Behavioral Objectives
Chapter 10
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Characteristics of Goals and Objectives
Definition of TermsGoals :
the final outcome of what is achieved at the end of the teaching-learning process.
are global and broad and serve as long-term targets for both the learner and the teacher.
and achievable in weeks or months .
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Characteristics of Goals and Objectives
Objectives: Is a specific, single behavior are short-term and should be achievable at the end
of one teaching session or within a matter of a few days following a series of teaching session.
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Characteristics of Goals and Objectives (cont’d)
Behavioral learner Objectives are action-oriented, rather than content-oriented and learner-centered rather than teacher-centered
Educational/Instructional Objectives: content-oriented, teacher-centered outcomes of the education process in reference to an aspect of a program or a total program of study
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Differences Between Goals and Objectives
Goals Objectivesglobal specificbroad singularlong-term-achieved in weeks or months
short-term-achieved at the end of one teaching session or within a matter of a few days following a series of teaching sessions
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Responsibility for Establishing Goals and Objectives If the teaching –learning process is to be successful
then Setting of goals and objectives must be a mutual
decision-making process between the teacher and the learner
It is the responsibility for both parties to participate in the decision-making process and “buy into” the immediate objectives and ultimate goals
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combination what the learner wants to learn and what the teacher has assessed the learner needs to know provides for a mutually accountable, respectful, and fulfilling educational experience
The importance of using behavioral objectives for teaching
Three Major Advantages to Writing Objectives1-Provides basis for selection and design of
instructional content, methods, and materials
2-Provides learner with means to organize efforts toward accomplishing objectives
3-Allows for determination as to the extent objectives have been accomplished
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Careful construction of objectives Keeps teaching learner-centered
Communicates plan to othersHelps learners stay on trackOrganizes educational approachEnsures process is deliberateTailors teaching to learner’s needsCreates guideposts for teacher evaluationFocuses attention on learnerOrients teacher and learner to outcomesMake it easier for learner to visualize performing
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Writing Behavioral Objectives
Three important characteristics1. Performance—describes what the learner is
expected to be able to do
2. Condition—describes the situation under which behavior will be observed
3. Criterion—describes how well or with what accuracy the learner must be able to perform
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Writing Behavioral Objectives
Following a class on hypertension, (condition)
the patient will be able to state (performance)
three out of four causes of high blood pressure (criteria)
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Common Mistakes When Writing Objectives
Describing what the instructor rather than the learner is expected to do
Including more than one behavior in a single objective
Forgetting to include all three characteristics
Using performance terms that are not action-oriented and are difficult to measure
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Common Mistakes (cont’d)
Writing an unattainable, unrealistic objective
Writing objectives unrelated to stated goal
Cluttering an objective with unnecessary information
Making an objective too general so that the outcome is not clear
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Taxonomy of Objectives
Behavior is defined according to type (domain category) and level of complexity (simple to complex).
Three Types of Learning Domains1. Cognitive—the “thinking” domain2. Affective—the “feeling” domain3. Psychomotor—the “skills” domain
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Complexity of Domain Levels Objectives in each domain are classified in a
taxonomic form of hierarchy into low (most simple), medium (moderately difficult), and high (most complex) levels of behavior.
Cognitive Levels Knowledge evaluation
Affective Levels Receiving characterization
Psychomotor Perception origination
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The cognitive domain (thinking)
objectives in this domain are divided into six levels
Knowledge; ability of the learner to memorize , recall
Comprehension; ability of the learner to demonstrate understanding
Application; ability of the learner to use ideas, principle in concrete situation---writing, reading, or handling equipment
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The cognitive domain (thinking)
Analysis/ ability to recognize information by breaking it in to smaller parts
e.g. (After reading handouts provided by the nurse, the family member will calculate the correct number of total grams of protein included on average per day in the family diet)
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The cognitive domain (thinking)
Synthesis/ability to put together parts or element to create a unique producte.g. (Given a sample list of foods, the patient will write a menu to include foods from the four food groups" diary, meat, vegetables& fruits, and grains" in the recommended amounts for daily intake)
Evaluation to judge the value of some thing
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Affect domain
Known as “feeling” domain. learning influencing feelings expressed as emotions, interests, attitudes, values, and appreciations.
Affective domain divided into five categoriesReceiving RespondingValuingOrganizationCharacterization
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Example of behavioral objective in the affective domain
Receiving: During a group discussion, the patient will admit to any fears he may have about needing to undergo a repeat angioplasty.
