One of the discussions that comes up often regarding instructional design and lesson planning is that of how prominent the learning objectives should be displayed and communicated.

And this comes up with both adult and children learners. How much and how formal. Do six-year-olds or senior executives for that matter need to know that given the tools needed at the end of the lesson you’ll be able to perform the task with 90% effectiveness? Probably not.

But both groups do need to know why there are sitting in the lesson and to a different extent “what’s in it for them”

When designing instruction it is critical to include an agenda of what is to be covered, this helps set the stage, can stimulate prior knowledge, and in some cases help learners know they are in the correct room which can avoid embarrassment later on. For adult learners it is critical to also include a bit of insight into what’s in it for them in the short and long term. How will the training give them an advantage, make things easier, or otherwise improve their situation?

For children, especially young children the benefits are more foundational but the core idea is still there. “Learning your vowels will make reading easier” is still valuable and motivating information.