BEHAVIORAL OBJECTIVES AND TEACHING

PLANS

Individual’s needs are determined by identifying

gaps in the learners knowledge, attitudes, or
skills. Identification of needs is a prerequisite to
formulating behavioral objectives that serve as
a “road map” (Nothwehr, Dennis, & Wu, 2007,
p. 794) to guide subsequent planning,
implementation, and evaluation of teaching and
learning.
The names of six major categories were
changed from noun to verb forms. As the
In the 20th century, noted educators and taxonomy reflects different forms of thinking
education psychologists developed approaches and thinking is an active process verbs were
to writing and classifying behavioral objectives used rather than nouns. The subcategories of
that offer teachers assistance in organizing the six major categories were also replaced by
instructional content for learners functioning at verbs and some subcategories were
structional content for learners functioning at reorganized. The knowledge category was
various levels of ability renamed. Knowledge is an outcome or product
of thinking not a form of thinking per se.
Consequently, the word knowledge was
Mager (1997) has been the primary educator inappropriate to describe a category of thinking
credited with developing a system for writing and was replaced with the word remembering
behavioral objectives that serves to help instead.
teachers make appropriate instructional
decisions.

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.

Robert Mager (1997) points out three other

major advantages in writing clear objectives:

1. They provide the solid foundation for the

selection or design of instructional content,
methods, and materials.

2. They provide learners with ways to organize

their efforts to reach their goals.

