2. writing learning-objectives
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This document discusses learning objectives and their importance in education. It defines key terms like goals, objectives, instructional objectives and learning objectives. It emphasizes that objectives should be learner-centered and measurable. The document outlines the components of a well-written learning objective, including the audience or learner, the observable behavior, the conditions of performance, and criteria for acceptable demonstration of the behavior. It provides examples of learning objectives written according to these components and guidelines. The document stresses that learning objectives are essential for guiding curriculum development, instructional methods, and student assessment.
2. writing learning-objectives
- 1. Prof. Dr. Ram Sharan Mehta Writing Learning Objectives
- 2. “If you are not certain where you are going, you may very well end up somewhere else and not even know it” - By Mager
- 3. Objectives • Differentiate between course goals and learning objectives • Describe purpose of a learning objectives • Identify components of a learning objective • Write learner-centered, measurable objectives
- 9. Review: Terminology 1. Vision: future oriented purposeful statement, e.g. I want to service my country. 2. Mission: Statement of the reasons for existence, e.g. I want to be a nurse. 3. Goal: desired outcome, end result, general aim, and purpose of education intuitional objective. - CMC: service + education - BPKIHS: education + research + service 4. Objective: end result/intended outcome
- 10. 5. Instructional objective: learning outcome after a period of instruction. Intended outcome. 6. Teaching objective: teacher centered, teacher intended to achieve 7. Learning objective: learner oriented, learner’s need to achieve 8. General objective: expected outcome, vague, communicate the intent of the programme/institution. (BPKIHS- hospital) 9. Specific objectives: means of achieve outcome, measurable, concise, it’s instructional objective 10. Behavioral objective: written in such a way as to indicate what observable and measurable behaviour is.
- 11. Learning Objectives Write the Objective Teach Based on the Objective Test Over the Objective
- 12. INSTRUCTION AND TEACHING INFORMATION Vs. INSTRUCTION Information : The aim of information is to officially tell someone something The aim of instruction is to change the behaviour of a person Instruction : 1 2 Behaviour refers to any observable activity performed by a person
- 13. INSTRUCTION AND TEACHING Interaction emphasizes the following aspects: Teacher or Media Student 1. Active responding / practicing 2. Confirmation and Feedback 1 3
- 14. EDUCATIONAL OBJECTIVES: To bring behavioural changes through acquisition of knowledge, skill and attitudinal changes at the end of teaching/learning programme. USES: • Framing curriculum • Preparing teaching/learning programme • Deciding Evaluation method
- 16. TYPES OF EDUCATION OBJECTIVES: 1.Institutional Objectives 2.Intermediate Objectives: At the level of the department. 3. Specific Instructional Objectives: At the level of each instruction or class.
- 17. SOURCES OF EDUCATIONAL OBJECTIVES: 1.Health needs: National & International 2.Services to the community 3.Services to the patient 4.The Health Professional 5.Teachers and learners
- 18. Goals and Objectives Goals Objectives=
- 19. Goals vs Objectives • Course goals Describe the overall purpose of the course within the larger curriculum • Course objectives Break down goals into measurable behaviors that demonstrate competency Ensure successful accomplishment of course goals
- 20. Comparison: example • Goal – Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care. • Objective – Students will be able to construct a three generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
- 21. Goals • Definition – A statement that describes in broad terms what the learner will do. • Example – Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care.
- 22. Characteristics of Goals • Broad, vague • General intentions or observations • Intangible • Abstract • Cannot be validated
- 23. Objectives • Definition – A statement in specific and measurable terms that describes what the learner will know or be able to do. • Example – Students will be able to construct a three generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
- 24. Characteristics of Learner Objectives • Narrow, limited • Precise • Concrete • Measurable • Competency based • Always stated in terms of the learner SMART
- 25. “Begin with the end in mind” Stephen Covey The Seven Habits of Highly Effective People
- 26. Begin with Objectives • Strategically and formally identify learning objectives • Learning objectives guide design and development of the course • What do you want the learner to do, know, apply after completing your course?
- 27. Activity • Review goals as stated in your syllabus • Review objectives as stated in your syllabus • Compare with examples • Discuss revisions Assignments? For next class : discuss
- 28. Purpose of Learner Objectives • Facilitate course development through objective-directed planning • Inform students of the expectations of course • Guide the development of instructional activities • Guide the development of assessments and evaluations
- 29. Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies Assignments A1 A7A6A5A4A3A2 Alignment Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group
- 30. Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies Assignments A1 A7A6A5A4A3A2 Out of Alignment Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group
- 31. Definitions of Learning Objectives (Instructional Objectives) • A good learning objective is one that can be assessed to determine the students’ mastery of the course material. • Learning objectives describe the intended result of instruction rather than the process of instruction.
