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Goals Objectives

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28 views21 pages

Goals Objectives

Uploaded by

ghlaogh8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Educational Objectives

Dr: seham
Dr. Mona
Learning Objectives

Write the Objective

Teach Based on the Objective

Test Over the Objective


Definition
• Educational objectives are used to identify the
Intended Learning Outcomes (ILOs) of the
education process
• learning objectives:
Describes what the learner will be able to do
following a learning situation
• Goal:
Is the final outcome of what is achieved at the
end of the teaching
The debate about using behavioral objectives

There are many arguments by educators against using


behavioral objectives:
• The exercise of writing behavioral objectives is
superfluous (not required)
• Objectives writing are a time consuming task requiring
more effort
• Predetermined objectives force teachers and learners to
attend only to specific areas which limit creativity and
interfere with freedom to learn and teach
Characteristics of Appropriate Objectives

SMART:
• Specific,
• Measurable,
• Achievable,
• Realistic
• Time limitation
Characteristics of Appropriate Objectives

• Specific: clear about what, where, when, and how the


situation will be changed;
• Measurable: able to quantify the targets and benefits;
• Achievable: able to attain the objectives (knowing
the resources and capacities at the disposal of the
community);
• Realistic: able to obtain the level of change reflected
in the objective; and
• Time bound: stating the time period in which they
will each be accomplished.
Writing behavioral objectives:
1. Behavioral Verb: an action word that means an
observable student behavior
• 2. Performance: describes what the learner is expected to
be able to perform or to demonstrate the kind of behaviors
the teacher will accept
• 3. Conditions: a statement that describes the conditions
under which the behavior is to be performed
• 4. Criteria : a statement that specifies how well the student
must perform the behavior.
• 5. Describe the who to ensure that the behavior objectives
is learner centered
Examples
– At the end of one instruction the child
will verbalize feeling of confidence
in managing her asthma using the
peak tracking chart.

– After watching a 15 minute video on


the procedure of Breast self
examination , the client will perform
the exam on a model with 100%
accuracy.
Common mistakes when writing objectives:
• Write improper verb
• Write objectives without condition or performance or
criteria
• Improper objectives regarding to topic and content
• Describe what the instructor rather than the learner is
expected to do.
• Include more than one expected behavior in a single
objective such as select and prepare.
• Write objectives not related to goal.
• To be too general so as not to clearly specific the expected
outcomes or vague
Types (domains) of learning
objectives
• Cognitive objectives
– Describe the knowledge that
learners are to acquire
• Affective objectives
– Describe the attitudes, feelings, and
dispositions that learners are expected to develop
• Psychomotor objectives
– Relate to the manipulative and motor
skills that learners are to master
The Cognitive Domain
• Intellectual skills
– Knowledge – Remembering the information (Write
List , Label, Name State, Define)
ex. Mention problems and nursing management of the
high risk neonates
– Comprehension – Understanding the meaning
(Explain, Summarize, Paraphrase, Describe, Illustrate
ex. Describe concepts of pediatric nursing and role of the
pediatric nurse
• ex. Explain the normal growth and development of children
– Application – Using the information (Use,
( Compute,
Solve , Demonstrate, Apply , construct

Ex . Apply nursing process in care of children with


different health problems
– Analysis – Breaking down into parts (Analyze
(

Categorize, Compare, Contrast , Separate

ex. Compare between role of CHN and hospital nurse


– Synthesis – Producing a new whole (Create,
( Design,
Hypothesize, Develop
ex. Develop health education program for child with
communicable disease
– Evaluation – Judging the value (Judge,
( Critique,
Justify)

Ex . Justify the symptoms of pediatrics problems


The Cognitive Domain
The Cognitive Domain
The statements of educational objectives can be arranged in a
hierarchy from less to more complex

Creative Thinking Critical Thinking


Synthesis Evaluation
Analysis
Application
Comprehension

Knowledge
The Affective Domain
Emotions, feelings & values
• Receiving: the ability of the learner to show awareness
of an idea or consciousness of a situation.
• Responding: respond to an experience first obediently
and later willingly and with satisfaction.
• Valuing: accept the worth of theory, idea,
• Organizing: organize, classify values by integrating a
new value into a general set of values.
• Characterization: integrate values into a total
philosophy or world view
• Verbs used: ask, holds, chooses, listen,
gives, answers, assists, aids, participate,
greets, helps
• assist the handicapped child
• give care of neonatal
• Participate in team work
• Aids in Feeding infants and children
The Psychomotor Domain
• Muscular, motor skills, “hands-on”

• Perception: the ability of the learner to show sensory


awareness of objects associated with some tasks to be
performed.
• Set: the ability of the learner to exhibit readiness to take a
particular kind of action
• Guided response: exert effort via overt actions under the
guidance of an instructor to imitate an observed behavior
with conscious awareness of effort
• Mechanism: perform steps of desired skill with a certain
degree of confidence
• Complex overt response: perform a complex
motor act with independence and a high degree
of skill, without hesitation, and with minimum
expenditure of time and effort.
• Adaptation: modify a motor process to suit the
individual or various situations.
• Origination create new motor acts such as
novel ways of manipulating objects or materials
as a result of an understanding of a skill
includes physical movement, coordination, and
use of the motor-skill areas.
• Verbs used: chooses, describes, detects,
differentiates, distinguishes, isolates,
selects. Measure , demonstrate , perform

• Ex.
• Perform physical examination for children at different age
groups
• Measure weight, length, / height, for infants and children
• Demonstrate newborn resuscitation
• Administer Oxygen therapy
Homework
Select lecture from yours courses and start to
develop objective according the following
domains :
• Cognitive domain
• Affective domain
• Psychomotor domain
Thanks

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