Behavioral Objectives

Chapter 10

1

Characteristics of Goals and Objectives

Definition of TermsGoals :

the final outcome of what is achieved at the end of the teaching-learning process.

are global and broad and serve as long-term targets for both the learner and the teacher.

and achievable in weeks or months .

2

Characteristics of Goals and Objectives

Objectives: Is a specific, single behavior are short-term and should be achievable at the end

of one teaching session or within a matter of a few days following a series of teaching session.

3

Characteristics of Goals and Objectives (cont’d)

Behavioral learner Objectives are action-oriented, rather than content-oriented and learner-centered rather than teacher-centered

Educational/Instructional Objectives: content-oriented, teacher-centered outcomes of the education process in reference to an aspect of a program or a total program of study

4

Differences Between Goals and Objectives

Goals Objectivesglobal specificbroad singularlong-term-achieved in weeks or months

short-term-achieved at the end of one teaching session or within a matter of a few days following a series of teaching sessions

5

6

Responsibility for Establishing Goals and Objectives If the teaching –learning process is to be successful

then Setting of goals and objectives must be a mutual

decision-making process between the teacher and the learner

It is the responsibility for both parties to participate in the decision-making process and “buy into” the immediate objectives and ultimate goals

7

combination what the learner wants to learn and what the teacher has assessed the learner needs to know provides for a mutually accountable, respectful, and fulfilling educational experience

The importance of using behavioral objectives for teaching

Three Major Advantages to Writing Objectives1-Provides basis for selection and design of

instructional content, methods, and materials

2-Provides learner with means to organize efforts toward accomplishing objectives

3-Allows for determination as to the extent objectives have been accomplished

8

Careful construction of objectives Keeps teaching learner-centered

Communicates plan to othersHelps learners stay on trackOrganizes educational approachEnsures process is deliberateTailors teaching to learner’s needsCreates guideposts for teacher evaluationFocuses attention on learnerOrients teacher and learner to outcomesMake it easier for learner to visualize performing

9

Writing Behavioral Objectives

Three important characteristics1. Performance—describes what the learner is

expected to be able to do

2. Condition—describes the situation under which behavior will be observed

3. Criterion—describes how well or with what accuracy the learner must be able to perform

10

Writing Behavioral Objectives

Following a class on hypertension, (condition)

the patient will be able to state (performance)

three out of four causes of high blood pressure (criteria)

11

Common Mistakes When Writing Objectives

Describing what the instructor rather than the learner is expected to do

Including more than one behavior in a single objective

Forgetting to include all three characteristics

Using performance terms that are not action-oriented and are difficult to measure

12

Common Mistakes (cont’d)

Writing an unattainable, unrealistic objective

Writing objectives unrelated to stated goal

Cluttering an objective with unnecessary information

Making an objective too general so that the outcome is not clear

13

Taxonomy of Objectives

Behavior is defined according to type (domain category) and level of complexity (simple to complex).

Three Types of Learning Domains1. Cognitive—the “thinking” domain2. Affective—the “feeling” domain3. Psychomotor—the “skills” domain

14

Complexity of Domain Levels Objectives in each domain are classified in a

taxonomic form of hierarchy into low (most simple), medium (moderately difficult), and high (most complex) levels of behavior.

Cognitive Levels Knowledge evaluation

Affective Levels Receiving characterization

Psychomotor Perception origination

15

The cognitive domain (thinking)

objectives in this domain are divided into six levels

Knowledge; ability of the learner to memorize , recall

Comprehension; ability of the learner to demonstrate understanding

Application; ability of the learner to use ideas, principle in concrete situation---writing, reading, or handling equipment

16

The cognitive domain (thinking)

Analysis/ ability to recognize information by breaking it in to smaller parts

e.g. (After reading handouts provided by the nurse, the family member will calculate the correct number of total grams of protein included on average per day in the family diet)

17

The cognitive domain (thinking)

Synthesis/ability to put together parts or element to create a unique producte.g. (Given a sample list of foods, the patient will write a menu to include foods from the four food groups" diary, meat, vegetables& fruits, and grains" in the recommended amounts for daily intake)

Evaluation to judge the value of some thing

18

19

Affect domain

Known as “feeling” domain. learning influencing feelings expressed as emotions, interests, attitudes, values, and appreciations.

Affective domain divided into five categoriesReceiving RespondingValuingOrganizationCharacterization

20

Example of behavioral objective in the affective domain

Receiving: During a group discussion, the patient will admit to any fears he may have about needing to undergo a repeat angioplasty.

