objectives

how to make objectives at curriculum
first term master faculty of nursing Cairo university.
2017

1. By the end of the presentation each candidate should be able : Define learning objectives. Differentiate between Goal and objectives. Explain the Importance of learning objectives Discuss Types of Educational Objectives. Discuss components of educational objective. : Objectives

2. By the end of the presentation each candidate should be able : Discuss How to Write an Educational Objective. Identify Categories/ domains of Behaviors for educational objectives Differentiate domains of educational objectives. List Common Mistakes When Writing Objectives. : Objectives

3. Introduction. The definition learning objectives. Goal and objectives Importance of setting objectives Responsibility for Establishing Goals and Objectives Types of Educational Objectives Outlines :

4. C haracteristics of a specific educational objective Components of educational objective Categories/ domains of Behaviors for educational objectives How to Write an Educational Objective Common Mistakes When Writing Objectives cont.., Interrelationship between 3 domains Con.,

5. Introduction Learning Objectives: A Learning Objective describes a direction for a student acquiring the new skills or knowledge Learning involves students acquiring new skills and knowledge Objectives provide an aim or direction for the learning

6. learning objectives =performance or instructional objectives) A clearly written statements that describe what students will be able to do once they successfully complete a unit of instruction Or Desired changes of the behavior or desired outcome which the teaching-learning process is meant to achieve Definition of learning objectives :

7. A Goal: Is a broad statement of expected learning outcome of a course. Learning activities : Are the resources that help in achieving the learning objectives or are the learning experience that provide students the opportunity to practice the desired skills Example: students will write an essay on one of the major theories of the cause of glaciation. Learning objectives : By the end of this session students will be able to explain the major theories of the cause of glaciation. Definition of learning objectives cont.., :

8. Goals & Objectives Goals Objectives Broad N arrow Intangible Tangible General intention Precise Abstract Concrete Can not be validate Can be validate long-term short-term cannot be attained. can be attained

9. Goals & Objectives cont.., Goals Objectives Are broad, brief statements of intent that provide focus or vision for program planning . Are more realistic, describe targets for the program They are write in non-specific, non-measurable verbs as; learn , understand , feel , know and usually cannot be attained. They are write in an active measurable tense and use strong verbs like list , write, conduct , produce, they can be attained

10. Goals & Objectives cont..,

11. A Goal has multiple Learning Objectives Goal The Clinical Problem Solving course is designed to help first year students develop effective skills in symptom recognition and differential diagnosis. Learning Objectives analyze a case evaluate historical data to determine a differential diagnosis write a report with a differential diagnosis and evidence to support it interpret lab results to confirm diagnosis apply knowledge acquired through analysis to determine treatment options At the end of the small group session, students will be able to:

12. Importance of stating objectives or How objectives guide teaching Stating objectives is very important because it provides criteria for Selecting content of the program. Selecting teaching strategies. Provide the basis for evaluation. Provide the learner with means to organize efforts toward accomplishing objectives.

13. Importance of stating objectives or How objectives guide teaching Assessment (how students' achievement is assessed) Content (what is taught ) Methods (how it is taught) Objectives guide

14. Responsibility for Establishing Goals and Objectives Setting of goals and objectives must be a mutual decision-making process between the teacher and the learner. Both parties must “buy into” and participate in establishing predetermined objectives and goals prior to initiating the teaching/learning process. Blending (combining together) what the learner wants to learn and what the teacher has assessed the learner needs to know to provide for a mutually accountable, respectful, and fulfilling educational experience.

15. Types of Educational Objectives objectives have been classified into three types (1) General objectives (2) Intermediate objectives (3) Specific objectives

16. Reflect main professional functions which are broad statements and describe those objectives that the learner should be able to demonstrate at the end of the academic educational program. Example: Providing preventive and curative care to the individual and community, in health and in sickness. General objectives (Goal)

17. Breaking down professional functions into components (activities) which together indicate the nature of the functions. Example: planning and carrying out blood sampling session for a group of adult in the community. Intermediate objectives

18. precise professional tasks whose results are observable and measurable against given criteria. It should be stated for each course in order to reach the general objectives of the academic educational program. Specific objectives describe the performance demonstrated by the learner at the end of each course or units . Example: Using the syringe to take a blood sample (5 ml) from the capital vein of an adult (criteria: absence of hematoma; amount of blood taken within 10% of the amount required; not more than two attempts). Specific objectives

19. N.B In stating specific objectives ; the verb will help to focus on what will be assessed For example “Students will be able to do research”. The verb do is vague. Do you mean identify an appropriate research question , review the literature , establish hypotheses, use research technology , collect data, analyze data , interpret results , draw conclusions , recommend further research, or all of those? Each of the verbs in those statements is appropriately specific. The more specific objectives is easier to assess than the broad .

