The framework, taxonomy, outcome, and pedagogy connection in learning outcome three revolves around the observational aspect of leadership learning. The students observe and understand leadership types which allows them to make meaning of how effective and ineffective leaders and followers act within various social contexts. Observational learning is effective when It "incorporates both inductive sense-making and deductive conclusions about ourselves, others, and the world around us" (Guthrie & Jenkins, 2018, p.66). Leadership observation, within the leadership learning framework, "refers to the social, cultural, and observational aspects of leadership learning" (Guthrie & Jenkins, 2018, p.65).The main question application, within Fink's Taxonomy, is "What kinds of thinking, complex projects, and skills is it important for learners to be able to do/manage? (Fink, 2013). With these pieces of the leadership learning framework and Fink's taxonomy combined, students are able to observe and learn various leadership types while being able to apply and manage these skills in real-life situations. 

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The Instructional and assessment strategies for this outcome are social, cultural, and observational aspects of leadership learning (Guthrie & Jenkins, 2018, p.65). For the third meet of the retreat series, the students will be focusing on leadership observation and application. The instructional strategies chosen are lectures and movie watching with reflective journal entries used as the assessment tools. During this meet, the students will be observing leadership types through instructor based lecture and movie clips that show different leadership types in real-life situations. For assessment, guiding questions are provided to assist students with their reflective journal entry process. In order for instructors to understand passively received information, evaluating the students journal entries will provide an effective way to assess whether or not learning occurred (Guthrie & Jenkins, 2018). Additionally, reflection is incorporated into the leadership observation learning process because "reflection has been conceptualized as the primary process through which learners extract knowledge from their experiences" (Illeris, 2007). Throughout the event, students will have opportunities to reflect through journaling which will be incorporated into the overall assessment of the series at the end of the year

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Fink, L. D. (2013). Creating significant learning experiences : an integrated approach to designing college courses. Jossey-Bass.

Guthrie, K. L., & Jenkins, D. M. (2018). The Role of Leadership Educators : Transforming Learning. Charlotte, NC: Information Age Publishing. 

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London, UK: Routledge.