- 32. DEFINITION OF INSTRUCTIONAL OBJECTIVES Instructional objectives are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction. 3 2
- 33. Objectives Student output (Terminal Behaviour) Student input (Entry Behaviour) Instructional Process Evaluation BLOCK DIAGRAM OF INSTRUCTIONAL SYSTEM 3 3
- 35. NEED FOR INSTRUCTIONAL OBJECTIVES Objectives should be written for each subject of the curriculum because they (i) Specify what the students should learn to do. Thus objectives serve as sign posts to the student. (i) Provide direction to the teacher in the selection of the most effective instructional methods, and media and resource materials to be used during instruction in order to attain the stated objectives. (i) Provide guidance to the question paper setter for evaluating students’ achievement. 35
- 36. Slide # 36 OBJECTIVES STUDENT QUESTION PAPER SETTER TEACHER
- 37. Characteristics of Learner Objectives • Specific and focused • Targets performance • Realistic to achieve • Can be measured and validated • Time-bound with a deadline • Specifies conditions and criteria that qualifies expected behavior
- 38. Parts of an Objective • Measurable verb – Construct – Explain • Criteria – 3 generation genogram – Within 5 minutes • Conditions – In the office setting with patient
- 39. Characteristics/Components of a good Objective ABCD of a good Objectives: • Audience/Lerner: who is learner • Behavior: What/ Observable behavior • Condition of performance: computer, list • Degree/criteria: how well- accuracy, time
- 40. Audience • The learner: who will be doing the behavior Undergraduate students Graduate students Professionals Government personnel
- 41. Observable Behavior • What will the learner be able to do as a result of learning? Example: The learner will define math terms
- 42. Condition • What are the conditions under which the learners must demonstrate their mastery of the objective? Example: The student will be provided with a list of 200 math terms, no references and a timed test after instruction.
- 43. Degree or Criteria • What are the standards of acceptable performance: Quantity, quality, efficiency durability? Example: Performance will be satisfactory if all 200 terms are defined consistent with the text in 100 minutes.
- 44. Objective Part Description Example Behavior What will learner be able to do Learner will define math terms Condition How will they be able to do it Learner will be provided a list of 200 math terms, no references and a timed exam Criteria Degree of accuracy Performance will be satisfactory if all 200 terms are defined consistent with the text
- 45. Activity: Assignment??? • Identify one of your objectives • Rewrite objective in terms of behavior, condition and criteria • Share revised objective with nearby friends • Report revised objectives to group
- 46. Terms: Sources of Confusion • Behavioral Objectives • Instructional Objectives • Educational Objectives • Terminal Objectives • Outcomes • Objectives • Aims • Intents • Objections
- 47. (i) General Objectives (G.O.) (ii) Specific Objectives (S.O.) There are two types of objectives: GENERAL OBJECTIVES AND SPECIFIC OBJECTIVES 47
- 48. General Objectives On completion of the study the student will be able: These are very general statements which describe in implicit terms the overall aims of the total educational process. GENERAL OBJECTIVES 1. To understand the concept of Data Flow Diagram 2. To appreciate the difference between System flow chart and Program flow chart 3. To comprehend the use of a scanner Examples: 48
- 49. Specific objectives are expressed in behavioural terms and Identify the end product of instruction in terms of observable performance of students. SPECIFIC OBJECTIVES Specific Objectives On completion of the study the student will be able: Examples: (i) To list the six levels of a Data Flow Diagram used in an application system (ii) To draw a system flow chart for a given application system (iii) To scan a given picture and transfer it to the appropriate module of application 49
- 50. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Instructional Objectives should be stated in terms of learner’s performance and not teacher’s performance The Objective should specify what the learner will be able to do at the end of the lesson and not what the teacher had intended to do. Non-example: To teach Java Remote Method Invocation Example: The student will be able to distinguish between “Remote Method Invocation and “Remote Procedure calls” Rule 1: 50
