Analyze the principles of learning in order to design learner oriented units of instruction
mbmsiraj123
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Oct 21, 2025
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About This Presentation
Education Plan
Slide Content
MB. Mohamed SirajMB. Mohamed Siraj
Instructor in Computer TechnologyInstructor in Computer Technology
Sri Lanka Technical Education ServiceSri Lanka Technical Education Service
Technical College - SammanthruaiTechnical College - Sammanthruai
Instructor in Computer TechnologyInstructor in Computer Technology
Sri Lanka Technical Education ServiceSri Lanka Technical Education Service
Technical College - SammanthruaiTechnical College - Sammanthruai
Module TwoModule Two
Developing Instructional designDeveloping Instructional design
Educational planEducational plan
GoalGoal
At the end of this unit the student should be able At the end of this unit the student should be able
toto::
Analyze the principles of learning in order to Analyze the principles of learning in order to
design learner oriented units of instructiondesign learner oriented units of instruction
Developing Instructional designDeveloping Instructional design
Educational planEducational plan
GoalGoal
At the end of this unit the student should be able At the end of this unit the student should be able
toto::
Analyze the principles of learning in order to Analyze the principles of learning in order to
design learner oriented units of instructiondesign learner oriented units of instruction
Educational planEducational plan
Learning ObjectivesLearning Objectives
1.1.Comprehend educational objectivesComprehend educational objectives
2.2.Appreciate how objectives guide teaching Appreciate how objectives guide teaching
3.3. list characteristics of quality educational list characteristics of quality educational
objectiveobjective
4.4.list components of educational objective:list components of educational objective:
Learning ObjectivesLearning Objectives
1.1.Comprehend educational objectivesComprehend educational objectives
2.2.Appreciate how objectives guide teaching Appreciate how objectives guide teaching
3.3. list characteristics of quality educational list characteristics of quality educational
objectiveobjective
4.4.list components of educational objective:list components of educational objective:
Cont. unit objectivesCont. unit objectives
5. 5. write educational objective for a given unit of write educational objective for a given unit of
instructioninstruction
66. Differentiate domains of educational objectives. Differentiate domains of educational objectives
77. Relate action verbs for each domains. Relate action verbs for each domains
88. Recognize levels for each domains. Recognize levels for each domains
99. Select an objectives for each domains for a given . Select an objectives for each domains for a given
unit of instructionunit of instruction
5. 5. write educational objective for a given unit of write educational objective for a given unit of
instructioninstruction
66. Differentiate domains of educational objectives. Differentiate domains of educational objectives
77. Relate action verbs for each domains. Relate action verbs for each domains
88. Recognize levels for each domains. Recognize levels for each domains
99. Select an objectives for each domains for a given . Select an objectives for each domains for a given
unit of instructionunit of instruction
HOW TO DEFINEHOW TO DEFINE
Instructional DesignInstructional Design??? ???
instructionalinstructional design aims at giving decisions regarding the
following aspects of the study:
•What will be accomplished ? (learning outcomes)
•What will be presented ? (content)
•How content will be communicated ? (methods and media).
•When content will be communicated ?(time of conducting &duration)
•Where content will be communicated ?( place or setting of conducting;
theoretical and/or practicum)
•Who will do it? (assigned person; teacher, student, others)
Instructional DesignInstructional Design??? ???
instructionalinstructional design aims at giving decisions regarding the
following aspects of the study:
•What will be accomplished ? (learning outcomes)
•What will be presented ? (content)
•How content will be communicated ? (methods and media).
•When content will be communicated ?(time of conducting &duration)
•Where content will be communicated ?( place or setting of conducting;
theoretical and/or practicum)
•Who will do it? (assigned person; teacher, student, others)
D-Implement
Educational
Program
G-Improvement
the Educational
Program
A-Needs Assessment
F-Feedback to
1- Learner
2- Teacher
3-Organization
E-Evaluate the
Educational
Program
B-Educational objectives
1- Cognitive
2- Psychomotor
3-Attitude
C-Plan and Design
Educational Program
1-Content
2-Method
3- Material
4-Evaluation methodology
5-Environment
Educational
Program
G-Improvement
the Educational
Program
A-Needs Assessment
F-Feedback to
1- Learner
2- Teacher
3-Organization
E-Evaluate the
Educational
Program
B-Educational objectives
1- Cognitive
2- Psychomotor
3-Attitude
C-Plan and Design
Educational Program
1-Content
2-Method
3- Material
4-Evaluation methodology
5-Environment
11 . .Assessment of learner needsAssessment of learner needs
It is the first step in the instructional design processIt is the first step in the instructional design process
Serves as an objective way of uncovering human Serves as an objective way of uncovering human
performance problems or potential problems. performance problems or potential problems.
