that benefit not only themselves but also their communities, clients, and organizations.
This phase is rooted in a comprehensive alignment of key instructional design elements:
Ontology defines what it means to “be” within a role, focusing on the learner’s professional identity, purpose, and capacity to create value.
Epistemology explores how learners acquire, validate, and share knowledge, shaping their journey toward embodying excellence.
Methodology establishes the principles and strategies that guide the instructional design process, ensuring alignment with desired outcomes.
Methods provide actionable techniques, such as reflective practices, mentorship, and simulations, to foster growth.
Data offers both quantitative and qualitative insights, allowing for continuous evaluation of how well learners embody professional and value-driven roles.
Together, these elements create a structured yet dynamic framework that supports learners in transitioning from task-oriented performers to professionals and innovators who inspire and contribute in meaningful ways.
Reflection. What role does value creation play in defining success during the ‘Be’ phase, and how can it be measured?
Mager’s Performance Framework: Precision in the “Be” Phase
Mager’s Performance-Based Objectives Framework provides a structured approach to crafting clear, actionable objectives, particularly for the transformative “Be” phase. This framework emphasizes three key components:
Performance: The specific actions, behaviors, and thought processes learners will demonstrate to embody their professional identity and create meaningful contributions.
Condition: The context, tools, or circumstances under which these behaviors and actions occur, ensuring alignment with real-world scenarios.
Criterion: The measurable standards or benchmarks that define successful embodiment of the role, focusing on both behavioral excellence and value creation.
For the “Be” phase, Mager’s framework ensures that objectives are not only observable but also deeply aligned with the learner’s transformation. Objectives in this phase guide learners to move beyond task execution, emphasizing their ability to think critically, act ethically, and consistently create value in their roles and responsibilities.
Reflection. How does Mager’s emphasis on observable behaviors and clear criteria enhance the development of ‘Be’ objectives?
Writing “Be” Objectives Using Mager’s Framework
Crafting “Be” objectives using Mager’s framework ensures that learners’ transformation into professionals and value creators is actionable, measurable, and aligned with real-world contexts. The broadened approach below integrates reflective practices, deeper assessments, and an emphasis on the process of transformation into each example.
Example 1: Peer Tutoring (High School)
Objective: Over a semester of scheduled peer tutoring sessions (Condition), tenth-grade tutors (Audience) will become patient and prepared tutors (Performance) by arriving with a plan for each session, asking questions before giving answers, and recording what the tutee could do alone by the end of each session, as judged on the teacher’s tutor checklist across at least eight sessions (Criterion).
Assessment:
- Teacher observation of sessions using the tutor checklist.
- Tutee feedback forms on whether they were heard and whether they could do the work afterwards.
- The tutor’s session log, reviewed for honesty about what did not work and what changed next time.
Example 2: School Newspaper (Middle School)
Objective: Across one publication cycle (Condition), student reporters (Audience) will become careful and fair reporters (Performance) by interviewing at least two people with different views on each story, checking every quoted fact against a source, and correcting errors in print, as reviewed by the advisor on the newsroom rubric (Criterion).
Assessment:
- Advisor review of each story against the newsroom rubric.
- Editor peer review between draft and print.
- The reporter’s reflection on what changed between the first draft and the printed story, and why.
Example 3: Classroom Jobs (Fourth Grade)
Objective: During a month of rotating classroom jobs (Condition), fourth graders (Audience) will become dependable members of the class (Performance) by doing their assigned job without reminders, helping a classmate once their own job is done, and telling the teacher when something did not get done, as recorded on the class responsibility chart on at least 18 of 20 school days (Criterion).
Assessment:
- The class responsibility chart, kept daily by the teacher.
- A brief weekly conference on what went well and what was hard.
- A self-rating each Friday with one thing to do better next week.
Example 4: Leadership Development (Student Leaders)
Objective: Given a leadership development program (Condition), student leaders (Audience) will become ethical, reflective, and innovative leaders (Performance) by analyzing their progress through reflective journaling, demonstrating resilience during team challenges, and leading their teams to achieve project goals with integrity and creativity, achieving a minimum of 90% on a leadership assessment rubric (Criterion).