20. Example for Goal & Specific objectives Broad : Identify mental health problems in children; propose measures and participate in their application. More specific : Determine the priority mental health problems in children of his own health sector. Coordinate health, administrative and educational resources available for dealing with mental health prob­lems in children (particularly those

21. Application of SMART at all goals and objectives will promote a strong program or project that are directed to the outcome . SMART means characteristics of a specific educational objective

22. S pecific : The objective must be clearly defined. “ What exactly are we going to do, with or for whom”? M easurable : The objective must be measured and the measurement source is identified. All activities should be measurable at some level . “Is it measurable & can WE measure it”?

23. A chievable : The objective must be directly supports the outcomes of the program agency.” Will this objective lead to the desired results”? R ealistic or relevant : The objective must be realistic regarding conditions, time period, resources allocated, etc. “ Can it done in the proposed timeframe/in this political climate/ for this amount of money”? T imely : The objective must be stating clearly when the objective will be achieved “When will be accomplish this objective”?

24. Components of educational objective Well-written objectives contains three components:

25. Performance  – Indicates what participants are expected to as a result of the learning activity. Conditions  – Specifies under what conditions should the participants perform Criteria  – Identifies how well the participants have to perform to satisfy the requirements

26. Performance (Who , what) A learning objective is participant-centered and performance based. It should describe what participants will be able to do as a result of the learning event.  Therefore, the statement should have an action verb that best describes the type of behavior that the participant needs to display.

27. Performance cont.., The only way you can determine whether or not a participant has learned something is to observe some kind of behavior that indicates learning has taken place. Therefore, the action verbs should be specific, observable, and measurable. Verbs such as “understand,” “know,” or “comprehend” are not easily observable and measurable, and should be avoided.

28. Possible action verbs include: List Identify Explain Describe Calculate Compare Demonstrate Analyze

29. for example after completing of maternal child health course the student will : Assist with a normal childbirth Assess and classify the sick child Administer the chosen family planning method Provide counseling and testing services for people with HIV/AIDS

30. Condition (When) A learning objective should describe conditions under which the participants will perform the behavior. The conditions under which the task will be performed typically addresses time place Resources circumstances.

31. Possible conditions include; using a calculator referencing a chart while being monitored using a drill and saw in 10 feet of water

32. Possible conditions include; After completing this module , After completing this course, After completing this clinical rotation, After completing this lesson. on a boat in the daylight

33. A learning objective should describe the criteria that will be used to evaluate performance to determine what is acceptable. The criteria should communicate the level of proficiency that is expected. It might describe how the learner will be able to perform in terms of quality, quantity, and time measurements. Criteria of performance. (How)

34. Criteria cont …, Possible standards include; within 10 minutes within acceptable industry guidelines 80% or better assembling 15 items in compliance with a chart

35. Components of educational objective Consider these examples of standards: According to the standards presented in the course materials According to the clinical protocol or checklist With at least 97% accuracy

36. Another example of Components of an objective At the end of their field research (Condition ,When) , Students will be able to write a research paper ( Performance , Who , What) In the appropriate scientific style (Criteria, How)

37. Categories/ domains of Behaviors for educational objectives Cognitive Domain Affective Domain Psychomotor Domain

38. Cognitive Domain Dealing with intellectual abilities Approximately 80% of educational objectives fall into this domain(such as problem solving) Most familiar to both instructors, authors and learners “Head” objectives

39. Bloom's learning domains I- Cognitive Domain Evaluation judges the value of information Synthesis builds a pattern from diverse elements Analysis separates information into part for better understanding Application applying knowledge to a new situation Comprehension understanding information Knowledge recall of data

40. Examples for cognitive objective: Following a discussion related to nurse-patient interaction, the registered nurse will identify in writing four phases of nurse-patient relationship.

41. Affective Domain Relating to the expression of feelings , including emotions, fears, interests, attitudes, beliefs, values and appreciations. Often the most difficult objectives to develop

42.   II- Affective Domain Internalizing Values behavior which is controlled by a value system Organization organizing 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

43. Example for affective objective: Given the opportunity for attending a leadership development workshop – the registered nurse demonstrates interest by participating in discussion and completing written assignments.

44. Psychomotor Domain The easiest objectives to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments. “ Hands On” courses will contain psychomotor objectives

45. III- 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 Mechanism the 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

46. Example of psychomotor objective: After observing a demonstration of an intramuscular injection, the licensed practical nurse will repeat the demonstration in accordance with established procedure.