It is It is ““A gap between what people know, do or feel A gap between what people know, do or feel and and
what they should know, do or feel to perform what they should know, do or feel to perform
competently or to prepare for additional responsibility .competently or to prepare for additional responsibility .
It help teachers to develop a good sense of what would be It help teachers to develop a good sense of what would be
beneficial for their learners to know or to do to perform beneficial for their learners to know or to do to perform
competentlycompetently
It is the first step in the instructional design processIt is the first step in the instructional design process
Serves as an objective way of uncovering human Serves as an objective way of uncovering human
performance problems or potential problems. performance problems or potential problems.
It is It is ““A gap between what people know, do or feel A gap between what people know, do or feel and and
what they should know, do or feel to perform what they should know, do or feel to perform
competently or to prepare for additional responsibility .competently or to prepare for additional responsibility .
It help teachers to develop a good sense of what would be It help teachers to develop a good sense of what would be
beneficial for their learners to know or to do to perform beneficial for their learners to know or to do to perform
competentlycompetently
Example 3.1. Needs assessment for developing management programExample 3.1. Needs assessment for developing management program
MANAGEMENT SKILLS AND TECHNIQUES MANAGEMENT SKILLS AND TECHNIQUES
The purpose of this questionnaire is to provide the facilitator of this program with insights into The purpose of this questionnaire is to provide the facilitator of this program with insights into your current your current
skills skills and knowledge about the subject of managing others. By knowing what and knowledge about the subject of managing others. By knowing what new skills new skills and knowledge you and knowledge you
would like from the program, the facilitator will be better able to meet your needs.would like from the program, the facilitator will be better able to meet your needs.
Name: ----------------------------------------------------Name: ----------------------------------------------------Current Position: -----------------------Current Position: -----------------------
Bank: -----------------------------------------------------Bank: -----------------------------------------------------City, State: ------------------------------City, State: ------------------------------
Previous positions held: Previous positions held:
Formal education beyond high school:Formal education beyond high school:
What management courses, workshops, or seminars have you attended?What management courses, workshops, or seminars have you attended?
Briefly describe the responsibilities of your current position:Briefly describe the responsibilities of your current position:
How long have you managed or supervise others?How long have you managed or supervise others?
How many people do you directly supervise or manage?How many people do you directly supervise or manage?
What do you believe is the most difficult problem or challenge you face in managing people?What do you believe is the most difficult problem or challenge you face in managing people?
What one specific thing do you want to learn from this program?What one specific thing do you want to learn from this program?
What concerns do you have about participating in this learning experienceWhat concerns do you have about participating in this learning experience??
MANAGEMENT SKILLS AND TECHNIQUES MANAGEMENT SKILLS AND TECHNIQUES
The purpose of this questionnaire is to provide the facilitator of this program with insights into The purpose of this questionnaire is to provide the facilitator of this program with insights into your current your current
skills skills and knowledge about the subject of managing others. By knowing what and knowledge about the subject of managing others. By knowing what new skills new skills and knowledge you and knowledge you
would like from the program, the facilitator will be better able to meet your needs.would like from the program, the facilitator will be better able to meet your needs.
Name: ----------------------------------------------------Name: ----------------------------------------------------Current Position: -----------------------Current Position: -----------------------
Bank: -----------------------------------------------------Bank: -----------------------------------------------------City, State: ------------------------------City, State: ------------------------------
Previous positions held: Previous positions held:
Formal education beyond high school:Formal education beyond high school:
What management courses, workshops, or seminars have you attended?What management courses, workshops, or seminars have you attended?
Briefly describe the responsibilities of your current position:Briefly describe the responsibilities of your current position:
How long have you managed or supervise others?How long have you managed or supervise others?
How many people do you directly supervise or manage?How many people do you directly supervise or manage?
What do you believe is the most difficult problem or challenge you face in managing people?What do you believe is the most difficult problem or challenge you face in managing people?
What one specific thing do you want to learn from this program?What one specific thing do you want to learn from this program?
What concerns do you have about participating in this learning experienceWhat concerns do you have about participating in this learning experience??
Educational ObjectivesEducational Objectives
Once learning needs have been identified, the Once learning needs have been identified, the
objective of the educational program should be objective of the educational program should be
statedstated
Definition of objectivesDefinition of objectives::
Desired changes of the behavior or desired Desired changes of the behavior or desired
outcome which the teaching-learning process is meant outcome which the teaching-learning process is meant
to achieve)to achieve)
OrOr
Objectives are statements that describe what the Objectives are statements that describe what the
students will know and be able to do after completing students will know and be able to do after completing
the course.the course.
Once learning needs have been identified, the Once learning needs have been identified, the
objective of the educational program should be objective of the educational program should be
statedstated
Definition of objectivesDefinition of objectives::
Desired changes of the behavior or desired Desired changes of the behavior or desired
outcome which the teaching-learning process is meant outcome which the teaching-learning process is meant
to achieve)to achieve)
OrOr
Objectives are statements that describe what the Objectives are statements that describe what the
students will know and be able to do after completing students will know and be able to do after completing
the course.the course.
