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Module 2. Developing Objectives 1

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6 views

Module 2. Developing Objectives 1

This document is much more important for educator.

Uploaded by

Asrat Fenta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 31

Developing Objectives for Learning

Main Objective
• After the completion of this module, you will be
able to develop objectives for learning
Specific Objective
• Identify the knowledge, skills, and attitudes to be
learned in your course
• Write course objectives
• Write supporting objectives
Introduction
• What are learning objectives?

• Have you ever written objectives?


• Easy to write?

3
Learning objective

• Statements that describe what the students will


know and be able to do after completing your
course
• A learning objective is a statement of what the
learner will know, understand, or be able to do
as a result of engaging in a learning activity.

Look at Figure 2-1 on page 2-1.


Domains of Learning

• Know, Do and Feel each Cognitive Affective


describe a domain of
learning.
• Know: Cognitive
• Do: Psychomotor
• Feel: Affective
• Developing objectives for
each domain leads to a
more comprehensive Psychomotor
learning experience
Cognitive Domain

Facts
Concepts
Rules
Theories
Principles

Information students must know, understand, and


apply; cognitive requirements provide the knowledge
base for competent performance
Bloom’s Cognitive Taxonomy

• Knowledge
• Comprehension
Higher Order-
• Application Associated with
• Analysis Clinical Decision
Making
• Synthesis
• Evaluation

7
Bloom’s Taxonomy …
Knowledge Comprehension Application Analysis Synthesis Evaluation

List Explain Solve Analyze Design Evaluate


Name Describe Calculate Organize Hypothesize Judge
Recall Discuss Use Deduce Schematize Defend
Define Differentiate Apply Compare Construct Criticize
State Classify Interpret Contrast Justify
Summarize Relate Plan
Illustrate Devise

10
Learning objectives in the Cognitive
Domain
By the end of the course, students will be
able to:
• Knowledge: Name the systems of the body, signs and
symptoms of disease.
• Comprehension: Explain the difference between HIV and
AIDS.
• Application: Stage a patient according to WHO stages.
• Analysis: Determine a course of treatment; distinguish
side effects from treatment failure.
• Synthesis: Designs a counseling program based on
MOH standards.
Affective Domain

Ethical conduct
Legal issues
Standards
Attitudes

Attitudes, characteristics, and values students are expected to


display on the job.
Affective Domain

• Receiving: Attending and open to new information.


• Responding: Active pursuit of an interest.
• Valuing: Ability to demonstrate commitment.
• Organization: Ability to prioritize and organize
values.
• Internalizing values: Ability to act consistently and
predictably according to a value system or
consistent philosophy.
Objectives in the Affective Domain

By the end of the course, students will be


able to:
• Display a professional commitment to ethical
practice
• Demonstrate empathy during a counseling
session
• The affective domain is important to address
because the providers’ values, emotions,
attitudes, empathy, interest, and beliefs can
have a great impact on the care provided.
Psychomotor Domain

Soft Skills Tasks

Procedural Skills

Skills students must perform on the job.


Psychomotor Domain
• Perception: • Mechanism: Acting
Observation of without assistance
behaviors involved • Complex overt
in completing a task response:
• Set: Becoming Performing
automatically with
mentally prepared to facility and habitually
perform the task
• Guided response:
performing a task
with assistance
Objectives in the Psychomotor
Domain
By the end of the course, students will be
able to:
• Conduct a comprehensive physical exam
• Accurately take a patient’s blood pressure and
pulse
Learning objectives for the psychomotor domain identify
physical skills and task performances to be mastered.

Look at page 2-7, the list of action verbs used for KSA objectives
Identify KSA objectives?

• At the end of this course, the student will be


able to:
• Identify the signs and symptoms of pregnancy
induced hypertension (Knowledge)
• Perform a full antenatal examination on a pregnant
woman (Skills)
• Obtain a comprehensive history in a sensitive and
friendly manner assuring the woman of
confidentiality (Attitude)

18
Learning Objectives

• These are usually written at two levels


• Course objectives also called main/ primary
objective, or course aim
• Supportive objectives also called secondary,
specific, instructional, or enabling objective

• Can you tell the difference between the two?

19
Course Objectives #1

• Main, primary objectives, or course aim


• Describes in broad, but clear and measurable
terms what students should know and be able to
do after completing the entire course
• A course may have one or several course
objectives

20
Course Objectives #2

• Course objectives often


encompass knowledge, skill,
and attitude domains
• Should relate to one or more
of the core competencies for
the overall academic program

• Let’s look at Figure 2-2.

21
Parts of a Course Objective

1. When to demonstrate the knowledge or perform


the skill (After completing this course)
2. Who will demonstrate competency (the student)
3. What will be demonstrated (action verbs:
describe, assist, administer, insert).

22
Sample Course Objective

• After completing this


course, the student will be
able to manage and refer a
sick child in an effective
and integrated manner

23
Sample Course Objective

• At the end of the course,


the student will be able to
manage and refer
pregnant women with
pregnancy related
problems.
• See the “when”, the “who”,
& “what”?

24
Parts of a Course Objective

• In addition to the three basic components,


course objective may or may not include an
objective evaluation criterion:
• This evaluation component is known as the
objective’s standard or criterion of performance
• A description of how well the performance must be
demonstrated (the standard)
• How it will be demonstrated (using checklist)

25
Another Example

• After completing this course,


the student will be able to
assist with a normal birth
according to the checklist for
normal birth

26
Supporting Objectives

• Secondary, specific, instructional, or enabling


objectives
• Support the main objective by describing the
specific knowledge, skills, and attitudes that
students must master to achieve the main
objective

27
Parts of a Supporting Objective

• Specific action to be taken (see action verbs in


Table 2-1)
• Object of the action (the specific information,
skill, or attitude the students are expected to
know or demonstrate to meet the course
objective)

28
Examples

• Label a diagram with the organs of the male and


female reproductive systems
• Describe how to counsel an adolescent about
STIs
• Demonstrate how to put a condom on a penis
model
• Counsel patients about sexual risk reduction
using non-judgmental attitude
29
Organize Supporting Objectives

• Simple to complex

• Performance order

• Related objectives

30
GUIDING PRINCIPLES FOR WRITING
OBJECTIVES
 Specific: Precisely state what the learner will be able to
do
 Measurable: Can be counted or observed during or
after the training session
 Action –Oriented: Uses active verb that represents a
behavior change or acquisition
 Reasonable: Is appropriate to the time and scope
 Time Bound: Can be attained by the end of the training

31
Summary

• What are the 3 learning domains?


• What are the 2 levels of objectives we are
using?
• What are the 4 parts of a course objective?
• What are the 2 parts of a supporting objective?
• How can you order your supporting objectives?

Ready for an activity? -------------->>>


32
Group Activity

• Divide into four groups


• Write course objective(s) and three supporting
objectives for the course you are
teaching/choose
• Rewrite them according to the previous
discussion
• Time: 40 minutes
• Present in the plenary (10 minutes each)

33

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