Assessment:
- Reflective journals evaluated for depth and growth.
- Facilitator feedback based on a leadership rubric measuring resilience, ethical decision-making, and innovation.
- Peer feedback on collaboration and team dynamics.
Example 5: K-12 Students (Middle School Project-Based Learning)
Objective: Given a group science project on renewable energy (Condition), middle school students (Audience) will become collaborative and solution-oriented learners (Performance) by working as a team to design and present a solar-powered water filtration system, achieving a score of 85% or higher on a project rubric assessing teamwork, creativity, and scientific accuracy (Criterion).
Assessment:
- Peer evaluations assessing teamwork and collaboration.
- Rubric-based evaluation of the project design and presentation by the teacher.
- Reflective discussions on lessons learned during the project, focusing on teamwork and scientific concepts applied.
These examples demonstrate how Mager’s framework can craft objectives that emphasize the learner’s ability to embody professional values, engage in reflective practices, and create meaningful contributions. By integrating assessment strategies that go beyond task completion, these objectives foster deep transformation and alignment with real-world success.
Aligning “Be” Objectives with Assessments and Activities
To fully realize the transformative goals of the “Be” phase, assessments and activities must align closely with objectives that measure professional growth, value creation, and identity development. This alignment ensures that learners not only embody professional values but also contribute meaningfully to their roles and communities.
1. Reflective Practices: Encourage learners to engage in structured reflection that deepens self-awareness and fosters a growth mindset. Reflective practices should emphasize how learners apply professional values and improve decision-making.
Example: “Learners will journal about their decision-making process during a conflict resolution scenario, identifying three areas for growth and outlining actionable steps for improvement.”
Assessment:
- Journals assessed for depth, self-awareness, and alignment with professional standards.
- Facilitator feedback on reflections to guide further development.
2. Simulated Environments: Provide learners with realistic simulations where they can apply knowledge and skills in controlled, practical contexts. Simulations should emphasize ethical decision-making, collaboration, and resilience.
Example: “In a mock town hall on a school issue, students will show respect for the process by staying on the topic, speaking in turn, and answering an opposing view with evidence rather than volume.”
Assessment:
- Facilitator observation using a detailed rubric evaluating professionalism, communication, and problem-solving.
- Peer feedback on collaborative efforts and interpersonal dynamics.
3. Behavioral Observations: Assess learners in real-world or realistic task environments where teachers, mentors or peers evaluate their ability to embody professional values and contribute effectively.
Example: “Teachers will observe how students manage time, materials, and team roles during a group project, providing detailed feedback based on a standardized rubric.”
Assessment:
- Teacher evaluations emphasizing growth and value creation.
- Peer reviews focusing on collaboration and leadership qualities.
4. Capstone Projects:
Capstone projects integrate knowledge, skills, and professional values into a comprehensive deliverable. These projects should challenge learners to apply what they’ve learned to create meaningful value in their field.
- Example: “Students will plan and run a service project for their school or neighborhood, showing they can set a goal, carry it out, and report what changed, with evidence.”
- Assessment:
- Rubric-based evaluation of project design, execution, and impact.
- Reflective presentations where learners analyze the challenges and successes of their projects.
Reflection. How can instructional designers ensure that assessments and activities not only measure skill acquisition but also reflect the learner’s transformation into a value creator and professional?
Conclusion: The Transformative Power of “Be” Objectives
Crafting “Be” objectives within the Learn-Do-Be framework enables learners to transcend the boundaries of knowledge acquisition and skill application, fostering their transformation into professionals and value creators. These objectives focus on developing the mindset, habits, and behaviors necessary for learners to embody excellence and contribute meaningfully to their roles, communities, and industries.
By leveraging Mager’s Performance-Based Objectives Framework, instructional designers can design precise, actionable objectives that align with the realities of professional and value-driven roles. Incorporating reflective practices, realistic simulations, and capstone projects enhances the learning journey, encouraging learners to engage deeply with their growth and consistently exceed expectations.
