BEHAVIORAL

OBJECTTIVES
CARMEL E. COCHING
Types of Objectives
◼ Educational Objectives – used to identify
the intended outcomes of the education
process, whether in reference to an aspect
of a program or a total study
◼ Instructional Objectives –used to
facilitate effective learning .
◼ Behavioral Objectives – describes what
the learner will be able to do following a
learning situation.
-Action oriented rather than content
oriented, learner centered rather than process
focused,
Characteristics of Goals and
Objectives
◼ Goal – is the final ◼ Objectives – a
outcome of what is specific, single,
achieved at the end of unidimensional behavior
the teaching- learning ⮚ Are short term in nature
and should be achievable at
process
the conclusion of one
⮚ It is a statement that
teaching session or within a
describes the ideal or matter of few days
ultimate state of being at ⮚ Describes a performance
some future in time that learners should be able
⮚ Are global and broad in to exhibit before they are
nature considered competent
⮚ The desired outcomes of ⮚ “when we teach, we want
learning that are our students to learn. What
realistically achievable in we want them to learn as a
weeks or months result of our teaching is our
objective”
Subobjectives
⮚ May be written and reflect aspects of
a main objective
⮚ Are specific statements of short-term
behaviors that lead to the
achievement of the primary objective.
◼Objectives must be achieved before
the goal can be reached.

◼Objectives and goals form a map

that provides directions (objectives)
as to how to arrive at a particular
destination ( goal)
Teaching - learning process

- setting goals and objectives must be

a mutual decision on part of both the
teacher and the learner
- should be as much as responsibility
of the learner as it is of the teacher
- mutually accountable, respectful,
developmental and fulfilling
- objectives and goals must be clearly
written, realistic, and learner
centered
- goals and objectives must be
directed to what the learner is
expected to be able to do, not what
the teacher is expected to teach
the following considerations
justify the need for writing
behavioral objectives
❏helps to keep educators’ thinking on target
and learner centered
❏communicates to others, both learners and
healthcare team members alike, what is
planned for teaching and learning
❏helps learners understand what is expected
is expected of them so they can keep tracko
f their process
❏forces the educator to organize educational
materials so as not to get lost in content and
forget the learner’s role in the process
❏
encourages educators to question their own motives
- to think deliberately about why they are doing
things and analyze what positive results will be
attained from accomplishing specific objectives
❏
tailors teaching to the learner’s particular
circumstances and needs
❏
creates guideposts for teacher evaluation and
documentation of success or failure
❏
focuses attention not on what is taught but on what
the learner will come away once the teaching-
learning provess is completed
❏
orients both teacher and learner to the specific end
result of instruction
❏
makes it easier for the learner to visualize performing
the required actions
Writing Behavioral
Objectives
◼ Performance – describes what the learner is
expected to be able to do or perform to
demonstrate the kinds of behaviors the teacher
will accept as evidence that objectives have been
achieved.
◼ Condition – describes the testing situation,
resources, assistance or constraints under which
the behavior will be observed or completed or the
performance is expected to occur.
◼ Criterion – describes how well, with what
accuracy, or within what time frame the learner
must be able to perform for the behavior to be
considered acceptable
As Robert Mager: (1997)

‘‘ if you don’t know where you’re

going, how will you know which road to
get there’’
 4 steps for behavioral
objectives

⮚ Identify the testing situation ( condition)

⮚ Identify who will perform ( the learner )
⮚ State what the learner will demonstrate
(performance)
⮚ State how well the learner will perform
(criterion)
ABCD rule proposed by Heinich,
Molenda, Russell and Smaldino

A – audience (who)
B – behavior (what)
C – condition ( under what
circumstances)
D – degree ( how much; to what
extent)
 Condition Who Performa Criterion
nce
Without using a The student Will solve 5 out of 6 math
calculator problems

Using a model The staff nurse Will demonstrate The correct

procedure for
changing sterile
dressings
Following group The patient Will list At least two reasons
discussion for losing weight
Performance Words with
Many or Few Interpretations