- 51. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES The mere description of subject matter should be avoided An objective should specify both the kind of behaviour expected and the subject or context to which that behaviour applies. Non-example: Multithreading technique Example: The student will be able to write a Java program to show Nepali Standard Time using Nepali thread by applying multithreading technique Rule 2: 51
- 52. . Rule 3: Non-example: The student will be able to know the network hardware Example: The student will be able to state the functions of the four types of connectivity hardware GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Use verbs that refer to any observable activity displayed by a learner Use Action Verbs 52
- 53. Specify the standards of minimum acceptable performance Examples: GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 5: 1. To list any six differences between metals and non-metals 2. To determine the diameter of a given rod using a suitable screw gauge to an accuracy of 0.05 m.m within 10 minutes 1. The student will be able to distinguish between metals and non- metals 2. The student will be able to determine the diameter of a given rod The student will be able: 53 The standards of minimum acceptable performance must be specified in terms of (a) the number of points / examples / differences etc. in case of theory subjects (b) the accuracy of results and speed of performance in the case of practical / laboratory work. Non Examples:
- 54. An objective should not consist of more than one learning outcome Non-example: Example: GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 6: 1. To explain why networks are needed 2. To list the two types of networking The student will be able to explain the need for networking and list the types of networking. The student will be able: 54
- 55. Kinds of Objectives (Categories of Objectives) • Cognitive – thought or knowledge What learner is able to do • Affective – feelings or choices How learner chooses to act • Psychomotor – physical skills What learner can perform
- 56. Bloom’s Taxonomy (1950s) • Structure for categorizing competencies • Description of skills that must be demonstrated for each level of thinking • Action verbs that elicit student responses within that level
- 57. Knowledge (HEAD) Cognitive Domain Affective domain Attitudes (HEART) Skills (HANDS) Psychomotor Domain MAIN CATEGORIES OF HUMAN BEHAVIOUR 57
- 61. Guidelines for Writing Objectives (Criteria for Writing Instructional Objectives) • Use action verbs to specify student behavior • Keep statements short and focused on a single outcome • Explain expectations for student behavior, performance & understanding • Use specific terminology that has limited interpretation to ensure that all students understand the same interpretation.
- 62. Writing of behavioural objectives: 1. Identify the learner: who the learner is. 2. specifies the kind of behaviour expected 3. reflect the process: guide in selection of learning experiences 4. end result must be observable 5. Feasible: can translated in reality: class/clinical 6. specifies the conditions of achievement
- 63. It must be: SMART • S-Specific • M-Measurable • A-Achievable • R-Realistic or Feasible • T-Time bound
- 64. Measurable Action Verbs • Analyze • Describe • Prioritize • Identify • Define • List • Apply
- 65. More Measurable Action Verbs • Compare • Contrast • Summarize • Design • Predict • Evaluate • Others????
- 66. Verbs to Avoid • Understand • Know • Learn • Comprehend • Appreciate • Familiarize • Realize • Be aware of
- 67. (i) Knowledge of specifics (ii) Knowledge of specific facts (iii) Knowledge of ways and means of dealing with specifics (iv) Knowledge of conventions (v) Knowledge of trends and sequences (vi) Knowledge of classifications and categories (vii) Knowledge of criteria (viii) Knowledge of methodology (ix) Knowledge of the universals and abstractions in a field (x) Knowledge of principles and generalizations (xi) Knowledge of theories and structures TAXONOMY OF EDUCATIONAL OBJECTIVES CATEGORIES IN THE COGNITIVE DOMAIN (B.S. BLOOM, 1956) 1. Knowledge: (Remembering previously learned material) 67
- 68. 2. Comprehension (Grasping the meaning of material) (i) Translation (Converting from one form to another) (ii) Interpretation (Explaining or summarizing material) (iii) Extrapolation (Extending the meaning beyond data) TAXONOMY OF EDUCATIONAL OBJECTIVES 68
- 69. 3. Application This refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws and theories and solving of problems. TAXONOMY OF EDUCATIONAL OBJECTIVES 69
- 70. 4. Analysis: (Breaking down material into its parts) (i) Analysis of elements (Identifying the parts) (ii) Analysis of relationships (Identifying the relationship) (iii) Analysis of organisational principles (Identifying the way the parts are organised) TAXONOMY OF EDUCATIONAL OBJECTIVES 70