Goals & ObjectivesGoals & Objectives
GoalsGoals ObjectivesObjectives
Are broad, brief Are broad, brief
statements of intent that statements of intent that
provide focus or vision for provide focus or vision for
program planning .program planning .
Are more realistic, Are more realistic, describedescribe
targets for the programtargets for the program
They are write They are write in non-in non-
specific, non-measurable specific, non-measurable
verbsverbs as; as; learnlearn, ,
understandunderstand, , feel ,feel , know know
and usually cannot be and usually cannot be
attained. attained.
They are write in an They are write in an active active
measurable tensemeasurable tense and use and use
strong verbsstrong verbs like like planplan, , write,write,
conductconduct, , produce, they can be produce, they can be
attainedattained
GoalsGoals ObjectivesObjectives
Are broad, brief Are broad, brief
statements of intent that statements of intent that
provide focus or vision for provide focus or vision for
program planning .program planning .
Are more realistic, Are more realistic, describedescribe
targets for the programtargets for the program
They are write They are write in non-in non-
specific, non-measurable specific, non-measurable
verbsverbs as; as; learnlearn, ,
understandunderstand, , feel ,feel , know know
and usually cannot be and usually cannot be
attained. attained.
They are write in an They are write in an active active
measurable tensemeasurable tense and use and use
strong verbsstrong verbs like like planplan, , write,write,
conductconduct, , produce, they can be produce, they can be
attainedattained
Goals & ObjectivesGoals & Objectives
GoalsGoals ObjectivesObjectives
GlobalGlobal SpecificSpecific
BroadBroad SingularSingular
long-termlong-term short-termshort-term
Multi-dimensionalMulti-dimensional Uni-dimensionalUni-dimensional
GoalsGoals ObjectivesObjectives
GlobalGlobal SpecificSpecific
BroadBroad SingularSingular
long-termlong-term short-termshort-term
Multi-dimensionalMulti-dimensional Uni-dimensionalUni-dimensional
Importance of stating objectivesImportance of stating objectives
oror
How objectives guide teachingHow objectives guide teaching
Stating objectives is very important because it Stating objectives is very important because it
provides provides criteria forcriteria for selecting contentselecting content of the program, of the program,
selecting teaching strategiesselecting teaching strategies and a basis for and a basis for evaluationevaluation
Assessment
(how
students'
achievement
is
assessed)
Content
(what is taught)
Methods
(how it is taught)
Objectives
guide
oror
How objectives guide teachingHow objectives guide teaching
Stating objectives is very important because it Stating objectives is very important because it
provides provides criteria forcriteria for selecting contentselecting content of the program, of the program,
selecting teaching strategiesselecting teaching strategies and a basis for and a basis for evaluationevaluation
Assessment
(how
students'
achievement
is
assessed)
Content
(what is taught)
Methods
(how it is taught)
Objectives
guide
Advantages to Writing ObjectivesAdvantages to Writing Objectives
Three Major Advantages to Writing Objectives :Three Major Advantages to Writing Objectives :
Provides basis for selection and design of Provides basis for selection and design of
instructional content, methods, and materialsinstructional content, methods, and materials
Provides learner with means to organize efforts Provides learner with means to organize efforts
toward accomplishing objectivestoward accomplishing objectives
Allows for determination as to the extent that Allows for determination as to the extent that
objectives have been accomplishedobjectives have been accomplished
Three Major Advantages to Writing Objectives :Three Major Advantages to Writing Objectives :
Provides basis for selection and design of Provides basis for selection and design of
instructional content, methods, and materialsinstructional content, methods, and materials
Provides learner with means to organize efforts Provides learner with means to organize efforts
toward accomplishing objectivestoward accomplishing objectives
Allows for determination as to the extent that Allows for determination as to the extent that
objectives have been accomplishedobjectives have been accomplished
Responsibility for Establishing Goals and Responsibility for Establishing Goals and
ObjectivesObjectives
Setting of goals and objectives Setting of goals and objectives must be a mutual must be a mutual
decision-making processdecision-making process between between the teacher and the the teacher and the
learner.learner.
Both parties must Both parties must ““buy intobuy into”” and participate in and participate in
establishing predetermined objectives and goals establishing predetermined objectives and goals prior prior
to initiating the teaching/learning processto initiating the teaching/learning process..
Blending (combining together) what the learner wants Blending (combining together) what the learner wants
to learn and what the teacher has assessed the learner to learn and what the teacher has assessed the learner
needs to know to provide for a mutually accountable, needs to know to provide for a mutually accountable,
respectful, and fulfilling educational experience.respectful, and fulfilling educational experience.