3. They help determine whether an objective

has, in fact, been met.
Affective Domain - The affective domain
Common mistakes In Writing objectives describes the way people react emotionally and
their ability to feel another living thing's pain or
 Describing what the teacher does, rather
joy. Affective objectives typically target the
than what the learner is expected to do.
awareness and growth in attitudes, emotion,
 Forgetting to identify all four components.
and feelings.
 Using terms for performance that are open
to many interpretations, are not action
oriented and are difficult to measure.
 Objectives are unattainable and unrealistic.
 Writing unnecessary information and being
too general so as to not specify the
expected behaviour to achieve.
Psychomotor Domain - The psychomotor Teaching of Psychomotor Skills
domain includes physical movement,
 Different teaching methods, such as
coordination, and use of the motor-skill areas.
demonstration, return demonstration,
Development of these skills requires practice
simulation, and self-instruction are useful
and is measured in terms of speed, precision,
for the development of motor skills. Also,
distance, procedures, or techniques in
instructional materials, such as videos,
execution.
audiotapes model, diagrams, and posters,
are effective approaches for teaching and
learning in the psychomotor.
 When teaching psychomotor skills, it is
important for the educator to remember to
keep skill instruction separate from a
discussion of principles underlying the skill
or a discussion og how the learner feels
about carrying out the skill.
 Psychomotor skill development is very
egocentric and usually requires a great deal
of concentrations as the learner works
Teaching of psychomotor skills towards the mastery of a skill.
 Different teaching methods, such as Dave’s level of psychomotor learning
demonstration, return demonstration,
simulation, and self-instruction are useful  Imitation- At this level, observed actions are
for the development of motor skills. Also, followed. The learner’s movements are
instructional materials, such as videos, gross, coordination lacks smoothness,
audiotapes model, diagrams, and posters, errors occurs. Time and speed required to
are effective approaches for teaching and perform are based on learner’s needs.
learning in the psychomotor domain.   Manipulation- At this level, written
 When teaching psychomotor skills, it is instructions are followed. The learner’s
important for the educator to remember to coordinated movements are variable, and
keep skill instruction separate from a accuracy is measured on the skill of using
discussion of principles underlying the skill written procedures as a guide. Time and
or a discussion of how the learner feels speed required to perform vary.
about carrying out the skill.   Precision- At this level, a logical sequence of
 Psychomotor skill development is very action is carried out. The learner’s
egocentric and usually requires a great deal movements coordinated at a higher level,
of concentrations as the learner works and errors are minimal and relatively minor.
toward mastery of a skill.  Time and speed required to perform remain
variable.
 Articulation- At this level, the sequence of  Readiness to learn- the motivation to learn
action is automatic. The learner’s affects the degree of effort exhibited by the
movements are coordinated at a learner in working toward mastery of skill.
consistently high level, and errors are  Past experience- if the learner is familiar
almost nonexistent. Time and speed with equipment or techniques similar to
required to perform are within realistic those needed to learn a new skill, then
limits, and performance reflects mastery of the new skill may be achieved at
professional competence. a faster rate. The effects of learning one
skill on the subsequent performance of
In psychomotor skill development the ability to
another related skill are collectively known
perform a skill is not equivalent to having
as transfer of learning.
learned a mastered a skill. Performance is a
transitory action, whereas learning is more For example, if a family member already has
permanent behavior that follows from repeated experience with aseptic technique in changing
practice and experience. style, distractions in the immediate
surroundings may interfere with the ability to
The actual mastery of a skill requires practice to
acquire a skill.
allow the individual to repeat the performance
time and again with accuracy, coordination,  Health status- an illness state or other
confidence, and out of habit. However, once a physical or emotional impairments in the
task oriented skill has been practiced, the learner may affect the time it takes to
teacher can introduce situated cognition. acquire or successfully master a skill.
Teaching learners to actively construct  Environmental stimuli- depending on the
knowledge helps them make sense of their type and level of stimuli as well as the
experiences and develop their skills of inquiry. learning style, distractions in the immediate
surrounding may interfere with the ability
 Riding a bicycle is a perfect example of the
to acquire a skill.
difference between being able to perform a
 Anxiety level- the ability to concentrate can
skill and having mastered skill. When one
dramatically affected by how anxious
first attempts to ride a bicycle, movements
someone feels. Nervousness about
tend to be very jerky, and a great deal of
performing in front of another person is a
concentration is required.
particularly important factor in
 Falling off the bicycle is not unexpected in
psychomotor skill development, high
the learning process. Once the skill is
anxiety level interfere with coordination, ad
learned, however, bicycle riding becomes a
concentration levels when performing
smooth, automatic operation that requires
complex psychomotor skills. Reassurance
minimal concentration.
and support reduce anxiety levels related to
Some behaviors that are learned do not require the fear of not meeting expectations of
much reinforcement, even a long period of themselves or of the teacher.
disuse. Yet, other behaviors, once mastered,  Developmental stage- physical, cognitive,
need to be rehearsed or relearned to acquire and psychosocial stages of development all
any new skills varies with the individual, influence an individual’s ability to master a
depending on many factors. movement oriented task. Certainly, a young
child’s fine and gross motor skills as well as
 cognitive abilities are at a different level Mental practice, which involves imagining or
from those of an adult. visualizing skill without movement prior to
 Practice session length- during the performing the skill, can enhance motor skills
beginning stages of learning the motor acquisition.
skills, short and carefully planned practice
 Psychomotor learning is the type and timing
sessions and frequent rest periods are
of the feedback given to learners
valuable techniques to help increase the
 Psychomotor skill development at low for
rate and success of learning.
spontaneous feedback so that learners have
Aldridge 2017 conducted qualitative literature an immediate idea of how well they
review to explore nursing student’s perceptions performed
of psychomotor skills learning. He identified six  Intrinsic feedback- this is the feedback
themes as important to learning new skills: generated from within the learners, giving
them a sense of or a feel for how they have
 Peer support and peer learning are
performed.
important
 Augmented feedback- the teacher shares
 Practicing on real people is essential to
information or an opinion with the learners
mastery
or conveys a message through body
 Faculty members matter during the learning
language about how well they performed.
experience
 Conditions of the environment are essential An important point to remember is that making
 Knowing that patients need good nursing mistakes is an expected part in the process of
skills and, teaching a psychomotor skills. If the teacher
 Anxiety is ever present because of fear of makes an error when demonstrating a skill or
harming patients. the learner makes an error during the return
demonstration, the occasion is the perfect
These findings are useful faculty students teaching opportunity to offer anticipatory
experience in the teaching and learning of guidance.
psychomotor skills.
Unlike in cognitive skill development where
Learners must select those environmental errorless learning is the objective, in
influences that will assist them in achieving the psychomotor skill development a mistake made
behavior and ignore those factors that interfere represents an opportunity to demonstrate how
with specific performance. This process of correct an error and to learn from not-so-
inappropriate stimuli called selective attention. perfect initial attempts at performance. The old
Motor skills should be practiced first in the saying “you learn by your own mistakes” is most
laboratory setting a safe and nonthreatening applicable to psychomotor skills.
environment for the novice learner. In summary, learning is a very complex
 Mental changing- also referred to as phenomenon. It can occur in all three domains,
mental practice has surfaced as a can happen formally or informally, and can
helpful alternative for teaching motor occur in a variety of setting. Evaluation of
skills, particularly for patients who have learning is equally challenging, especially in the
mobility deficits or fatigue. affective domain because affective behaviors
are not as obvious and clearly observable as the
skills acquired in the cognitive and psychomotor • Adaptation: adapt, alter, change, and convert
domains.
• Organization: Combine, compose, construct.
Understanding the feelings of learners is
essential if the psychomotor behavior is to
become integrated into their overall
experiences.

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

• Refers to the “skill” domain which

embrace muscular or motor abilities,
manipulation, writing vocational and technical
abilities

LEVELS OF PSYCHOMOTOR DOMAIN

 PERCEPTION – Is the ability to use sensory

cues to guide motor activity. This ranges
from sensory stimulation, through cue
selection, to translation.
 SET – readiness to act. It includes mental
physical, and emotional sets. These three
sets are dispositions that predetermine a
person’s response to different situation
 GUIDED RESPONSE - The early stages in
learning a complex skill that includes
imitation and trial and error.
 MECHANISM – This is the intermediate
stage in learning a complex skill

LEVELS OF PSYCHOMOTOR DOMAIN

 COMPLEX OVERT RESPONSE: The skillful of

motor acts that involve complex movement
patterns.
 ADAPTATION: Skills are well developed and
the individual can modify movement
patterns to fit special requirements.
 ORIGINATION: creating new movement
patterns to fit a particular situation or
specific problem.