Reviewer

• Elements


  • Decide what the learner is expected to accomplish
  • Identifying gaps in the learner's KAS
  • Formulating behavioral objectives - "road map"
  • Subsequent PIE of teaching and learning
• Taxonomic System by Bloom, Englehart, Furst, Hill, and Krathwohl (1956)


  Hierarchy of behaviors for objectives of learning

  
• Concept of taxonomy


  Level of knowledge to be learned
• Behaviors


  Most relevant and attainable for learners
• Sequencing of knowledge and experiences for learning


  Simple to the most complex
• Taxonomy


  From Noun to Verb
• Initial taxonomy


  For learning, teaching, and assessing behaviors
• Changing the names in the 6 categories


  From noun to verb forms, rearranging the last 2 categories
• Importance of understanding the systems of writing
• Educational efforts are to be consistent and measurable
• Quantify and justify the costs of teaching others in an environment characterized by ever-increasing cost-containment pressures
• Concept of the learning curve


  As it applies to mastering psychomotor skills
• Bloom's Taxonomy


  Provides framework for successful teaching
• Educational objectives


  • Used to identify the intended outcomes of the education process
  • Referring to an aspect of a program or a total program of study
  • Guide the design of curriculum units
• Instructional objectives


  • Describe the teaching activities
  • Specific content areas
  • Resources used to facilitate effective instruction
• Behavioral or learning objectives

  • Action oriented rather than content oriented
  • Learner centered rather than teacher centered
  • Short-term outcome focused rather than process focused
  • Describe precisely what the learner will be able to do following a learning situation
• Goals

  • The final outcome to be achieved at the end of the teaching and learning process
  • Commonly referred to as learning outcomes
  • Global and broad in nature
  • Long-term targets for both the learner and the teacher
• Objectives

  • Contrast to a goal is a specific, single, concrete, one-dimensional behavior
  • Short term and should be achieved at the end of one teaching session
  • Behavioral objective is the intended result of instruction
  • Not the process or means of instruction
  • Describe precisely what the learner will be able to do following the instruction
  • Statements of specific, short-term behaviors
  • Step by step to the more general, overall long-term goal
  • A performance that learners should be able to exhibit before they are considered competent
• Sub-objective


  • Written and reflect aspects of a main objective
  • Specific statements of short-term behaviors that lead to the achievement of the primary objective
  • Do after being exposed to one or more learning experiences
• Goals and Objectives


  • A map that provides directions (objectives) as to how to arrive at a specific destination (goal)
  • Objectives to accomplish the goal become the blueprint for attaining the desired outcome of learning
• Behavioral Objectives


  • Helps educators explore their own knowledge, values, and beliefs
  • Encourages them to examine the experiences, values, motivations, and knowledge of the learner
  • Considered by many educators to be the initial, most important consideration in the teaching and learning experience
• Major Advantages of Writing Objectives


  • Provide the solid foundation for the selection or design of instructional content, methods, and materials
  • Provide learners with ways to organize their efforts to reach their goals
  • Help determine whether an objective has been met
• Construction of Well-Written Objectives


  • Helps educators thinking on target and learner centered
  • Communicates to learners and healthcare team members - planned for teaching and learning
  • Helps learners understand what is expected - keep track of their progress
  • Select and organize educational materials - not get lost in the content and forget learner's role
  • Encourages educators to evaluate their own motives for teaching
  • Tailors teaching to the learner's unique needs
  • Creates guideposts for teacher evaluation and documentation of success or failure
  • Focuses attention on what the learner will come away with
  • Orients teacher and learner to the end results of the educational process
  • Makes it easier for the learner to visualize performing the required skills
• ABCD Rule

  • Audience (who)
  • Behavior (what)
  • Condition (under which circumstance)
  • Degree (how well, to what extent, within what time frame)
• SMART Objectives

  • Specific - what is to be achieved
  • Measurable - quantify or qualify by including numeric, cost or percentage amounts or the degree or level of mastery expected
  • Attainable / Achievable - write attainable objectives
  • Realistic - resources must be available and accessible to achieve objectives
  • Timely / Time bound - when the objectives will be achieved
• Important Variables in Learning Behaviors

  • Readiness to learn
  • Past experiences
  • Health status
  • Anxiety level
  • Developmental stage
  • Practice session length
• 6 Important in Learning New Skills


  • Peer support and peer learning are important
  • Practicing on real people is essential to mastery
  • Faculty members matter during the learning experience
  • Conditions of the environment are essential
  • Knowing that patients need good nursing skills
  • Anxiety is ever present because of fear of harming patients
• Teaching Plan

  • Blueprint to achieve the goal and objectives that have been developed
  • Listing the goal and objectives
  • Should indicate the purpose, content, methods, tools, timing and evaluation of instruction
  • Should clearly and concisely identify the order of various parts of the education process
• 8 Basic Elements of TP

  • Purpose
  • Statement of the overall goal
  • List of objectives
  • An outline of the content to be covered in the teaching session
  • Instructional method/s used for teaching the related content
  • Time allotted for the teaching of each objective
  • Instructional resources needed
  • Method/s used to evaluate learning
• Teaching Method


  • Way information is taught that brings the learner into contact with what is to be learned
  • Blended opportunities by integrating online and hybrid learning strategies
• Instructional Materials


  Objects or vehicles used to transmit information that supplement the act of teaching
• Major Factors on which Methods to Select

  • Audience characteristics
  • Educator's expertise as a teacher
  • Objectives of learner
  • Potential for achieving learning outcomes
  • Cost-effectiveness
  • Setting for teaching
  • Evolving technology
• Lecture


  • Highly structured method by which the educator verbally transmits information directly to a group of learner for the purpose of instruction
  • Comes from the medieval Latin term legere, which means "to read"
  • An ideal way to provide foundational background information as a basis for follow-up group discussions
  • Easily be supplemented with instructional materials, such as printed handouts and audiovisual tools
• Information


  Information that brings the learner into contact with what is to be learned
• Blended opportunities


  Integrating online and hybrid learning strategies
• Major Factors on which Methods to Select

  • Audience characteristics
  • Educator's expertise as a teacher
  • Objectives of learner
  • Potential for achieving learning outcomes
  • Cost-effectiveness
  • Setting for teaching
  • Evolving technology
• Lecture


  Highly structured method by which the educator verbally transmits information directly to a group of learner for the purpose of instruction
• Lecture comes from the medieval Latin term legere, which means "to read"
• Lecture


  • An ideal way to provide foundational background information as a basis for follow-up group discussions
  • Can easily be supplemented with instructional materials, such as printed handouts and audiovisual tools
• 5 Approaches to the Effective Transfer of Knowledge during a Lecture

  • Use opening and summary statements
  • Present key terms
  • Offer examples
  • Use analogies
  • Use visual backups