H.E

Created by

Athena Lara

Cards (115)

Objectives 
Action oriented rather than content oriented, learner centered rather than teacher centered and outcome focused rather than process focused
Writing objectives should contain 4 parts: Audience, Performance, Condition, Criterion
Well written objectives 
After watching a demonstration on suctioning, the nurse will be able to correctly suction a client using aseptic technique
After listening to the health teaching about hypertension, the patient will be able to state 3 out 4 causes of high blood pressure
Poorly written objectives 
The patient will be able to prepare a menu on low fat foods
The nurse will demonstrate crutch walking postoperatively to the patient
Common mistakes when writing objectives
To describe what the instructor rather than the learner is expected to do
To include more than one expected behavior in a single objective
To forget to include all four components (audience, performance, condition and criterion)
To use terms for performance that are subject to many interpretations, not action oriented and difficult to measure
To write an objective that is unattainable given the ability level of the learner
To write objectives that do not relate to the stated goal
To clutter an objective by including unnecessary information
To be too general so as not to clearly specify the expected behavior to be achieved
Terms with many interpretations (not recommended)
To know
To understand
To appreciate
To realize
To enjoy
To value
To feel
To think
To learn
Terms with few interpretations (recommended)
To apply
To choose
To classify
To compare
To describe
To demonstrate
To differentiate
To recall
To verbalize
The planning sequence 
1. Selecting of content
2. Organizing content
Factors in selecting contents
Time devoted to the topic
Backgrounds of the students/learners
Textbook
Ways to structure the content 
General to specifics or vice versa
Time Sequence Structure
Factors affecting choice of method
Facts or rule
Mold attitudes
Motivate the learner
Encourage creativity & problem solving skills
Factors affecting choice of method
Abilities & interests of the teacher
Compatibility between learners & teaching methods
Number of people in the class
Teaching plan 
Blueprint for action to achieve the goal and the objectives that have been agreed upon by the educator and the learner
Contents of teaching plan 
Goal and Objectives
Purpose
Content
Methods & Tools
Timing
Evaluation of Instruction
Reasons for constructing teaching plans
Elements of teaching plan 
Purpose
Statement of the overall goal
List of objectives
Outline of the related content
Instructional method(s) used for teaching the related content
Time allotted for the teaching of each objective
Instructional resources (materials/tools & equipment) needed
Method(s) used to evaluate learning
Evaluation 
A systematic process by which the worth or value of something is judged
Five types of evaluation
Process / Formative Evaluation
Content Evaluation
Outcome Evaluation
Impact Evaluation
Program Evaluation
Process / Formative Evaluation 
Make adjustments in an educational activity as soon as they are needed
Content Evaluation 
Determine whether learners have acquired the knowledge or skills taught during the learning experience
Outcome Evaluation 
Determine the effects or outcomes of teaching efforts
Impact Evaluation 
Determine the relative effects of education on the institution or the community
Program Evaluation 
Designed and conducted to assist an audience to judge and improve the worth of some object or educational program
Steps in conducting an evaluation
1. Determining the focus of the evaluation & use of evaluation models
2. Designing the evaluation
3. Conduct the evaluation
4. Determining methods of analysis & interpretation of data collected
5. Reporting results of data collected
6. Using Evaluation results
Assessment 
Is to gather, summarize, and use data to decide a direction for action
Evaluation 
Is to gather, summarize, interpret, & use data to determine the extent to which an action was successful
The difference between Evaluation & Assessment
Frequently asked questions when determining the focus of evaluation
Audience
Purpose
Questions
Scope
Resources
Barriers to evaluation 
Lack of clarity
Lack of ability
Fear of punishment or loss of self esteem
Frequently asked questions:
Audience 
For which audience is the evaluation being conducted?
Purpose 
For what purpose is the evaluation being conducted?
Questions 
Which questions will be asked in the evaluation?
Scope 
What is the scope of the evaluation?
Resources 
Which resources are available to conduct the evaluation?
The importance of a clear, specific, and realistic evaluation focus cannot be overemphasized
Determining the focus of evaluation:
Barriers to evaluation 
Lack of clarity
Lack of ability
Fear of punishment or loss of self esteem
Evaluation criteria 
Relevance
Efficiency
Effectiveness
Impacts
Relevance 
The extent to which the objectives of a development intervention are consistent with beneficiaries' requirements, country needs, global priorities and partners' and donors' policies.