Health Education Midterms

• Goal


  The final outcome of what is achieved at the end of the teaching-learning process. Goals are global and broad in nature; they serve as long-term targets for both the learner and the teacher.
• Objective


  Short-term in nature and should be achievable at the conclusion of one teaching session or within a matter of a few days following a series of teaching sessions. An objective is a specific, single, concrete, one-dimensional behavior.
• Educational Objectives


  • Learning Objectives
  • Outcomes
  • Terminal Objectives
  • Performance Objectives
  • Competencies
  • Instructional Objectives
  • Behavioral Objectives

  
• Instructional objectives


  Describe the teaching activities, specific content areas, and resources used to facilitate instruction
• Behavioral objectives or learning objectives

  Action-oriented rather than teacher-oriented and short-term outcome focus rather than process focus. It describes what the learner will able to do following a learning situation.

  
• Domains of educational objectives

  • Cognitive
  • Affective
  • Psychomotor

  
• Cognitive domain


  • Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain; Most familiar to instructors, authors, and learners. The cognitive domain is known as the "thinking domain." Learning in this domain involves acquiring information and addressing the development of the learner's intellectual abilities, mental capacities, understanding, and thinking processes divided into knowledge, comprehension, application, analysis synthesis, and evaluation
• Affective domain


  • Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values, and appreciations. Often the most difficult objectives to develop. The affective domain is known as the "feeling domain"
• Psychomotor domain


  • The easiest objective to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments; "Hands-on" courses will contain psychomotor objectives. This domain involves acquiring fine and gross motor abilities such as walking, handwriting, manipulating equipment, or performing a procedure (skill learning)
• Criteria for writing useful goals and objectives

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Writing Behavioral Objectives and Goal

  1. 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

  2. Condition: Describes the situations under which the behavior will be observed or the performance will be expected to occur

  3. 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

  
• The ABCD Approach


  1. A = Audience (the learners, readers, or participants, not the instructor)

  2. B = Behavior (what the participants will do)

  3. C = Condition (imposed by the instructor)

  4. D = Degree. What is "Good Enough"? It might be Speed, Accuracy, Quality, and Quantity
• Behavioral objectives are statements that communicate who will do what under which conditions and how well, how much, or when
• Common mistakes in 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
  • Forgetting to identify all four components of objective writing
  • Using terms for performance that are open to many interpretations, are not action-oriented, and difficult to measure
  • Writing objectives that are unattainable and unrealistic given the ability level of the learner
  • Writing objectives that do not relate to stated goal
  • Cluttering objectives by including unnecessary information
  • Being too general so are not to specify clearly the expected behavior to be achieved
• 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, Adaptation level
• Mechanism level


  Ability of the learner to repeatedly perform steps of a desired skill with a certain degree of confidence, indicating mastery to the extent that some or all aspects of the process become habitual
• Complex overt response


  Ability of the learner to automatically perform a complex motor act with independence and a high degree of skill, without hesitation and with minimum expenditure of time and energy
• Adaptation level


  Ability of the learner to modify or adapt a motor process to suit the individual or various situations, indicating mastery of highly developed movements that can be suited to a variety of conditions
• Origination level


  Ability of the learner to create new motor acts, such as novel ways of manipulating objects or materials as a result of an understanding of a skill and developed ability to perform skills
• Bloom proposed a revision to this initial taxonomy for learning, teaching, and assessing behaviors. The differences include changing the names in the six categories from noun to verb forms
• Taxonomy


  A way to categorize things according to how they are related to one another, need to develop a system for defining and ordering levels of behavior according to their type and complexity
• Teaching plan


  A blueprint to achieve the goal and the objectives that have been developed. It should indicate the purpose, content, methods, tools, timing, and evaluation of instruction
• 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 communicate in writing and in an outline format exactly what is being taught, how it is being taught, and how it is evaluated
  • To legally document that an individual plan for each learner is in place and is properly implemented
• Elements of the Teaching Plan

  • The purpose
  • A statement of the overall goal
  • A list of objectives (and sub-objectives, 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/tool 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
• Components of the Learning Contract

  • Content specifies the behavioral objectives to be achieved
  • Performance expectations, specify the 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 method


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


  The objects or vehicles used to transmit information that supplements the act of teaching
• The importance of selecting the teaching methods to meet the needs of the learner. Using the method of instruction improves the amount of information they retain and their ability to think critically and positively affects their learning outcomes
• Benjamin Franklin: '"Tell me" I will forget" Show me" I remember" Involve me;" I understand"'
• Lecture


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


  A method of teaching whereby 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 or case method
• One-to-one instruction


  An opportunity for the educator and learner to communicate knowledge, ideas, and feelings through an exchange of information.
• Demonstration


  Done by the educator to show the learner how to perform a particular skill
• Return demonstration


  Carried out by the learner in an attempt to establish competence by performing a task with cues from the educator as needed
• Role play


  A method of instruction by which the learner actively participates in an unrehearsed dramatization
• Gaming


  An effective active teaching strategy for nursing students that can develop deeper learning of the content, subdue stress levels, promote critical thinking, and motivate students