Terminal Learning Objectives (TLOs)
The TLO is the main objective of a lesson. The TLO describes, in observable, measurable, repeatable, and
achievable terms, what the learner should be capable of performing under the stated conditions to the
prescribed standard, upon lesson or course completion. The TLO consists of the action statement, the
condition statement, the standard statement, and the Learning Domain-Level. See Chapter 7 in Final Draft
TP 350-70-14.
Here are some tips for developing a proper TLO:
ACTION STATEMENT
- The action statement should start with a verb and specify the proficiency or performance expected as a
result of completing the learning objective.
- The action statement should only have one verb.
- The verb selected for the action statement must be compatible to the level of complexity of the action
described.
CONDITIONS STATEMENT
- Condition statements set parameters that explain what to provide and what to withhold.
- They describe the setting or situation under which to teach or measure the objective, as well as the
relevant factors associated with desired performance.
- The condition statement includes environment (for example, in a classroom, simulated combat
environment, chemical, biological, radiological, and nuclear environment, underwater conditions, extreme
heat), safety considerations, resources, and constraints.
- Conditions should be realistic, reflect the job as closely as possible, and be adjusted to the learning
environment.
STANDARD STATEMENT
- The standard statement should provide (quantitative or qualitative) criteria or the degree of achievement
needed to measure whether the learners meet the objective at an established baseline.
- Is written in the present tense and starts with a verb.
- It should have a minimum of one verb that is from the same domain and same level of learning as that
of the verb in the action statement. The remaining verbs (if any) should be at an equal or lower level of
learning.
- Recommended quantitative/ qualitative criteria for a standard statement are: accuracy, tolerances,
completeness, format, and clarity, number of errors, quantity, quality, sequence, and speed of
performance. See Table 7-1 of TP 350-70-14.
- IAW a publication does not clearly define what is considered successful accomplishment of the learning
objective. If the student must have the references while performing the task or demonstrating a
knowledge, skill or attitude, the reference should be listed as part of the Conditions Statement.
- Unless it is a test lesson, a standard statement should not be based on an assessment; standard
statements are used to develop the assessments.
LEARNING DOMAIN – LEVEL
- The three learning domains are cognitive, affective, and psychomotor. Each domain comprises
identifiable levels that progress from the lowest level through increasingly more complex levels, to the
highest complexity level.
- The cognitive domain refers to intellectual (cognitive) skills. The affective domain concentrates on
emotions, beliefs, attitudes, values, and feelings. The psychomotor domain consists of manual or physical
skills used to achieve the learning objective.
- The desired learning level dictates the selection of the verbs in the learning objective. Align the action
statement verb, the highest standard statement verb, and the Learning Domain-Level. This will help with
ACE Accreditation Review.
- Use approved verbs from the Bloom's listing on the Training & Education Developer Toolbox (TED-T) or
synonyms. - Use Table E1 from TP350-70-1, located at: TED-T > TED Glossary > Verbs for Task Titles >
(select the hyperlink named "Standard Verbs"). https://cacmdc.army.mil/armyu/TEDT/Pages/Toolbox.aspx.
Also, see Figure 7-1 in Final Draft TP 350-70-14 for verbs from Revised Bloom's list of verbs for the
cognitive domain, Bloom/Krathwhol's list of verbs for the affective domain, and R.H. Dave's list of verbs
for the psychomotor domain.
Problem: Too often, a lesson plan will not have the correct verb alignment between the action statement,
standards statement*, and the level of learning for a particular domain. This can cause a misalignment of
learning objectives and result in confusion as to what the student should be, know, or do by the
completion of the lesson plan. Moreover, this can cause difficulty in setting the intellectual depth or skill
level for a lesson plan which can have an impact on Army Readiness.
Example of a Compliant TLO wherein the verb alignment is correct:
Action – Maintain an M35 2 ½ ton Cargo Truck.
Condition – Given an M35 2 ½ ton Cargo Truck, DA Form 2404 and TM 9-2320-361-10
Standards – Maintain an M35 2 ½ ton Cargo Truck by completing all the steps in sequence, without error,
within 30 minutes.
Learning Domain – Psychomotor
Level of Learning – P3 Precision
In this example, there is verb alignment between the action statement (Maintain is a P3 verb), standard
statement (Maintain is a P3 verb) and the level of learning (P3) Precision.
Regulatory Guidance: TP 350-70-14 para 7-3 (e) states that it is important for TNGDEVs to comprehend
and consider the three learning domains (cognitive, affective, and psychomotor), levels of learning, and
types of knowledge when selecting action verbs for learning objectives. This will assist them in
determining the learning objectives desired for a particular target audience. The desired learning level
dictates the selection of the verb in the learning objective.
