Health Education

• Goal - Is the final outcome of what is achieved at the end of the teaching–learning process.
• Goals are the desired outcomes of learning that are realistically achievable in weeks or months.
• Goals are global and broad in nature; they serve as long-term targets for both the - learner and the teacher.
• OBJECTIVES - 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 C.
• This concept of taxonomy - the ordering of these behaviors based on their type and complexity—pertains to the level of knowledge to be learned, the kind of behaviors most relevant and attainable for an individual learner or group of learners, and the sequencing of knowledge and experiences for learning from simple to the most complex
• S - SPECIFIC

  M - MEASURABLE

  A - ACHIEVABLE

  R - REALISTIC

  T - TIMELY
• EDUCATIONAL OBJECTIVES - Used to identify the intended outcome of the education process, referring to an aspect of program or total program of study
• INSTRUCTIONAL OBJECTIVES - describe the teaching activities, specific content areas and resources used to facilitate instruction
• BEHAVIORAL OBJECTIVES - learning objectives is an action oriented rather than teacher oriented and short-term outcome focus rather process focus.
• "A" is for audience (who)

  "B" is for behavior (what)

  "C" for conditions and (under which circumstance)

  "D" for degree of mastery needed. (how well, to what extent, within what time frame)
• Mrs. Smith (A-audience) will be able to identify (B-behavior) three distinct techniques for lowering her stress level (D-degree).”
• “After a 20-minute teaching session on relaxation techniques (C-condition)
• A=Audience (the learners, readers or participants, not the instructor)
• As you target a specific audience with your objective make sure that you are meeting the needs of all learners in that group.
• B=BEHAVIOR (what the participants will do)
• C= Condition (imposed by the instructor)
• D=Degree What is “Good Enough”?
• Knowledge level - Is the ability of the learner to memorize, recall, define, recognize or identify specific information such as facts, rules and principles, condition and terms presented during instruction.
• Apprehension level - is the ability of the learner to demonstrate an understanding or appreciation of what is being communicated by translating it into a different words
• Application level - ability of the learner to use ideas, principles, abstractions, or theories in particular and concrete situations, such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite behaviors
• Analysis level - ability of the learner to recognize and structure information by breaking it down into its constituent parts and specifying the relationship between parts (knowledge, comprehension, and application are prerequisite behaviors)
• Synthesis level - Is the ability of the learner put together parts and elements into a unified whole by creating a unique product that is written, oral, pictorial, and so on (knowledge, comprehension, application, and analysis are prerequisite behaviors).
• Evaluation level - ability of the learner to judge the value of something, such an essay, design, or action, by applying appropriate standards or criteria (knowledge. comprehension, application, analysis, and synthesis are prerequisite behaviors)
• Receiving level - ability of the learner to show awareness of an idea or fact or a consciousness of a situation or event in the environment. This level represents a willingness to selectively attend to or focus on data or to receive a stimulus
• Responding level - ability of the learner to respond to an experience. his level indicates a movement beyond denial and toward voluntary acceptance, which can lead to feelings of pleasure or enjoyment as a result of some new experience.
• Valuing level - is ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment or preference to be identified with some experience seen as having value. There is a definite willingness and desire to act.
• Organization level - is ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values, to determine interrelationships of values.
• Characterization level - is ability of the learner to integrate values into a total philosophy or world view, showing firm commitment and consistency of responses the values by generalizing certain experiences into a value system or attitude cluster
• Perception level - is ability of the client to show sensory awareness of objects or cues. This level involves reading directions or observing a process with attention to steps or techniques inherent in a process.
• Set level - ability of the learner to exhibit readiness to take a particular kind of action, such as following directions, through expressions of willingness, sensory attending, or body language favorable to performing a motor act.
• Guided response level - ability of the learner to exert effort via overt action under the guidance of an instructor to imitate an observed behavior with conscious awareness of effort. Imitating may be performed hesitantly but with compliance to directions and coaching
• 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
• Learning Objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period.
• Learning Outcome are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program