- 71. 5. Synthesis: (Putting parts together into a whole) (i) Production of a unique communication (ii) Production of a plan or proposed set of operations (iii) Derivation of a set of abstract relations TAXONOMY OF EDUCATIONAL OBJECTIVES 71
- 72. 6. Evaluation (Judging the value of a thing for a given purpose using definite criteria) (i) Judgements in terms of internal evidence (ii) Judgements in terms of external criteria TAXONOMY OF EDUCATIONAL OBJECTIVES 72
- 73. EXAMPLES OF OBJECTIVES On completion of the study of this Unit the learner will be able 1.0 To understand the working of Open System Interconnection (OSI) Network Model & its services 1.1 To draw the structure of OSI Network Model and name its seven layers (C) 1.2 To list the two principles used to arrive at the seven layers of OSI network model (C) 1.3 To list any three services provided by the application layer to the user in an OSI Network Model (K) Example 1: Name of the Unit: Introduction to Network Architecture 73
- 74. EXAMPLES OF OBJECTIVES 1.0 To understand the working of medium access sub layer in OSI Network layer 1.1 To list the two protocols that are used in Medium Access Sub layer with respect to channel allocation (K) 1.2 To define collision with respect to channel allocation in medium access sub-layer (K) 1.3 To calculate frame time T, for a given frame length and bit rate in a channel (C) 74 Example 2:
- 75. 1.0 To comprehend the structure, working and applications of TCP / IP model. 1.1 To draw the structure and name the layers of TCP / IP model (C) 1.2 To describe the three main features of Internet Protocol (C) 1.3 To explain the four layers of TCP / IP model (C) 1.4 To describe any three TCP / IP applications (C) 75 EXAMPLES OF OBJECTIVES Example 3:
- 76. On completion of the study of this Unit the learner will be able 1.0 To comprehend the nature of Viral diseases and methods of preventing them 1.1 To define Virus (K) 1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C) 1.3 To list the four characteristic features of Viruses (K) 1.4 To define virulent cycle (K) 1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C) 1.6 To describe the shape and general structure of Viruses (C) 1.7 To name three Viral diseases in plants (K) 1.8 To describe the structure of HIV (C) 1.9 To explain the multiplication of T4 bacteriophage with labeled sketches (C&Sk) 1.10 To describe any three Viral diseases in Human beings and methods of preventing them (C) EXAMPLES OF OBJECTIVES 76 Example 4:
- 77. On completion of the study of this Unit the learner will be able 1.0 To comprehend the principles of Cytology 1.1 To define Cytology (K) 1.2 To describe the ultrastructure of a plant cell (C) 1.3 To distinguish between plant and animal cell by stating the ten differences between them (C) 1.4 To describe the structure & chemical composition of cell wall (C) 1.5 To explain the ultrastrcture & chemical composition of chloroplast (C) 1.6 To describe the five stages of Mitosis with labeled sketches (C & Sk) 1.7 To state any three aspects that highlight the significance of Meosis (K) 1.8 To distinguish between Mitosis & Meosis by stating the eight differences between them (C) 1.9 To list any four significant features of Meosis (K) EXAMPLES OF OBJECTIVES 77 Example 5:
- 78. Benefits of Behavioural Objectives: 1. help in making curricular decision 2. it guides teachers in instruction 3. it helps in instructional improvement 4. it helps in developing systematic evaluation plan 5. it guide students in seeking learning opportunities 6. it helps n improving learning 7. it helps clients in receiving quality care: develop mastery in learning and provide quality care.
- 79. SEE EXAMPLES OF WRITING OBJECTIVE FROM books????
- 80. Check Each Objective • Does the objective focus on student performance? • Is the task measurable or observable? • What criteria will I use to establish that the objective has been reached?
- 81. Checklist • Is the learning objective written in terms of observable, behavioral outcomes? • Is the learning objective clear and concise? • Does the learning objective describe expectations of student performance at the completion of instructional activity? • Does the learning objective utilize an effective action verb that targets the desired level of performance?
- 82. Checklist • Are the learning objective aligned with the instructional activities and assessments? • Does the learning objective specify appropriate conditions for performance? • Is the learning objective written in terms of observable, behavioral outcomes? • Is the learning objective clear and easily understood by the learner? • Are the learning objectives identified and reinforced in each module or learning unit?