Responding: At end of one-to-one instructions, the child will verbalize feeling of confidence in managing her asthma using Peak Flow Tracking Chart

21

22

Affective domain encompasses three levels that govern attitudes & feelings

The intrapersonal level personal perception of ones own self (self concept, self awareness)

The interpersonal level (self in relation to others)

The extra personal level (others as established groups)

Psychomotor domain

Is known as (skills), objectives in this domain divided into seven categories

Perception Set Guided response Mechanism Complex overt response Adaptation Origination

23

24

Psychomotor domain example Guided response level: “ after watching a 15

minute video on the procedure for self- examination of the breast, the client will perform the exam on a model with 100% accuracy

Set level: “ following demonstration of proper use of crutches, the patient will attempt to walk using the correct three- point gait technique

25

Teaching in the Cognitive Domain Learning in this domain involves acquisition

of information based on the learner’s intellectual abilities and thinking processes.

Methods most often used to stimulate learning in the cognitive domain include: Lecture One-to-one instruction Computer-assisted instruction

26

Teaching in the Cognitive Domain (cont’d)

Cognitive domain learning is the traditional focus of most teaching

Cognitive knowledge is an essential prerequisite for learning affective and psychomotor skills

27

Teaching in the Affective Domain

Learning in this domain involves commitment to feelings; the degree to which feelings or attitudes are incorporated into one’s personality or value system

28

Teaching in the Affective Domain (cont’d)

Methods most often used to stimulate learning in the affective domain include:

Group discussion Role-playing Role-modeling Simulation gaming Questioning

29

Teaching in the Affective Domain (cont’d)

Nurses are encouraged to attend to the needs of the whole person by recognizing that learning is subjective and values driven

More time in teaching needs to focus on exploring and clarifying learner feelings, emotions, and attitudes

30

Teaching in the Psychomotor Domain Learning in this domain involves acquiring fine and

gross motor abilities with increasing complexity of neuromuscular coordination.

Methods most often used to stimulate learning in the psychomotor domain include: Demonstration Return demonstration Simulation Gaming Self-instruction

31

Teaching in the Psychomotor Domain (cont’d)

Psychomotor skill development is very egocentric and requires learner concentration

Asking questions that demand a cognitive or affective response during psychomotor learning interferes with psychomotor performance

32

Teaching in the Psychomotor Domain (cont’d)

The ability to perform a skill is not equivalent to learning a skill

“Practice makes perfect”—repetition leads to perfection and reinforcement of behavior

33

Factors Influencing Psychomotor Skill Acquisition

The amount of practice required to learn a new skill varies with the individual depending upon such things as:

Readiness to learn Past experience Health status Environmental stimuli

34

Factors Influencing Psychomotor Skill Acquisition (cont’d)

Anxiety level Developmental stage Practice session length Motivation to learn

35

Development of Teaching Plans

Predetermined goals and objectives serve as a basis for developing a teaching plan

Mutually agreed upon goals and objectives clarify what the learner is to learn and what the teacher is to teach

36

Reasons to Construct Teaching Plans1. To force the teacher to examine the relationship

among the steps of the teaching process and to ensures a logical approach to teaching.

2. To communicates in writing and in an outline format exactly what is being taught, how it is being taught and evaluated, and the time allotted for accomplishment of behavioral objectives.

3. To legally document that an individual plan for each leaner is in place is being properly implemented.

37

Basic Elements of a Teaching Plan

The Purpose A statement of the overall Goal A list of Objectives An outline of the related Content The instructional Methods of teaching Time allotted for the teaching for each objective The instructional Resources (materials/tools) needed The method used to Evaluating learning

38

The Concept of Learning Curve

Learning Curve: is a term commonly used to determine how long it takes for a learner to acquire a knowledge, attitudes, or motor skill

It is a graphic depiction of changes in psychomotor performance at different stages of practice during a specified time period

Six stages of the theoretical learning curve

39

Learning curve

40

The Concept of Learning Curve

Stages of learning curve

Negligible progress: pre–readiness period when the learner is not ready

Increasing gains: rapid gains in learning occur Decreasing gain: Plateau: no significant gains are made Renewed gain: Approach to limit: progress become small

The individual learning curves characterized by irregularity

41

42

Summary

Assessment of the learner is a prerequisite to formulating objectives.

Writing clear and concise behavioral objectives is fundamental to the education process.

Goals and objectives serve as a guide to planning, implementation, and evaluation of teaching and learning.

43

Final Exam310تض

الصحي والتثقيف التواصل08:15 - 10:15

االثنين09-06-2014

: المساق رمز: المساق اسم

الوقت :اليوم :

التاريخ :القاعة سعة القاعة

الناطور. أحالم دالتميمي محمد االستاذ NG42

قنديل. عبير د SF07

44