47. Related Action Verbs to the three domains Learning Type Related Action Verbs Attitude Development analyze , assess, choose, criticize, decide, evaluate, pick, select, accept, judge, justify ,value. Skill Development assemble , compute , construct , copy , count, demonstrate, design, develop, draw, measure, operate, prepare, process, prove, record, repair, peak, transcribe, type, manipulate. Knowledge Development Cite, compare, contrast, define, describe, detect, Differentiate, distinguish, enumerate, explain Identify, list, name, quote, recite, recognize, relate, Repeat, reproduce.

48. How to Write an Educational Objective Planning Your Objective Writing Your Educational Objective Reviewing Your Objectives

49. Planning Your Objective Differentiate between goals and objectives .

50. 1. Planning Your Objective cont..., B. Familiarize yourself with Bloom's Taxonomy

51. 1. Planning Your Objective cont..., C. Learn the characteristics that communicate your intent .  

52. 2. Writing Your Educational Objective Write stem statements

53. 2. Writing Your Educational Objective con.., B. Select the proper verb

54. 2. Writing Your Educational Objective con.., C. Determine the outcome .

55. 2. Writing Your Educational Objective con.., D. Put it all together

56. 3. Reviewing Your Objectives Make sure your objectives are SMART .

57. 3. Reviewing Your Objectives Cont.., B. Evaluate whether objectives are being met .

58. 3. Reviewing Your Objectives Cont.., C. Revise your objectives if necessary .

59. Common Mistakes When Writing Objectives The objective is not stated in terms of the student or Describing what the instructor rather than the learner is expected to do. An example : " The teacher demonstrate how to use a  graphing calculator  to find the limit of a function." This error is easily corrected by beginning each objective with a term such as, "The student will..." or "The learner will...." A better example of this type of objective would be: "The student will use a graphing calculator to find the limit of a function."

60. Common Mistakes When Writing Objectives cont.., 2. The objective is not something that can be observed or measured . Example : To communicate effectively with team members in order to manage time effectively to provide appropriate evidenced based care. It is not clear how ‘effective’ will be measured (i.e. what are the criteria for this?). There is also is no clear timeframe of how and when the objective and measurement was to take place. It is not clear how communicating effectively is linked to managing time effectively.

61. Common Mistakes When Writing Objectives cont.., 3. The objective does not list specific criteria for what is acceptable.  example , : " The student will know the names and symbols of elements on the periodic table." The problem here is that there are 118 elements on the  periodic table . Do the students have to know all of them or just a specific number of them. A better objective would read, "The student will know the names and symbols of the first 20 elements on the periodic table."

62. Common Mistakes When Writing Objectives cont.., 4. Including more than one expected behavior in a single objective (avoid using the compound word  and  to connect two verbs—e.g., the learner will select  and  prepare ). 5. Writing objectives that do not relate to the stated goal. 6. Being too general so as not to specify clearly the expected behavior to be achieved. 7. Forgetting to include all the objective ‘s components.

63. Interrelationship between 3 domains Using a syringe, take a blood sample(5 ml) from the cubital vein of an adult The main component is a practical skill , but the other two (communication and intellectual skills ) are also involved. The communication skill (introducing yourself to the patient ,. going to do, etc. The intellectual skill sketch from memory the position of the cubital vein list the measures to be taken to ensure sterility during the act

64. Check Up Quiz Explore is theses statements are well written or poorly written objectives Following a class on hypertension, the patient will be able to state three out of four causes of high blood pressure . ( well ) 2-After conducting a thorough health assessment, the staff nurse will create a nursing care plan consisting of at least three needs of the patients . ( well )

65. Check Up Quiz 3- Given a list of exercises to relieve low back pain, the patient will understand how to control low back pain . ( poorly) [Performance not stated in measurable terms; criterion missing] 4- The nurse will demonstrate crutch walking postoperatively to the patient ( poorly) [Teacher-centered ]

66. Check Up Quiz 5-After reading handouts, the patient will be able to state three examples of foods that are sources of protein . ( well) 6-After a 20-minute teaching session, the patient will verbalize at least two feelings or concerns associated with wearing a colostomy bag ( well) ]

67. Check Up Quiz An educational objective corresponds to all the following elements excepts one. Indicate which : A. it is sometimes also called a learning objective . B. it defines explicitly what the teacher should do . C. it should be the basis for the preparation of the students 'timetable D. it can be general or specific . E. it is defined in behavioral terms corresponding to the tasks to be accomplished ]

68. Check Up Quiz There have been numerous classifications of educational object dives. One of them consider three domains: 1. Domain of communication skills.(Affective ) 2. Domain of practical skills.(psychomotor) 3. domain of intellectual skills (cognation) Using the following code: A =1 B=2 C=3 indicate the domain{s} to write the following objectives correspond

69. Check Up Quiz the student should be able to name four new ideas concerning TB control (C) the student should be able to measure the length of the new porn infant with a maximum error 1 cm (B) the student should be able to avoid giving guilt feelings to a five –years-old enuretic child ( A) ]