As has been mentioned in the post on Lesson planning, in order to ensure successful outcomes, objectives need to be defined clearly and unambiguously. That is why the ABCD model, introduced by Robert. F. Mager in 1962, is an excellent tool. The key feature of the ABCD model is that it is an acronym standing for Audience, Behaviour, Condition and Degree, which are the actual components of the model itself. The objective does not have to be written in this order (ABCD), but it should contain all of these elements.
In other words, by defining (A) the audience, that is who is to exhibit the performance, (B) the expected behaviour, that is what observable performance the learner is to exhibit, (C) the conditions under which the behaviour will be realised, that is what conditions are provided for the learner at the time of evaluation and (D) the final degree of performance that is expected, that is what constitutes a minimum acceptable response, the teacher has completed almost the entire planning process. The following step is defining activities, techniques and strategies to realise the objective.
When defining the components, the teacher should be very careful. A successfully defined ABCD model should be observable and measurable by both quantitative and qualitative criteria, unambiguous, oriented towards standardised results, clearly written, specific, communicate a successful learning process in behavioural terms and strive for specific performance. Furthermore, the ABCD model may be presented in two levels. The first level identifies the overall goal of the instruction for the program or instructional event and it is sometimes referred to as terminal objectives. The second level identifies the goals required to meet the first level objectives and it is sometimes called enabling objectives. Either way, objectives have to be planned carefully.
Thus when describing the Audience, the intended learner or end user of the instruction should be described. For example, ‘the paramedic refresher participant’, ‘the EMT-B student’, ‘the prehospital care provider attending this seminar’, ‘the 2nd-year English language students’, etc. As far as Behaviour is concerned, it should describe learner capability, it should be observable and measurable, and it can include demonstration of knowledge or skills in any of the domains of learning (cognitive, psychomotor, affective or interpersonal). For example, ‘should be able to write a report’, ‘should be able to describe the steps’, ‘should reproduce the covered material’, etc. The Condition includes the equipment or tools that may (or may not) be utilised in completion of the behaviour. Environmental conditions may also be included. For instance, ‘given a set of ten vocabulary items’, ‘based on two sonnets written by William Shakespeare’, ‘given the cartoon supplied’, etc. Finally, when describing the Degree, the standard for acceptable performance (time, accuracy, proportion, quality, etc.) should be stated clearly. For instance, ‘without error/, ‘9 out of 10 times’, ‘within 60 seconds’, etc.
I will now supply two examples illustrating the ABCD model along with some ideas for computer-assisted language classes.
Example 1: Practising speaking skills in computer-assisted classes
The ABCD model:
A: EFL students at an advanced C level
B: prepare a short speech explaining a problem in which they develop proposed argument elements
C: by following and using suggested guided instruction to particular content-determined speaking
D: within a preset time frame, with accuracy and free of errors.
Possible realisation
The ABCD model:
A: EFL students at an advanced C level
B: prepare a short speech explaining a problem in which they develop proposed argument elements
C: by following and using suggested guided instruction to particular content-determined speaking
D: within a preset time frame, with accuracy and free of errors.
Possible realisation
Teachers at all levels complain that motivating students for speaking practice seems to be the hardest to achieve. Most believe that students lack motivation or self-confidence to participate in such exercises. However, more often it turns out that students do not know what to say or how to put it. In order to address and surpass this issue, the teacher could make sure to help the students feel more secure and provide them with the what and the how.
Possible steps in such a lesson plan might be as follows:
1. Instruct the students to go to the practice page eslgold.com 7 and read through the separate phrases to be used as prompts for their speech.
2. Ask the students to imagine they have to address their course teacher and ask them for an extension of a deadline/ another exam date/ a rescheduling of an important test/ etc.
3. Ask the students to prepare a bullet list in a separate Word document stating possible reasons why they need the extension.
4. Now ask them to prepare their speech by using the most appropriate phrases they found on eslgold.com and their bullet-listed reasons.
The follow-up suggested in the previous example may be used in this practice as well.
Possible steps in such a lesson plan might be as follows:
1. Instruct the students to go to the practice page eslgold.com 7 and read through the separate phrases to be used as prompts for their speech.
2. Ask the students to imagine they have to address their course teacher and ask them for an extension of a deadline/ another exam date/ a rescheduling of an important test/ etc.
3. Ask the students to prepare a bullet list in a separate Word document stating possible reasons why they need the extension.
4. Now ask them to prepare their speech by using the most appropriate phrases they found on eslgold.com and their bullet-listed reasons.
The follow-up suggested in the previous example may be used in this practice as well.
Example 2: Practising vocabulary in technology-enhanced classes
The ABCD model:
A: ESL/ EFL students at an intermediate level
B: are expected to understand the provided definition of a word
C: and type it into a window with suggested prompts
D: to achieve proper understanding of the meaning and master the correct spelling of different sets of vocabulary within a particular time frame.
Possible realisation
The ABCD model:
A: ESL/ EFL students at an intermediate level
B: are expected to understand the provided definition of a word
C: and type it into a window with suggested prompts
D: to achieve proper understanding of the meaning and master the correct spelling of different sets of vocabulary within a particular time frame.
Possible realisation
Vocabulary exercises on the Internet are more than abundant. However, not all of them serve the goal the teacher has set for a particular exercise. Obviously, authoring tools (see section on 'Comprehension') may be used to prepare vocabulary exercises clearly focused on what the students need in a particular context. Yet, some good vocabulary exercises available online are Many things, English vocabulary practice and Freerice. As all these tools are used online, no special instruction is needed apart from the one to direct students to the appropriate pages and ask them to complete the exercises. Of course, students may be asked to note down their answers, submit them to their teacher in handwriting. Alternatively, students may be instructed to paste their answers into a separate Word document and email it to their teacher.
I hope these ideas will be helpful!