❑A performance verb (verbal) describes

what the learner is expected to do
❑It may be overt, visible or audible
❑If a word is used to describe something
a learner can be, then it is not a doing
word but rather a being word
❑Being words:
❖To understand
❖To know
❖To enjoy
 TERMS WITH MANY TERMS WITH FEW
INTERPRETATIONS IMTERPRETATIONS
(Not Recommended) (Recommended)
To know To apply To explain
To understand To choose To identify
To appreciate To classify To list
To realize To compare To order
To be familiar with To contrast To predict
To enjoy To construct To recall
To value To define To recognize
To be interested in To describe To select
To feel To demonstrate To state
To think To differentiate To verbalize
To learn To distinguish To write
Writing SMART Objectives
◼ SPECIFIC – be specific about what is to be
achieved
◼ MEASURABLE – quantify or qualify objectives
by including numeric, cost or percentage
amounts or the degree/level of mastery
expected
◼ ACHIEVABLE – are your objectives
attainable?
◼ REALISTIC – are resources available to
achieve objectives
◼ TIMELY – when will the objectives be
achieved
DEVELOPMENT OF
TEACHING PLANS
◼Teaching Plan is a blue print for
action to achieve the goal and the
objectives that have been agreed
upon by the educator and the
learner
◼It should include purpose, content,
methods and tools, timing and
evaluation of instruction
3 Major reasons for
teaching plan
❑ To force the teacher to examine the relationship
among the steps of the teaching process to
ensure a logical approach to teaching, which can
serve as a map for organizing and keeping
instruction on target
❑ To communicate 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 the behavioral objectives.
❑ To legally document that an individual plan for
each learner is in place and is being properly
implemented.
8 basic elements

❖The purpose
❖A statement of the overall goal
❖A list of objectives
❖An outline of the related content
❖The instructional methods used for
teaching of each objective
❖The instructional resources needed
❖The method used to evaluate
learning
Learning Contracts

❖based on the principle of the learners

being active partners in the teaching-
learning system, rather than passive
recipients of whatever it is that the
teacher thinks is good for them
❖defined as a written (formal) or verbal
(informal) agreement between the teacher
and the learner that delineates specific
teaching and learning activities that are to
occur within a certain time frame
❖the purpose of learning contracts is
to encourage active participation by
the learner, improve teacher-client
communication and enhance learner
expressiveness and creativity
Components of Learning

1.content
2.performance expectations
3.evaluation
4.time frame
steps to implement the
learning contract
1.determine specific learning objectives
2.review the contracting process
3.identify the learning resoources
4.assess the learner’s competency level and
learning nedds
5.define roles
6.plan the learning experiences
7.negotiate the time frame
8.implement the learning experience
9.renegotiate
10.evaluate
11.document
INSTRUCTIONAL
METHODS
✔Lecture
✔Group discussion
✔One-to-one instruction
✔Demonstration and Return
Demonstration
✔Gaming
✔Role Playing
✔Role Modeling
✔Self- Instruction Activities
Lecture

▪ Comes from the Latin term lectura

means “to read”
▪ Can be defined as a highly structured
method by which the teacher
verbally transmits information
directly to groups of learners for the
purpose of instruction.
▪ It is one of the oldest and most often
used approaches to teaching
Advantages:
◼ An efficient, cost-effective means for transmitting
large amounts of information to a large number of
people at the same time and within a relatively
reasonable time frame.
◼ Useful to demonstrate patterns, highlight main ideas,
summarize data, and present unique ways of viewing
information.
◼ An effective approach for cognitive learning, especially
at lower levels of the cognitive domain.
◼ Useful in providing foundational background
information as a basis for subsequent learning, such
as group discussion
◼ Easily supplemented with handout materials and other
audiovisual aids to enhance learning.
Limitations
◼ Largely ineffective in influencing affective an
psychomotor behaviors.
◼ Does not provide for much stimulation or
participatory involvement of learners.
◼ Very instructor centered
◼ Does not account for individual in background,
attention span, or learning style
◼ All learners are exposed to the same
information
◼ The diversity within groups makes it
challenging, if not impossible, for the teacher to
reach all learners equally.
General Guidelines:

