HE-midterm

• 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 or learning objective

  Make use of the modifier behavioral or learning is action oriented rather than content oriented, learner centered rather than teacher centered
• Goal


  The final outcome to be achieved at the end of the teaching and learning process
• Objective


  A specific, single, concrete, one-dimensional behavior
• Learning Domain


  • Cognitive: Dealing with intellectual abilities
  • Affective: Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations
  • Psychomotor: The easiest objectives to write as the behavior is easily observed and monitored
• Approximately 80% of educational objectives fall into the cognitive domain
• Affective objectives are often the most difficult to develop
• Psychomotor skills often involve the use of tools or instruments; "Hands On" courses will contain psychomotor objectives
• Goals and objectives


  Should be as clear as possible and give us concrete guidance
• Goals and objectives should include varying degrees of complexity and sophistication
• Bloom's taxonomy can help broaden our view of what students should learn
• Goals and objectives


  Focus on what students should do, not on what teachers should do
• Goals and objectives


  Describe the ultimate outcomes of instruction
• Goals and objectives


  Identify both short-term and long-term goals
• Goals and objectives


  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 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 and documentation of success or failure
• Criteria for writing behavioral objectives

  • Specific: Is there a description of a precise behavior and the situation it will performed in? Is it concrete, detailed, focused and defined?
  • Measurable: Can the performance of the objective be observed and measured?
  • Achievable: With a reasonable amount of effort and application can the objective be achieved? Are you attempting too much?
  • Relevant: Is the objective important or worthwhile to the learner? Is it possible to achieve this objective?
  • Time-bound: Is there a time limit, rate number, percentage or frequency clearly stated? When will the objective be accomplished?
• Characteristics of behavioral objectives

  • 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
  • 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
• Condition or Circumstance


  • Without using calculator
  • Using a model
  • Following a group discussion
  • After watching a video
• Degree


  • Five out of six math problems
  • The correct procedure for changing sterile dressing
  • At least 2 reason for losing weight
  • High protein food for the patient with 100%
• Terms with many interpretations


  • To know
  • To apply
  • To explain
  • To understand
  • To choose
  • To identify
  • To appreciate
  • To classify
  • To list
  • To realize
  • To compare
  • To order
  • To be familiar with
  • To construct
  • To predict
  • To enjoy
  • To contrast
  • To recall
  • To value
  • To define
  • To recognize
  • To be interested in
  • To describe
  • To select
  • To feel
  • To demonstrate
  • To state
  • To think
  • To differentiate
  • To verbalize
  • To learn
  • To distinguish
  • To write
• Terms with few interpretations


  • To recall
  • To state
  • To list
  • To identify
  • To describe
  • To define
• ABCD Approach


  • A=Audience (the learners, readers or participants, not the instructor)
  • C=Condition (imposed by the instructor)
  • B=Behavior (what the participants will do)
  • D=Degree (What is "Good Enough"?)
• 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 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
• Content 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 Method


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


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


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

  • Efficient, cost-effective
  • An effective approach for cognitive learning
  • Useful in providing foundational background information as a basis for subsequent learning, such as group discussion
  • Easily supplemented with handout materials and other audiovisual aids to enhance learning
  • Useful to demonstrate patterns, highlight main ideas, summarize data, and present unique ways of viewing information
• Disadvantages of Lecture Method

  • Largely ineffective in influencing affective and psychomotor behaviors
  • Does not provide stimulation or participatory involvement of learners
  • Instructor centered, the most active participant is frequently the most knowledgeable one
  • Does not account for individual differences in background, attention span, or learning style
  • Learners are exposed to the same information regardless of their cognitive abilities, learning needs, or stages of coping
  • Diversity within groups makes it challenging, teachers unable to reach all learners
• 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
• Advantages of Group Discussion

  • Enhances learning in both the affective and cognitive domains
  • Stimulates learners to think about issues and problem
  • Encourages members to exchange their own experiences, thereby making learning more active and less isolating
  • Provides opportunities for sharing of ideas and concerns
  • Fosters positive peer support and feelings of belonging
  • Reinforces previous learning
• Limitations of Group Discussion

  • One or more members may dominate the discussion
  • Shy learners may refuse to become
  • Challenging for the novice teacher when members do not easily interact
  • Time consuming for transmission of information than other methods such as lecture
  • Requires teacher's presence at all sessions to act as facilitator and resource person
• One to one instruction

  A planned activity where the educator and learner communicate knowledge, ideas, and feelings through exchange of information
• Advantages of One to one instruction

  • The pace and content of teaching can be tailored to meet individual needs
  • Ideal as an intervention for initial assessment and ongoing evaluation of the learner
  • Good for teaching behaviors in all three domains of learning
  • Especially suitable for teaching those who are learning disabled, low literate, or educationally disadvantaged
  • Provides opportunity for immediate feedback to be shared between the teacher and the learner