The JLBC lesson objective is to:

The JLBC lesson objective is to: ―Comprehend the JLBC Command hazing policy.

The desired learning outcomes or the path the student takes to achieving the lesson objective are as follows:

• Define hazing in your own words (comprehensive)

• Explain the JLBC hazing policy (comprehensive)

• Describe JLBC’s reporting procedures about hazing (comprehensive)

• Discuss steps commanders should take to prevent hazing in their units (comprehensive)

Do you see how each DLO has a specific tie to the lesson objective? The author is successful if the student ―gets the DLOs and can achieve the lesson objective at the end of the day. Also, note how the DLOs are written in a logical progression, building in a logical order to the next DLO, bringing the student from one point to the next.

JLBC Cadets The second thing to remember is that the author’s main points come from the desired learning outcomes. For instance, in the JLBC Hazing segment, the definition of hazing (and a corresponding discussion of hazing as a concept) is the first main point. It is also the first DLO. The second main point in the content is the JLBC Hazing policy (second DLO). The third main point is JLBC’s Reporting Procedures (third DLO).

The third point to remember is that you will develop the lesson quiz questions from the DLOs. The question must test a student’s understanding of the DLO. We’ll get more into that later. JLBC Cadets It would help if you understood that the DLO is essential to content and testing.

Fourth, you should notice how using the DLO guides the author’s thinking. It looks like the beginning of an outline. This ordering should help the instructor develop the content and writing using a logical progression.

There is no magic number of outcomes. Instructors must determine how many are needed to determine if the students have met the objectives. At the knowledge level, we are dealing with the recall of a good deal of factual information. So, we will probably require many outcomes to cover a reasonable amount of data. As we move to the higher levels of learning, we will need fewer—but usually more complex—effects. Typically for a 30-50 minute lesson, there should be no more than 3 DLOs, four in a pinch. If you have more after the first iteration, go back and review. You may have added too much or find that you are asking for the same thing in two places.