ObjectivesObjectives
Setting of goals and objectives Setting of goals and objectives must be a mutual must be a mutual
decision-making processdecision-making process between between the teacher and the the teacher and the
learner.learner.
Both parties must Both parties must ““buy intobuy into”” and participate in and participate in
establishing predetermined objectives and goals establishing predetermined objectives and goals prior prior
to initiating the teaching/learning processto initiating the teaching/learning process..
Blending (combining together) what the learner wants Blending (combining together) what the learner wants
to learn and what the teacher has assessed the learner to learn and what the teacher has assessed the learner
needs to know to provide for a mutually accountable, needs to know to provide for a mutually accountable,
respectful, and fulfilling educational experience.respectful, and fulfilling educational experience.
Types of Educational ObjectivesTypes of Educational Objectives
objectives have been classified into three types objectives have been classified into three types
(1)
General
objectives
(2)
Intermediate objectives
(3)
Specific
objectives
objectives have been classified into three types objectives have been classified into three types
(1)
General
objectives
(2)
Intermediate objectives
(3)
Specific
objectives
General objectives (Goal) General objectives (Goal)
Reflect main professional functions which are broad Reflect main professional functions which are broad
statements and describe those objectives that the statements and describe those objectives that the
learner should be able to demonstrate at the end of learner should be able to demonstrate at the end of
the academic educational program.the academic educational program.
Example:Example:
Providing preventive and curative care to the individual and Providing preventive and curative care to the individual and
community, in health and in sickness. (community, in health and in sickness. (See also See also Example 3.2.)Example 3.2.)
Reflect main professional functions which are broad Reflect main professional functions which are broad
statements and describe those objectives that the statements and describe those objectives that the
learner should be able to demonstrate at the end of learner should be able to demonstrate at the end of
the academic educational program.the academic educational program.
Example:Example:
Providing preventive and curative care to the individual and Providing preventive and curative care to the individual and
community, in health and in sickness. (community, in health and in sickness. (See also See also Example 3.2.)Example 3.2.)
Intermediate objectivesIntermediate objectives
Breaking down professional functions Breaking down professional functions
into components (activities) which together into components (activities) which together
indicate the nature of the functions.indicate the nature of the functions.
Example:Example:
planning and carrying out blood sampling session planning and carrying out blood sampling session
for a group of adult in the community.for a group of adult in the community.
Breaking down professional functions Breaking down professional functions
into components (activities) which together into components (activities) which together
indicate the nature of the functions.indicate the nature of the functions.
Example:Example:
planning and carrying out blood sampling session planning and carrying out blood sampling session
for a group of adult in the community.for a group of adult in the community.
Specific objectivesSpecific objectives
precise professional tasks whose precise professional tasks whose results are observable and results are observable and
measurablemeasurable against given criteria. It should be against given criteria. It should be stated for each course in stated for each course in
order to reach the general objectivesorder to reach the general objectives of the academic educational of the academic educational
program. program.
Specific objectives Specific objectives describe the performance demonstrated by describe the performance demonstrated by
the learner at the end of each the learner at the end of each course or unitscourse or units..
Example:Example:
Using the syringe to take a blood sample (5 ml) from the capitalUsing the syringe to take a blood sample (5 ml) from the capital vein of an adult vein of an adult
(criteria: absence of hematoma; amount of blood taken within 10% of the amount (criteria: absence of hematoma; amount of blood taken within 10% of the amount
required; not more than two attempts). required; not more than two attempts). See also See also Example 3.3Example 3.3. .
precise professional tasks whose precise professional tasks whose results are observable and results are observable and
measurablemeasurable against given criteria. It should be against given criteria. It should be stated for each course in stated for each course in
order to reach the general objectivesorder to reach the general objectives of the academic educational of the academic educational
program. program.
Specific objectives Specific objectives describe the performance demonstrated by describe the performance demonstrated by
the learner at the end of each the learner at the end of each course or unitscourse or units..
Example:Example:
Using the syringe to take a blood sample (5 ml) from the capitalUsing the syringe to take a blood sample (5 ml) from the capital vein of an adult vein of an adult
(criteria: absence of hematoma; amount of blood taken within 10% of the amount (criteria: absence of hematoma; amount of blood taken within 10% of the amount
required; not more than two attempts). required; not more than two attempts). See also See also Example 3.3Example 3.3. .
N.BN.B
In stating specific objectives ; In stating specific objectives ; the verb will help to the verb will help to
focus on what will be assessedfocus on what will be assessed
For example For example
““Students will be able to Students will be able to do do researchresearch””. The verb . The verb dodo is vague. is vague.
