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• Educational objectives - are 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 -  is the final outcome to be achieved at the end of the teaching and learning process, referred to as learning outcomes, are global and broad in nature and are long-term targets for both the learner and the teacher.
• Objective is a specific, single, concrete, one-dimensional behavior.

  • are short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions.
• Cognitive: Dealing with intellectual abilities; Approximately 80% of educational objectives fall into this domain; Most familiar to both instructors, authors and learners
• Affective: Relating to the expression of feelings, including emotions, fears, interests, attitudes, beliefs, values and appreciations: Often the most difficult    objectives to develop
• Psychomotor: The easiest objectives 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
• Goals and objectives should be as clear as possible and give us concrete guidance.

  • Include goals at varying degrees of complexity and sophistication
  • 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
• 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?
• According to Mager (1997), the format for writing concise and useful behavioral objectives includes the following three important characteristics:
• 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
• The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). 

   
• A=Audience (the learners, readers or participants, not the instructor

   

  Who is this activity intended for? Be specific!
• B=Behavior  

  (what the participants will do)

  What exactly is it that you want the learner to be able to do as a result of your .
•  

  C= Condition (imposed by the instructor). 

  What conditions the instructor will impose when the learners are demonstrating mastery of a skill
• D=Degree 

  What is “Good Enough”?

  It might be: Speed, Accuracy, Quality, Quantity
• •A teaching plan is a blueprint to achieve the goal and the objectives that have been developed. 

  •With the goal and objectives, this plan should indicate the purpose, content, methods, tools, timing, and evaluation of instruction. 

  •The teaching plan should clearly and concisely identify the order of these various parts of the education process.
• Health Education Plan

  •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
• Learning Contract 

  •A learning contract is a mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner,

   

  •It 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 (Keyzer, 1986; McAllister, 1996).
• Teaching Methods

  Teaching method is a way information is taught and brings the learner into contact what is being learned

  lnstructional Tools are the objects or vehicle used to transmit information that supplements the act of teaching
• Lecture comes from the French word ‘lectura” means to read. Latin word “Legere” means to read

   

  •It is defined as a highly structured method by which the teacher verbally transmits information directly to groups of learners for the purpose of instruction. It is one of the oldest and most often used methods. 

   

  •It is  also useful in providing foundational background information as a basis for subsequent group discussions and is a means to summarize data and current research finding 
• Group discussion, by definition, is a method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the educator. 

   

  •Group discussion, can incorporate specific type of instruction as collaborative learning, team-based learning, cooperative learning, case studies, and seminars. 
• One-to-one instruction


  • Teacher's presence at all sessions to act as facilitator and resource person
  • Have a positive effect on client education and compliance
• Formal one-to-one instruction


  A planned activity
• Informal one-to-one instruction

  An unplanned interaction
• 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.
• Role Play

  •Referred as Role Playing is a method of instruction by which learner actively participate in an unrehearsed dramatization

  •Participants are asked to play an assigned character intended to arouse the feeling and elicit emotional response and develop communications with skills with the learner 

  •It is use to achieve behavioral objective in affective domain 

  •The size of the group is 25

  •Best for schools
•  Gaming can be an effective active teaching strategy for nursing students. Research has shown that nursing students can develop deeper learning of the content. 

  •Stress levels are subdued critical thinking is promoted

  •Nursing students become motivated, and enjoy participation

  •Attitudes, values, cultural sensitivity, and caring gaming can be seen to promote a positive aspect to teaching for the currently technological savvy nursing students

  • can also be considered useful with different learning styles