Responding: At end of one-to-one instructions, the child will verbalize feeling of confidence in managing her asthma using Peak Flow Tracking Chart
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Affective domain encompasses three levels that govern attitudes & feelings
The intrapersonal level personal perception of ones own self (self concept, self awareness)
The interpersonal level (self in relation to others)
The extra personal level (others as established groups)
Psychomotor domain
Is known as (skills), objectives in this domain divided into seven categories
Perception Set Guided response Mechanism Complex overt response Adaptation Origination
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Psychomotor domain example Guided response level: “ after watching a 15
minute video on the procedure for self- examination of the breast, the client will perform the exam on a model with 100% accuracy
Set level: “ following demonstration of proper use of crutches, the patient will attempt to walk using the correct three- point gait technique
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Teaching in the Cognitive Domain Learning in this domain involves acquisition
of information based on the learner’s intellectual abilities and thinking processes.
Methods most often used to stimulate learning in the cognitive domain include: Lecture One-to-one instruction Computer-assisted instruction
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Teaching in the Cognitive Domain (cont’d)
Cognitive domain learning is the traditional focus of most teaching
Cognitive knowledge is an essential prerequisite for learning affective and psychomotor skills
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Teaching in the Affective Domain
Learning in this domain involves commitment to feelings; the degree to which feelings or attitudes are incorporated into one’s personality or value system
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Teaching in the Affective Domain (cont’d)
Methods most often used to stimulate learning in the affective domain include:
Group discussion Role-playing Role-modeling Simulation gaming Questioning
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Teaching in the Affective Domain (cont’d)
Nurses are encouraged to attend to the needs of the whole person by recognizing that learning is subjective and values driven
More time in teaching needs to focus on exploring and clarifying learner feelings, emotions, and attitudes
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Teaching in the Psychomotor Domain Learning in this domain involves acquiring fine and
gross motor abilities with increasing complexity of neuromuscular coordination.
Methods most often used to stimulate learning in the psychomotor domain include: Demonstration Return demonstration Simulation Gaming Self-instruction
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Teaching in the Psychomotor Domain (cont’d)
Psychomotor skill development is very egocentric and requires learner concentration
Asking questions that demand a cognitive or affective response during psychomotor learning interferes with psychomotor performance
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Teaching in the Psychomotor Domain (cont’d)
The ability to perform a skill is not equivalent to learning a skill
“Practice makes perfect”—repetition leads to perfection and reinforcement of behavior
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Factors Influencing Psychomotor Skill Acquisition
The amount of practice required to learn a new skill varies with the individual depending upon such things as:
Readiness to learn Past experience Health status Environmental stimuli
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Factors Influencing Psychomotor Skill Acquisition (cont’d)
Anxiety level Developmental stage Practice session length Motivation to learn
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Development of Teaching Plans
Predetermined goals and objectives serve as a basis for developing a teaching plan
Mutually agreed upon goals and objectives clarify what the learner is to learn and what the teacher is to teach
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Reasons to Construct Teaching Plans1. To force the teacher to examine the relationship
among the steps of the teaching process and to ensures a logical approach to teaching.
2. To communicates 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 behavioral objectives.
3. To legally document that an individual plan for each leaner is in place is being properly implemented.
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Basic Elements of a Teaching Plan
The Purpose A statement of the overall Goal A list of Objectives An outline of the related Content The instructional Methods of teaching Time allotted for the teaching for each objective The instructional Resources (materials/tools) needed The method used to Evaluating learning
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The Concept of Learning Curve
Learning Curve: is a term commonly used to determine how long it takes for a learner to acquire a knowledge, attitudes, or motor skill
It is a graphic depiction of changes in psychomotor performance at different stages of practice during a specified time period
Six stages of the theoretical learning curve
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Learning curve
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The Concept of Learning Curve
Stages of learning curve
Negligible progress: pre–readiness period when the learner is not ready
Increasing gains: rapid gains in learning occur Decreasing gain: Plateau: no significant gains are made Renewed gain: Approach to limit: progress become small
The individual learning curves characterized by irregularity
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Summary
Assessment of the learner is a prerequisite to formulating objectives.
Writing clear and concise behavioral objectives is fundamental to the education process.
Goals and objectives serve as a guide to planning, implementation, and evaluation of teaching and learning.
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Final Exam310تض
الصحي والتثقيف التواصل08:15 - 10:15
االثنين09-06-2014
: المساق رمز: المساق اسم
الوقت :اليوم :
التاريخ :القاعة سعة القاعة
الناطور. أحالم دالتميمي محمد االستاذ NG42
قنديل. عبير د SF07
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