Do you mean Do you mean identifyidentify an appropriate research an appropriate research
question, question, reviewreview the literature, the literature, establishestablish hypotheses, hypotheses,
useuse research technology, research technology, collectcollect data, data, analyzeanalyze data, data,
interpretinterpret results, results, draw draw conclusions, conclusions, recommendrecommend
further research, or all of those? Each of thefurther research, or all of those? Each of the verbs verbs in in
those statements those statements is appropriately specificis appropriately specific. . The more The more
specific objectives is easier to assess than the specific objectives is easier to assess than the
broadbroad. .
In stating specific objectives ; In stating specific objectives ; the verb will help to the verb will help to
focus on what will be assessedfocus on what will be assessed
For example For example
““Students will be able to Students will be able to do do researchresearch””. The verb . The verb dodo is vague. is vague.
Do you mean Do you mean identifyidentify an appropriate research an appropriate research
question, question, reviewreview the literature, the literature, establishestablish hypotheses, hypotheses,
useuse research technology, research technology, collectcollect data, data, analyzeanalyze data, data,
interpretinterpret results, results, draw draw conclusions, conclusions, recommendrecommend
further research, or all of those? Each of thefurther research, or all of those? Each of the verbs verbs in in
those statements those statements is appropriately specificis appropriately specific. . The more The more
specific objectives is easier to assess than the specific objectives is easier to assess than the
broadbroad. .
Example for Goal & Specific Example for Goal & Specific
objectivesobjectives
BroadBroad::
Identify mental health problems in children; propose Identify mental health problems in children; propose
measures and participate in their application.measures and participate in their application.
More specificMore specific::
1.1.Determine the priority mental health problems in Determine the priority mental health problems in
children of his own health sector.children of his own health sector.
2.2.Coordinate health, administrative and educational Coordinate health, administrative and educational
resources available for dealing with mental health probresources available for dealing with mental health prob
lems in children (particularly thoselems in children (particularly those
objectivesobjectives
BroadBroad::
Identify mental health problems in children; propose Identify mental health problems in children; propose
measures and participate in their application.measures and participate in their application.
More specificMore specific::
1.1.Determine the priority mental health problems in Determine the priority mental health problems in
children of his own health sector.children of his own health sector.
2.2.Coordinate health, administrative and educational Coordinate health, administrative and educational
resources available for dealing with mental health probresources available for dealing with mental health prob
lems in children (particularly thoselems in children (particularly those
Class Activity. Matrix checklist 3.1 (10 minutes)Class Activity. Matrix checklist 3.1 (10 minutes)
Application of SMART at all goals and Application of SMART at all goals and
objectives will promote a strong program or objectives will promote a strong program or
project that are directed to the outcome . project that are directed to the outcome .
SMART means SMART means
Application of SMART at all goals and Application of SMART at all goals and
objectives will promote a strong program or objectives will promote a strong program or
project that are directed to the outcome . project that are directed to the outcome .
SMART means SMART means
characteristics of a specific educational objective
•S. M. A. R. T
•
Simpl
e
Measurable Attainable
realistic
Timing
specifics
•S. M. A. R. T
•
Simpl
e
Measurable Attainable
realistic
Timing
specifics
SSpecificpecific: :
The objective must be clearly defined.The objective must be clearly defined. ““What exactly are we What exactly are we
going to do, with or for whomgoing to do, with or for whom””??
MMeasurable : easurable :
The objective must be measured and the measurement source The objective must be measured and the measurement source
is identified. is identified.
All activities should be measurable at some levelAll activities should be measurable at some level. .
““Is it measurable & can WE measure itIs it measurable & can WE measure it””??
The objective must be clearly defined.The objective must be clearly defined. ““What exactly are we What exactly are we
going to do, with or for whomgoing to do, with or for whom””??
MMeasurable : easurable :
The objective must be measured and the measurement source The objective must be measured and the measurement source
is identified. is identified.
All activities should be measurable at some levelAll activities should be measurable at some level. .
““Is it measurable & can WE measure itIs it measurable & can WE measure it””??
AAchievablechievable: :
The objective must be directly supports the outcomes of theThe objective must be directly supports the outcomes of the
program agencyprogram agency..””
Will this objective lead to the desired resultsWill this objective lead to the desired results””??
RRealistic or relevantealistic or relevant: :
The objective must be realistic regardingThe objective must be realistic regarding
conditions, time period, resources allocated, etcconditions, time period, resources allocated, etc . .
““Can it done in the proposed timeframe/in this Can it done in the proposed timeframe/in this
political climate/ for this amount of moneypolitical climate/ for this amount of money””??
TTimelyimely:: The objective must be stating clearly The objective must be stating clearly
when the objective will be achievedwhen the objective will be achieved
““When will be accomplish this objectiveWhen will be accomplish this objective””??
The objective must be directly supports the outcomes of theThe objective must be directly supports the outcomes of the
program agencyprogram agency..””
Will this objective lead to the desired resultsWill this objective lead to the desired results””??