This transformative approach goes beyond meeting predefined goals; it equips learners to innovate, adapt, and inspire, ensuring their success translates into meaningful contributions in real-world contexts. By fostering critical thinking, intrinsic motivation, and a focus on value creation, the Learn-Do-Be model prepares a generation of empowered individuals ready to excel and make a lasting impact in their fields.
Takeaways
This chapter shows how instructional designers can create transformative learning experiences by aligning objectives with the Learn-Do-Be framework. Through the integration of Mager’s Performance Framework, Bloom’s Taxonomy, and the ABCD Model, learners are guided from knowledge acquisition to skill application and, ultimately, to professional transformation and value creation.
- The Learn phase emphasizes building foundational knowledge and critical thinking skills. By leveraging Bloom’s cognitive domain and neuroscience-backed strategies, objectives in this phase scaffold learners’ understanding to prepare them for higher-order thinking and practical application.
- The Do phase focuses on the application of knowledge through hands-on skill-building activities. By incorporating Bloom’s psychomotor domain and the ABCD Model, this phase ensures actionable and measurable objectives, enabling learners to refine their abilities in real-world scenarios.
- The Be phase centers on professional transformation and value creation. Objectives crafted with Mager’s Performance Framework and Bloom’s affective domain encourage learners to embody the values, attitudes, and behaviors essential for success. This phase inspires learners to not only excel in their roles but also contribute meaningfully to their communities and organizations.
- Value creation across phases. By aligning assessments and activities with each phase, instructional designers ensure learners progress from understanding foundational concepts to mastering tasks and, ultimately, creating meaningful impact. Reflective practices, simulations, and capstone projects are critical tools for assessing growth and fostering transformation.
This chapter reinforces the transformative power of instructional design when objectives are thoughtfully crafted to guide learners on a journey of learning, doing, and becoming. By focusing on professional identity, intrinsic motivation, and the ability to create value, instructional designers enable learners to thrive in their roles and make lasting contributions.
Application assignment: crafting “Be” objectives
Objective. Apply the principles of Mager’s Performance Framework and the Learn-Do-Be model to create a specific, measurable, and actionable “Be” objective that emphasizes value creation, professional transformation, and reflective practice.
Instructions.
- Reflect on the role or responsibility. Identify the professional identity or value-creating responsibility relevant to your project. Consider the mindset, values, attitudes, and behaviors essential for success in this role or task.
- Define the objective using Mager’s Framework. Performance: specify the observable behavior or action that demonstrates mastery and value creation. Condition: describe the environment, tools, or circumstances under which the behavior occurs. Criterion: establish a measurable standard or metric that defines success.
- Incorporate reflection. Design the objective to include an element of reflective practice or growth, ensuring learners engage with their progress and identify areas for improvement.
- Write the objective. Create a “Be” objective that reflects how the learner will embody excellence in their role, contribute meaningfully, and demonstrate professional transformation.
- Provide context. Briefly describe the project or scenario and explain how your “Be” objective aligns with its goals and contributes to value creation.
Example 1: Robotics team captains (high school).
Project context: leading a team through a build season.
Be objective: “Across a build season (Condition), robotics team captains (Audience) will become steady, fair leaders (Performance) by running a short stand-up at each meeting, dividing tasks so that every member has a named job, and handling disagreements by asking for options before deciding, as scored on the mentor’s leadership rubric and the captain’s own reflective log (Criterion).”
Assessment: mentor rubric focused on fairness, steadiness under pressure and how decisions were reached; member feedback at mid-season and after; the captain’s reflective log on what went wrong and what they changed.
Example 2: K-12 writing development (middle school).
Project context: writing workshop focused on effective argumentative writing.
Be objective: “Given structured writing workshops and peer review sessions (Condition), middle school students (Audience) will become effective and persuasive writers (Performance) by drafting, revising, and finalizing argumentative essays that present well-supported claims and clear reasoning, achieving a score of 85% or higher on a rubric assessing coherence, evidence use, and organization (Criterion).”
Assessment: writing rubric evaluating clarity, structure, and use of evidence; peer feedback sessions to refine drafts and strengthen arguments; reflective journals where students analyze their writing process and identify areas for improvement.