Behavioral Objectives and Teaching Plans Word
Behavioral Objectives and Teaching Plans Word
PLANS
The taxonomic system devised by Bloom, Comprehension and synthesis were retitled to
Englehart, Furst, Hill, and Krathwohl (1956) for understanding and creating respectively, in
categorizing objectives of learning according to order to better reflect the nature of the thinking
a hierarchy of behaviors has been the defined in each category. This chapter examines
cornerstone of teaching for over half century. the importance of behavioral objectives for
This concept of taxonomy –that is, the ordering effective teaching; describes how to write clear
of these behaviors based on their type and and precise behavioral objectives; provides an
complexity-pertains to the level of knowledge overview of the taxonomy levels of cognitive,
to be learned, the kind of behaviors most affective, and psychomotor domains; and
relevant and attainable for an individual learner outlines the development of teaching plans and
or group of learner, and the sequencing of learning contracts
knowledge and experiences for learning from Taxonomy of Objectives
simple to the most complex.
Behavior is defined according to type (domain
category) and level of complexity (simple to
complex).
Objectives must be achieved before the
goal can be reached.
Three Types of Learning Domains
Helps to keep educator's thinking on target
and learner centered
1. Cognitive—the “thinking” domain Communicates to learners and healthcare
team members what is planned for teaching
2. Affective—the “feeling” domain and learning
3. Psychomotor—the “skills” domain Helps learners understand what is expected
of them so they can keep track of their
Types of objectives progress.
Educational objectives are used to identify Forces the educator to select and organize
the intended outcomes of the education educational materials so they do not get
process, whether referring to an aspect of a lost in the content and forget the learner's
program or a total program of study that role in the process
guide the design of curriculum units. Encourages educators to evaluate their own
Instructional objectives describe the motives for teaching
teaching activities, specific content areas, Objectives are derived from a goal and must be
and resources used to facilitate effective consistent with and related to that goal. As an
instructions ( Morrison, Ross, Kemp, & analogy, a goal can be thought of as an entire
Kalman, 2010) pie, the objectives as individual portions of the
Behavioral objectives also known as pie that make up the goal, and the sub
learning objectives, describes precisely objectives as bite-sized pieces of a single
what the learner will be able to do following portion of the pie.
a learning situation.
The objectives to accomplish the goal become
Characteristics of Goals and Objectives the blueprint for attaining the desired outcome
of learning.
A goal is the final outcome to be achieved
at the end of the teaching and learning If the teaching-learning process is to be
process. Goals, are global and broad in successful, the setting of goals and objectives
nature and are long-term targets for both must be a mutual decision on the part of both
learner and the teacher. the teacher and the learner.
Objective in contrast to goal, is a specific,
single, concrete, one-dimensional *Objectives and goals must be clearly written,
behavioral. It is a short term and should be realistic, and learner centered
achieved at the end of one teaching Also, goals and objectives must be directed to
session, or shortly after several teaching what the learner is expected to be able to do,
sessions. not what the teacher is expected to teach.
Subobjectives also may be written and
reflect aspects of a main objective. They are Educators must remember, as Anderson et al.
specific statements of short-term behaviors (2001) emphasize not all learners will take away
that lead to the achievement of the primary the same thing from the same instruction,
objective. unless objectives are focused and precisely
expressive
The Importance of Using Behavioral Objectives Taxonomy of Objectives According to Learning
Domains
Tailors teaching to the learner's unique needs.
Three Broad Categories or Domains of
Creates guideposts for teacher evaluation and
Taxonomy
documentation of success or failure.
1. Cognitive (thinking) Domain
Focuses attention on what the learner will come
2. Affective (feeling) Domain
away with once the teaching-learning process is
3. Psychomotor (doing or skills ) Domain
completed, not on what is taught.
Cognitive Domain - The cognitive domain
Orients teacher and learner to the end results
aims to develop the mental skills and the
of the educational process
acquisition of knowledge of the individual.
Makes it easier for the learner to visualize
performing the required skills.
Cognitive Domain
COMMONLY USED TERMS ACCORDING TO
DOMAIN CLASSIFICATION • Refers to the “thinking domain” which
is composed of intellectual abilities.
Cognitive Domain
Levels of Cognitive Domain
• Knowledge: Choose, cite, count, define
identify, label. A. Knowledge - The activity of the learner in to
recall specifies, methods, and other items.
• Comprehension: Associate, describe, discuss,
distinguish. B. Comprehension – In the second level, the
learner can make use of certain idea or material
• Application: Apply, demonstrate, examine, without necessarily knowing or seeing its fullest
illustrate. implications.
• Analysis: Analyze, arrange, calculate, classify. C. Analysis – Analysis is more than
comprehension.
• Synthesis: Assemble, arrange, categorized.
D. Synthesis – This is putting together the
• Evaluation: Assess, conclude, critique, rank
different elements to create a new one.
rate.
E. Evaluation – This is the highest level of
objectives in the cognitive domain.
Affective Domain
AFFECTIVE DOMAIN
• Receiving: Accept, admit, ask, and attend.
• Refers to the “feeling domain” which
• Responding: Agree, answer, express include emotions, interests, appreciation and
others that relate to aesthetic expression.
• Valuing: Assert, assist, attempt, and choose.
LEVELS OF AFFECTIVE DOMAIN
• Organizing: Adhere, alter, arrange
RECEIVING PHENOMENA – Awareness,
• Characterizing: Commit, solve, verify, display.
willingness to hear, selected attention.
Psychomotor Domain RESPONDING TO PHENOMENA - Attends
and reacts to a particular phenomenon.
• Perception: Attend, choose, describe, detect
VALUING - This ranges from simple
• Set: Attempt, begin, and develop acceptance to the more complex state of
commitment.
• Guided Response: Align, arrange, assemble
ORGANIZING - The emphasis is on
comparing, relating, and synthesizing
values.
CHARACTERIZING - Has a value system that
controls their behavior.
PSYCHOMOTOR DOMAIN