RRealistic or relevantealistic or relevant: :
The objective must be realistic regardingThe objective must be realistic regarding
conditions, time period, resources allocated, etcconditions, time period, resources allocated, etc . .
““Can it done in the proposed timeframe/in this Can it done in the proposed timeframe/in this
political climate/ for this amount of moneypolitical climate/ for this amount of money””??
TTimelyimely:: The objective must be stating clearly The objective must be stating clearly
when the objective will be achievedwhen the objective will be achieved
““When will be accomplish this objectiveWhen will be accomplish this objective””??
Components of educational Components of educational
objectiveobjective
Well-written objectives contains three components:Well-written objectives contains three components:
(1)
Conditions
(2)
Performance
(3)
Criteria
objectiveobjective
Well-written objectives contains three components:Well-written objectives contains three components:
(1)
Conditions
(2)
Performance
(3)
Criteria
Components of educational Components of educational
objectiveobjective
Condition (When)Condition (When)
When to demonstrate the knowledge or perform When to demonstrate the knowledge or perform
the skill ie: the the skill ie: the condition under which the behavior condition under which the behavior
will be expected to occur. will be expected to occur.
Course objectives should specify Course objectives should specify when the student when the student
should demonstrate the expected level of should demonstrate the expected level of
knowledge or skill, knowledge or skill,
ie: ie: After completing this moduleAfter completing this module, , after completing after completing
this course,this course, after completing this clinical rotation,after completing this clinical rotation,
after completing this lesson. after completing this lesson.
objectiveobjective
Condition (When)Condition (When)
When to demonstrate the knowledge or perform When to demonstrate the knowledge or perform
the skill ie: the the skill ie: the condition under which the behavior condition under which the behavior
will be expected to occur. will be expected to occur.
Course objectives should specify Course objectives should specify when the student when the student
should demonstrate the expected level of should demonstrate the expected level of
knowledge or skill, knowledge or skill,
ie: ie: After completing this moduleAfter completing this module, , after completing after completing
this course,this course, after completing this clinical rotation,after completing this clinical rotation,
after completing this lesson. after completing this lesson.
Components of educational objectiveComponents of educational objective
Performance (Who , what)Performance (Who , what)
The course objective The course objective states the person who will states the person who will
demonstrate competencydemonstrate competency. This will usually be the student . This will usually be the student
or trainer. This is the heart of the course objective. or trainer. This is the heart of the course objective. It It
describes describes what the learner will be able to do at the end of what the learner will be able to do at the end of
instruction and be acceptable to the instructor as a proof instruction and be acceptable to the instructor as a proof
that learning has occurred. The statement should begin that learning has occurred. The statement should begin
with an action verb,with an action verb,
for example for example
after completing of maternal child health course the student willafter completing of maternal child health course the student will::
Assist with a normal childbirthAssist with a normal childbirth
Assess and classify the sick childAssess and classify the sick child
Administer the chosen family planning methodAdminister the chosen family planning method
Provide counseling and testing services for people with Provide counseling and testing services for people with
HIV/AIDSHIV/AIDS
Performance (Who , what)Performance (Who , what)
The course objective The course objective states the person who will states the person who will
demonstrate competencydemonstrate competency. This will usually be the student . This will usually be the student
or trainer. This is the heart of the course objective. or trainer. This is the heart of the course objective. It It
describes describes what the learner will be able to do at the end of what the learner will be able to do at the end of
instruction and be acceptable to the instructor as a proof instruction and be acceptable to the instructor as a proof
that learning has occurred. The statement should begin that learning has occurred. The statement should begin
with an action verb,with an action verb,
for example for example
after completing of maternal child health course the student willafter completing of maternal child health course the student will::
Assist with a normal childbirthAssist with a normal childbirth
Assess and classify the sick childAssess and classify the sick child
Administer the chosen family planning methodAdminister the chosen family planning method
Provide counseling and testing services for people with Provide counseling and testing services for people with
HIV/AIDSHIV/AIDS
Components of educational objectiveComponents of educational objective
Criteria of performance. (How)Criteria of performance. (How)
Quantitative or qualitative criteria against which Quantitative or qualitative criteria against which
learner's performance will be measured to determine learner's performance will be measured to determine
successful learning, successful learning,
A criterion is a A criterion is a description of how well the description of how well the
performance must be demonstrated, performance must be demonstrated, or the or the
performance standard. performance standard.
Criteria of performance. (How)Criteria of performance. (How)
Quantitative or qualitative criteria against which Quantitative or qualitative criteria against which
learner's performance will be measured to determine learner's performance will be measured to determine
successful learning, successful learning,
A criterion is a A criterion is a description of how well the description of how well the
performance must be demonstrated, performance must be demonstrated, or the or the
performance standard. performance standard.