Regulatory Guidance: TP 350-70-14 para 7-3 (g) states that the verb selected for the action statement
must be compatible to the level of complexity of the action described. Although the action statement verb
is an indication of the level of learning expected, looking at the total behavioral statement (action,
condition, and standard) will accurately determine the learning objective level of learning, because the
same verb may appear in different levels of learning.
*Note: Only one of the standard statements has to be at the same level of learning as the verb in the TLO
Action Statement and the overall level of learning for the TLO. The remainder of the standard statements
may be at a lower level of learning.
Motivator
What is a motivator? According to the Cambridge Dictionary it is, "A person or thing that makes
someone enthusiastic about doing something." For our purposes, a motivator is an element of the
lesson plan that motivates the student to learn. It is the carrot.
A well designed/thought-out motivator has the potential to capture the attention of the learner. In this
context, a motivator can be leveraged to heighten awareness and raise the seriousness of what is about
to be taught. A motivator serves as the initial appeal to the learner's affective domain which can connect
them more vividly to the lesson at-hand. And in this framework, learning has a higher potential of being
retained and most likely used by the learner later within the operational Army.
Lesson plans without a motivator may miss the immediate connection that a lesson plan might have
with aspiring learners. This can create a gap in the learning experiences where the lack of an association
with what is being taught may hinder the learning from taking root. Motivating learners to learn is an
essential component of learning retention.
The motivator and the concrete experience (CE) both share common elements. The concrete
experience, as the first phase of the experiential learning model (ELM), can be used as the motivator.
Training developers and training managers, when designing their lesson plans using ELM, can capitalize
on the affective domain by instituting personalized stories and interactive classroom discussion to
enhance the learning environment. The concrete experience causes the student to apply value to that
which he/she is about to learn. This collective 'Buy-In' increases the overall classroom development
which may now be more responsive to learn the critical components of the lesson.
A lack of a motivator can be a missed opportunity to engage the learners to the critical aspects and
importance of a lesson. Keep in mind that a motivator:
Triggers experience and knowledge to support the lesson that a student is about to learn.
Gains learner interest and focuses him/her on what they are about to learn.
TP 350-70-14 7-11 (b) states: In-line with the ALM and adult learning concepts, the lesson plan should
contain a short motivator. The motivator is generally included at the beginning of the lesson and may be
part of the instructional lead in, warm-up pre-exercise, or separate LSA.
Course Map
During the design phase of ADDIE create a course map by incorporating all of the design documents and
specifications to create a course map that graphically includes the mandatory training sequence of the
phases, modules, and/or lessons: the sequence of prerequisite lessons aligned with the follow-on
lessons, the learning outcomes to meet: and the learning gaps.
Refine the course map during the develop phase of ADDIE. When the lesson plans are completed, detail
the final establishment and sequence of the lessons in the course map, which is a graphic portrayal of
the overall course's presentation. The course map ensures horizontal and vertical alignment of the
phases, modules, and/or lessons to support the learning outcomes. The mapping process involves
identifying where in the course to introduce, develop, and master each learning outcome. Publish the
course map in the Course Management Plan (CMP).
The course map shows the mandatory training sequence for the course. It is imperative to teach each
lesson identified as a prerequisite for another lesson before presenting the follow-on lesson. This
mandatory training sequence cannot be violated. Failure to follow this sequence means learners will
receive training for which they have not received the prerequisite training. Course mapping involves
developing a master chart that indicates which outcomes to meet, to what extent, and how often.
The course map visually and substantively reveals any learning gaps in the program that could cause
difficulty in meeting the program's measurement targets for its learning outcomes.
Course maps provided in TRAS documents should display the generic course map elements. The generic
course map depicts a course divided into phases with estimated hours, and modules with delivery
mode, estimated hours, and lessons per module identified. (NOTE: For more information concerning
course maps see the TP 350-70-14 Final Draft.)
Check on Learning
A check on learning is an informal, required check, to determine if the students are learning. At a
minimum, a check on learning will be located in the review/summary/apply portion of the lesson plan in
order to determine if the students achieved the TLO. The check on learning can also be used throughout
the lesson plan to determine if the students are progressing appropriately towards achievement of the
TLO.
- Check-on-learning examples include:
No less than two open ended questions
Short ungraded quiz
Ungraded PE
- A check on learning can be written, verbal, or performed in a small group.
- Centers/Schools should include answers and ALL references for the questions to fully inform
instructors and students going through self-paced instruction.
- See TP 350-70-14 for additional information.