HE

• Goals


  • Final outcome to be achieved at the end of the teaching & learning process
  • Learning outcomes, global and broad in nature and are long-term targets for both the learner and the teacher
• Objectives


  • Specific, single concrete, one-dimensional behavior
  • Short term, should be achieved at the end of one teaching session or shortly after several teaching sessions
• Types of Objectives


  • Educational Objectives (teacher)
  • Instructional Objectives (learner)
  • Behavioral/Learning Objectives
• Benjamin Bloom


  Formulated taxonomy in 1956 and published as a kind of classifications for learning outcomes and objectives
• Learning Domains


  • Cognitive
  • Affective
  • Psychomotor
• Cognitive Domain


  • Knowledge level
  • Apprehension level
  • Application level
  • Analysis level
  • Synthesis level
  • Evaluation level
• Affective Domain


  • Receiving level
  • Responding level
  • Valuing level
  • Organization level
  • Characterization level
• Psychomotor Domain


  • Perception level
  • Set level
  • Guided response level
  • Mechanism level
  • Complex overt response
  • Adaption level
  • Origination level
• Goals and objectives should be as clear as possible and give us concrete guidance
• Bloom's Taxonomy can help broaden our view of what students should learn
• Focus on what students should do, not on what teachers should do
• Describe the ultimate outcomes of instruction
• Identify both short-term and long-term goals
• Provide opportunities for students to identify their own goals and objectives
• Importance of using Behavioral Objectives

  • Helps to keep educators thinking on target and learner centered
  • Communicates to others, both learners and healthcare team members, what is planned for teaching and learning
  • Helps learners understand what is expected of them so they can keep track of their progress
  • Forces the educator to organize educational materials so as not to get lost in content and forget the learner's role in the process
  • Encourages educators to question their own motives—to think deliberately about why they are doing things and analyze what positive results will be attained from accomplishing specific objectives
  • Tailors teaching to the learner's particular circumstances and needs
  • Creates guideposts for teacher evaluation & documentation of success or failure
• Criteria for Behavioral Objectives

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Performance


  Describes what learner is expected to be able to do to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives are achieved
• Condition


  Describes the situations under which the behavior will be observed or the performance will be expected to occur
• Criterion


  Describes how well, with what accuracy, or within what timeframe the learner must be able to perform the behavior so as to be considered competent
• ABCD Approach


  • Audience- who
  • Behavior- what
  • Condition- under which circumstance
  • Degree- how well, to what extent, within what time frame
• Teaching Plan is a blueprint to achieve the goal and the objectives that have been developed
• Reasons for constructing teaching plans

  • To force the teacher to examine the relationship among the steps of the teaching process, to ensure a logical approach to teaching, which can serve as a map for organizing and keeping instruction on target
  • To communicate 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 the behavioral objectives
  • To legally document that an individual plan for each learner is in place and is being properly implemented
• Components of a Complete Teaching Plan

  • The purpose
  • A statement of the overall goal
  • A list of objectives (and subobjectives, if necessary)
  • An outline of the related content
  • The instructional method(s) used for teaching the related content
  • The time allotted for the teaching of each objective
  • The instructional resources (materials/tools) needed
  • The method(s) used to evaluate learning
• Learning Contract


  A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner, that specifies what the learner will learn, how learning will be achieved and within what time allotment, and the criteria for measuring the success of the venture
• Contents of the Learning Contract

  • Content specifies the behavioral objectives to be achieve
  • Performance expectations, specify condition under which learning activities will be facilitated
  • Evaluation, specify the criteria used to evaluate achievement
  • Time frame, specify the length of time needed for successful completion of objectives
• Teaching Methods


  A way of information is taught and brings the learner into contact what is being learned
• Instructional Tools


  The objects used to transmit information that supplements the act of teaching
• Lecture


  A highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction
• Group Discussion


  Learners get together to exchange information, feelings, and opinions with one another and with the educator
• Types of Group Discussion

  • Cooperative Learning
  • Collaborative Learning
  • Team Based Learning
• Case Study


  Engages learner to focus on real or invented case scenarios simulating life or world situation to understand, solve complex problems and issues
• One-to-One Instruction


  • Formal One-To-One Instruction - planned activity
  • Informal One-To-One Instruction - unplanned activity
• Demonstration


  Is done by the educator to show the learner how to perform a particular skill
• Return Demonstration


  Is carried out by the learner in an attempt to establish competence by performing a task with cues from the educator as needed
• Roleplay


  Learner by which actively participate in an unrehearsed dramatization
• Gaming


  Can be an effective active teaching strategy for nursing students, promoting deeper learning, reduced stress levels, critical thinking, motivation, and positive attitudes
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