Components of educational objectiveComponents of educational objective
Consider these examples of standardsConsider these examples of standards::
According to the standards presented in the According to the standards presented in the
course materialscourse materials
According to the clinical protocol or checklistAccording to the clinical protocol or checklist
With at least 97% accuracyWith at least 97% accuracy
Consider these examples of standardsConsider these examples of standards::
According to the standards presented in the According to the standards presented in the
course materialscourse materials
According to the clinical protocol or checklistAccording to the clinical protocol or checklist
With at least 97% accuracyWith at least 97% accuracy
Another example of Components of an Another example of Components of an
objectiveobjective
At the end of their field researchAt the end of their field research
(Condition ,When)(Condition ,When),,
Students will be able to write a research paperStudents will be able to write a research paper
(( Performance , Who , What) Performance , Who , What)
In the appropriate scientific style In the appropriate scientific style
(Criteria, How)(Criteria, How)
objectiveobjective
At the end of their field researchAt the end of their field research
(Condition ,When)(Condition ,When),,
Students will be able to write a research paperStudents will be able to write a research paper
(( Performance , Who , What) Performance , Who , What)
In the appropriate scientific style In the appropriate scientific style
(Criteria, How)(Criteria, How)
Domains of educational objectivesDomains of educational objectives
Educational objectives are classified into Educational objectives are classified into 3 domains3 domains::
Cognitive:Cognitive:
Those objectives concerned with knowledge, understanding and Those objectives concerned with knowledge, understanding and
intellectual skills such as problem solving.intellectual skills such as problem solving.
Affective:Affective:
Those objectives concerned with feelings and emotions such as Those objectives concerned with feelings and emotions such as
attitudes, values, appreciations and interests.attitudes, values, appreciations and interests.
Psychomotor:Psychomotor:
Those objectives concerned with manipulative skills and coordinated. Those objectives concerned with manipulative skills and coordinated.
Educational objectives are classified into Educational objectives are classified into 3 domains3 domains::
Cognitive:Cognitive:
Those objectives concerned with knowledge, understanding and Those objectives concerned with knowledge, understanding and
intellectual skills such as problem solving.intellectual skills such as problem solving.
Affective:Affective:
Those objectives concerned with feelings and emotions such as Those objectives concerned with feelings and emotions such as
attitudes, values, appreciations and interests.attitudes, values, appreciations and interests.
Psychomotor:Psychomotor:
Those objectives concerned with manipulative skills and coordinated. Those objectives concerned with manipulative skills and coordinated.
Example for cognitive objective:Example for cognitive objective:
Following a discussion related to nurse-patient interaction, Following a discussion related to nurse-patient interaction,
the registered nurse will identify in writing four phases of the registered nurse will identify in writing four phases of
nurse-patient relationship.nurse-patient relationship.
Example for affective objective:Example for affective objective:
Given the opportunity for attending a leadership Given the opportunity for attending a leadership
development workshop development workshop –– the registered nurse demonstrates the registered nurse demonstrates
interest by participating in discussion and completing written interest by participating in discussion and completing written
assignments.assignments.
Example of psychomotor objective:Example of psychomotor objective:
After observing a demonstration of an intramuscular After observing a demonstration of an intramuscular
injection, the licensed practical nurse will repeat the injection, the licensed practical nurse will repeat the
demonstration in accordance with established procedure.demonstration in accordance with established procedure.
Example for cognitive objective:Example for cognitive objective:
Following a discussion related to nurse-patient interaction, Following a discussion related to nurse-patient interaction,
the registered nurse will identify in writing four phases of the registered nurse will identify in writing four phases of
nurse-patient relationship.nurse-patient relationship.
Example for affective objective:Example for affective objective:
Given the opportunity for attending a leadership Given the opportunity for attending a leadership
development workshop development workshop –– the registered nurse demonstrates the registered nurse demonstrates
interest by participating in discussion and completing written interest by participating in discussion and completing written
assignments.assignments.
Example of psychomotor objective:Example of psychomotor objective:
After observing a demonstration of an intramuscular After observing a demonstration of an intramuscular
injection, the licensed practical nurse will repeat the injection, the licensed practical nurse will repeat the
demonstration in accordance with established procedure.demonstration in accordance with established procedure.
Taxonomy of objectivesTaxonomy of objectives
Why Should Teachers Classify Objectives?Why Should Teachers Classify Objectives?
What is Blooms Learning Taxonomy ?What is Blooms Learning Taxonomy ?
Why Should Teachers Classify Objectives?Why Should Teachers Classify Objectives?
What is Blooms Learning Taxonomy ?What is Blooms Learning Taxonomy ?