▪ Do not put all content on slides

▪ Use the largest font possible
▪ Do not exceed 25 words per slide
▪ Choose colors that provide a high level of
contrast between background and text
▪ Use graphics for presenting large
amounts of numerical data
▪ Do not overdo the use of action figures
▪ Make sure that all audiovisual equipment
is functional
Group Discussion

⮚ A method of teaching whereby

learners get together to exchange
information, feelings and opinions
with one another and with the
teacher.
⮚ This method is learner centered as
well as subject centered.
Advantages
▪ Enhances learning in both the affective an
cognitive domains
▪ Is both learner centered subject centered
▪ Stimulates learners to think about issues and
problems
▪ Encourages members to exchange their own
experiences
▪ Provides opportunities for sharing of ideas and
concerns
▪ Fosters positive peer support and feelings of
belonging
▪ Reinforces previous learning
Limitations
◼ One or more members may dominate discussion
◼ Easy to digress from the topic, which interferes
with achievement of the objectives
◼ Shy learners may refuse to become involved
◼ Require skill to tactfully redirect learners who
digress or dominate without losing their trust
and that of other group members.
◼ Particularly challenging for the novice teacher.
◼ More time consuming for transmission of
information
◼ Requires teacher’s presence at all sessions to
act as facilitator and resource person.
One-to-one Instruction
◼ Involves delivering information specifically
designed to meet the needs of an individual
learner.
◼ It is an opportunity for both the teacher and the
learner to communicate knowledge, ideas
◼ It should never be a lecture delivered to an
audience of one to meet the teacher’s goals.
◼ The process of one-to one instruction involves
moving learners from repeating the information
that was shared to applying what they have just
learned.
◼ Questioning is an excellent technique
Demonstration and
Return Demonstration

◼Demonstration – is done by the

teacher to show the learner how to
perform a particular skill.
◼Return Demonstration – carried
out by the learner in an attempt to
perform a task with cues from the
teacher as needed.
Advantages:

◼Especially effective for learning in the

psychomotor domain.
◼Actively engages the learner through
stimulation of visual, auditory and tactile
senses.
◼Repetition of movement and constant
reinforcement increases confidence,
competence and skill retention.
◼Provides opportunity for overlearning to
achieve the goal.
Limitations

◼Requires plenty of time to be set aside

for teaching as well as learning.
◼Size of audience must be kept small to
ensure opportunity for practice and
close supervision
◼Equipment can be expensive to
purchase or replace.
◼Extra space and equipment is needed
for practicing skills
◼Competency evaluation requires 1:1
GAMING

◼An instructional method requiring

the learner to participate in a
competitive activity with preset
rules.
◼The goal is for the learners to win a
game by applying knowledge and
rehearsing skills previously learned.
◼Designed to accomplsih educational
objectives
ADVANTAGES

◼Games are fun with a purpose

◼Retention of information is promoted by
stimulating learner enthusiasm and
increasing learner involvement
◼Easy to devise or modify for individual
or group learning
◼Adds variety on the learning experience
◼Excellent for dull or repetitious content
that must be periodically reviewed
LIMITATIONS
◼ Creates a competitive environment that may be
threatening to some learners.
◼ Group size may be need to be kept small for
participation by all learners.
◼ Requires more flexible space for teamwork than
a traditional conference room.
◼ Potentially higher noise level may require special
space accommodations.
◼ Requirements may be more physically
demanding than any other methods.
◼ Some learners may not be able to participate if
they are restricted by a disability.
Role Playing
◼It is a method by which learners participate
in an unrehearsed dramatization.
◼This method is a technique to arouse
feelings and elicit emotional responses in
the learners.
◼The responsibility of the teacher is to
design a situation with enough information
for learners to be able to assume the role
of someone else without actually giving
them a script to follow.
Self-Instruction Activities

◼ A method used by the teacher to

provide or design instructional
activities that guide the learner in
independently achieving the
objectives of learning
General Principles for All Teachers

◼Give positive reinforcement

◼Project an attitude of Acceptance
and sensitivity
◼Be organized and give direction
◼Elicit and give feedback
◼Use questions
◼Know your audience
◼Use repetition and pacing
Instructional Settings

✔Healthcare setting
✔Healthcare-related setting
✔Nonhealthcare setting