This can be accomplished through the proper construction and dissemination of a course outline with clear educational objectives. In part one (1) of this book we highlighted the purpose of these objectives and their relation to motivation and the affective domain. The course outline should cover the entirety of the course or subject and once a student is aware of the learning outcomes, they have a clear idea of the teacher’s expectations and what they are expected to do to demonstrate learning. Also, stating clear learning expectations allows the learner to be an active participant in the learning process.
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