health ed ch10

• taxonomy


  the ordering of these behaviors based on their type and complexity. Level of knowledge to be learned.
• taxonomy 


  basased on the original work of bloom.
• types of objectives

  educational objectives, instructional objectives, behavioral objectives (learning objectives)
• educational objectives


  used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum units.
• instructional objectives


  describe the teaching activities, specific content areas, and resources used to facilitate effective instruction.
• behavioral objectives


  also referred to as learning objectives
• behavioral objectives


  make us of the modifier behavioral or learning to note that this type of objective is action oriented rather than content oriented
• behavioral objectives


  learner centered rather than teacher-centered, and short-term outcome focused rather than process focused.
• behavioral objectives


  describe precisely what the learner will be able to do following a learning situation.
• goal


  is the final outcome to be achieved at the end of the teaching and learning process.
• goal

  global and broad in nature.
• objective


  is a specific, single, concrete, one-dimensional behavior.
• objective


  are short-term and should be achieved at the end of one teaching session.
• the importance of using behavioral objectives

  • helps to keep educators' thinking on target and learner centered
  • Makes it easier for the learner to visualize performing the required skills
• other major advantages in writing clear objectives

  1. solid foundation
  2. ways to organize their effors
  3. whether an objective has, in fact, been met
• writing behavioral objectives and goals. three important characteristics:

  performance

  condition

  criterion
• performance


  describes what the learner is expected to be able to do to

  demonstrate the kinds of behaviors the teacher will accept as evidence

  that objectives have been achieved.
• performance


  Activities performed by the learner

  may be observable and quite visible,

  such as being able to write or list

  something, whereas other activities

  may not be as visible, such as being

  able to identify or recall something.
• 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 time

  frame the learner must be able to

  perform the behavior so as to be

  considered competent.
• These three characteristics translate into the

  following key questions:

  (1) What should the learner be able to do?

  (2) Under which conditions should the learner be able to do it?

  (3) How well must the learner be able to do it?
• A fourth component must also be included that describes the “who” to guarantee that the behavioral objective is indeed learner centered.
• Thus, behavioral objectives are statements

  that communicate who will do what under which

  conditions and how well, how much, or when
• ABCD rule (proposed by Smaldino, Lowther, and Russel.)

  A—audience (who)

  B—behavior (what)

  C—condition (under which circumstance)

  D—degree (how well, to what extent, within

  what time frame)
• Common Mistakes When Writing Objectives

  ■ Describing what the teacher does rather than

  what the learner is expected to do

  ■ Including more than one expected behavior

  in a single objective (avoid using and to

  connect two verbs—e.g., the learner will

  select and prepare)

  ■ Forgetting to identify all four components

  of condition, performance, criterion, and

  who the learner is

  ■ Using terms for performance that are open to many interpretations, are not action oriented, and are difficult to measure
• Common Mistakes When Writing Objectives

  ■ Writing objectives that are unattainable

  and unrealistic given the ability level of

  the learner

  ■ Writing objectives that do not relate to the

  stated goal

  ■ Cluttering objectives by including unnec-

  essary information

  ■ Being too general so as not to specify clearly

  the expected behavior to be achieved
• Cognitive Domain


  is known as the “thinking” domain.
• Levels of Behavioral Objectives and Examples in the Cognitive Domain

  Knowledge Level

  Comprehension Level

  Application Level

  Analysis Level

  Synthesis Level

  Evaluation Level
• Knowledge level


  Ability of the learner to

  memorize, recall, define, recognize, or

  identify specific information, such as facts,

  rules, principles, conditions, and terms,

  presented during instruction.
• Knowledge Level


  Example:

  After a 20-minute teaching session, the

  patient will be able to state with accuracy the

  definition of chronic obstructive pulmonary

  disease (COPD).
• Comprehension Level


  Ability of the learner to demonstrate an understanding of what

  is being communicated by recognizing it in

  a translated form, such as grasping an idea

  by defining it or summarizing it in his or

  her own words (knowledge is a prerequisite behavior)
• Comprehension Level


  Example: After watching a

  10-minute video on nutrition following

  gastric bypass surgery, the patient will be

  able to give at least three examples of food

  choices that will be included in his diet.
• Application Level


  Ability of the learner to use ideas, principles, abstractions, or theories in

  specific situations, such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite behaviors).
• Application Level


  Example: On completion of a

  cardiac rehabilitation program, the patient

  will modify three exercise regimes that

  can fit into his or her lifestyle at home.
• Analysis Level


  Ability of the learner to recognize and structure information by

  breaking it down into its separate parts and specifying the relationship between the parts (knowledge, comprehension, and

  application are prerequisite behaviors).
• Analysis Level


  Example: After reading handouts provided

  by the nurse educator, the family member

  will calculate the correct number of total grams of protein included on average per day in the family diet.
• Synthesis Level


  Ability of the learner to put together parts into a unified whole by

  creating a unique product that is written, oral, or in picture form (knowledge, comprehension, application, and analysis are prerequisite behaviors).
• Synthesis Level


  Example: Given a sample list of foods, the patient will devise a menu to include foods from the four food groups (dairy, meat, vegetables and fruits, and grains) in the recommended amounts for daily intake.
• Evaluation Level


  Ability of the learner to judge the value of something by applying appropriate criteria (knowledge, comprehension, application, analysis, and synthesis are prerequisite behaviors).
• Evaluation Level


  Example: After three teaching sessions, the learner will assess

  his readiness to function independently in the home setting.