Taxonomy of objectivesTaxonomy of objectives
Bloom's learning domainsBloom's learning domains
Bloom's learning domainsBloom's learning domains
Bloom's learning domainsBloom's learning domains
I- Cognitive DomainI- Cognitive Domain
Evaluation judges the value of information
Synthesis builds a pattern from diverse elements
Analysis
separates information into part for
better understanding
Applicationapplying knowledge to a new situation
Comprehension understanding information
Knowledge recall of data
I- Cognitive DomainI- Cognitive Domain
Evaluation judges the value of information
Synthesis builds a pattern from diverse elements
Analysis
separates information into part for
better understanding
Applicationapplying knowledge to a new situation
Comprehension understanding information
Knowledge recall of data
II- II- Affective DomainAffective Domain
Internalizing
Values
behavior which is controlled by a value
system
Organizationorganizing values into order of priority
Valuing the value a person attaches to something
Responding to
phenomena
taking an active part in learning;
participating
Receiving
phenomena
an awareness; willingness to listen
III- Psychomotor DomainIII- Psychomotor Domain
Origination
a learner's ability to create new movement
patterns
Adaptation
a learner's ability to modify motor skills to
fit a new situation
Complex Overt
Response
the intermediate stage of learning a
complex skill
Mechanismthe ability to perform a complex motor skill
Guided Response
the early stage of learning a complex skill
which includes imitation
Set a learner's readiness to act
Perception
the ability to use sensory cues to guide
physical activity
Origination
a learner's ability to create new movement
patterns
Adaptation
a learner's ability to modify motor skills to
fit a new situation
Complex Overt
Response
the intermediate stage of learning a
complex skill
Mechanismthe ability to perform a complex motor skill
Guided Response
the early stage of learning a complex skill
which includes imitation
Set a learner's readiness to act
Perception
the ability to use sensory cues to guide
physical activity
Related Action Verbs to the three domainsRelated Action Verbs to the three domains
Learning
Type
Related Action Verbs
Attitude
Development
Adjust, analyze , assess, choose, criticize, decide, evaluate,
pick, select.
Skill
Development
assemble , compute , construct , copy , count, demonstrate,
design, develop, draw, measure, operate, prepare, process,
prove, record, repair, solve, peak, transcribe, type, write.
Knowledge
Development
Cite, compare, contrast, define, describe, detect,
Differentiate, distinguish, enumerate, explain
Identify, list, name, quote, recite, recognize, relate, Repeat,
reproduce
Learning
Type
Related Action Verbs
Attitude
Development
Adjust, analyze , assess, choose, criticize, decide, evaluate,
pick, select.
Skill
Development
assemble , compute , construct , copy , count, demonstrate,
design, develop, draw, measure, operate, prepare, process,
prove, record, repair, solve, peak, transcribe, type, write.
Knowledge
Development
Cite, compare, contrast, define, describe, detect,
Differentiate, distinguish, enumerate, explain
Identify, list, name, quote, recite, recognize, relate, Repeat,
reproduce
Common Mistakes When Writing Common Mistakes When Writing
ObjectivesObjectives
Describing what the instructor will do rather than what Describing what the instructor will do rather than what
the the learner will dolearner will do
Including more than one behavior in a single objectiveIncluding more than one behavior in a single objective
Forgetting to include all the objective ‘s componentsForgetting to include all the objective ‘s components
Using performance terms subject to many interpretations Using performance terms subject to many interpretations
and that are not action-orientedand that are not action-oriented
writing an unattainable, unrealistic objectivewriting an unattainable, unrealistic objective
writing objectives unrelated to stated goalwriting objectives unrelated to stated goal
cluttering cluttering سدكي وا م
;;;حزي
سدكي وا م
;;;حزي
an objective with unnecessary an objective with unnecessary
informationinformation
making an objective too general so that the outcome is making an objective too general so that the outcome is
not not clearclear
ObjectivesObjectives
Describing what the instructor will do rather than what Describing what the instructor will do rather than what
the the learner will dolearner will do
Including more than one behavior in a single objectiveIncluding more than one behavior in a single objective
Forgetting to include all the objective ‘s componentsForgetting to include all the objective ‘s components
Using performance terms subject to many interpretations Using performance terms subject to many interpretations
and that are not action-orientedand that are not action-oriented
writing an unattainable, unrealistic objectivewriting an unattainable, unrealistic objective
writing objectives unrelated to stated goalwriting objectives unrelated to stated goal
cluttering cluttering سدكي وا م
;;;حزي
سدكي وا م
;;;حزي
an objective with unnecessary an objective with unnecessary
informationinformation
making an objective too general so that the outcome is making an objective too general so that the outcome is
not not clearclear
Class activity3.4Class activity3.4
Checklist Matrix Exercise to Checklist Matrix Exercise to
differentiate Three Learning domainsdifferentiate Three Learning domains
Checklist Matrix Exercise to Checklist Matrix Exercise to
differentiate Three Learning domainsdifferentiate Three Learning domains
WELL DONEWELL DONE
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