- 83. How to teach Attitude/Value? There is no guaranteed method of teaching values or attitude. Abbatt has suggested following five methods of teaching attitude: 1. providing information 2. providing examples or models 3. providing real experience 4. providing opportunity for discussion 5. role playing exercise
- 86. Few Details of Taxonomy
- 87. Taxonomy • Taxonomy means classification • Taxonomy of learning objectives help teachers (a) to identify goals, (b) to classify forms and levels of learning, (c) teaching/ learning experiences, (d) select appropriate evaluation methods and test tools. • Hierarchical classification in any field e.g. Phylum → order → species
- 88. Bloom’s Learning Domains • 1950 - Dr. Benjamin S Bloom led committee of educational psychologists in the analysis of academic learning behaviors. • Discovered three learning domains- cognitive (knowledge), affective (attitude). Psychomotor (skills).
- 89. Domains in learning Bloom Performance of Specific professional tasks require the use of 1 or more Skills, pertaining to: • Knowledge - use of HEAD- Cognitive Domain • Doing - use of HANDS- Psychomotor „ • Thinking - use of HEART- Affective „
- 90. Domains Cognitive Affective Psychomotor Knowledge Attitude Skills Recall data Awareness Copy/Imitation Understand Respond Follow instructions Apply Value Develop Precision Analyse Organise Articulate Synthesize Internalize Naturalize Evaluate
- 91. Category Action Verbs ► Knowledge (Recall) Compare, Contrast, Define, Describe, Differentiate, Distinguish, Identify, Indicate, List, Name, Summarize ► Application Calculate, Demonstrate, Estimate, Illustrate, Measure, Perform, Prescribe, Sketch, Solve ► Problem-Solving (Analyzing) Analyze, Compose, Conclude, Construct, Decide, Design, Evaluate, Formulate, Organize Bloom, Taxonomy of Educational Objectives
- 92. Category Dimension Definition Example Objectives Knowledge Recalling Rote recall: Known common terms ► Name the major bones of the leg. ► List five causes of joint pain. ► Define “deep fascia” Application Applying Apply, solve problems, construct graphs ► Use chart to calculate appropriate dosage for a 45-pound child. ► Apply genetics concept to determine potential outcomes in a pregnant woman with x disease. Levels of Thinking/ Learning
- 93. Category Dimension Definition Example Objectives Problem- Solving Analyzing Breaking something down and understanding its structure ► Diagram the mechanism leading to shortness of breath in interstitial lung disease. ► Determine which of the patient’s symptoms can be explained by the primary diagnosis. ► Select lab tests which should be done based on patient symptoms, history and physical exam. Synthesizing Building a structure/ pattern from diverse elements. ► Diagnose the patient’s problem. ► Create a care map for the treatment of diabetic patient. ► Write an article describing a research project. Evaluating Judging the value of ideas, works, solutions, materials. ► Select the most effective treatment from an array of options. ► Select the most qualified candidate for a specified position. Levels of Thinking/ Learning (contd…)
- 94. SPECIFIC LEARNING OBJECTIVES (SLO): Statements which tell us what the student should be able to do at the end of learning period that he could not do before hand. • It refers to change in 3 domains of educational process. • SLO mostly student centered. • Precise professional tasks – OBSERVABLE and MEASURABLE against given criteria.
- 95. 1.Relevant 2.Logical 3.Unequivocal 4.Feasible 5.Observable 6.Measurable SLO should be: • Transparent, Open • Mutually acceptable to teacher and learner QUALITIES OF A SPECIFIC LEARNING OBJECTIVES:
- 96. 1. ACTIVITY: • Refers to an observable or measurable performance. • It expresses in action verb, e.g. list, enumerate, explain, perform, insert, inject 2. CONTENT: • Topic or subject matter in relation to which the activity is performed. 3. CRITERIA: • Describes acceptable or desirable level or proficiency expected of learner. 4. CONDITION: • Resources supplied with or without the help of books, equipment, specimen, reports, etc. ELEMENTS OF A SPECIFIC LEARNING OBJECTIVE:
- 97. LIST OF ACTION VERBS: 1. Words open to fewer interpretations: • To write To identify • To differentiate To solve • To list To compare • To contrast To construct, etc. 2. Words often used but open many interpretations: • To know, to discuss, to understand, to appreciate, to believe, to have faith, etc.
- 98. STEPS FOR STATING SPECIFIC LEARNING OBJECTIVES STEP 1: START with an ACTION VERB e.g., Name, List, Perform, Respond STEP 2: FOLLOW the ACTION VERB with CONTENT e.g., Perform – a lumber puncture STEP 3: END with the performance standard (CRITERIA) e.g., Perform – a lumber puncture IN FIVE
- 99. CONSECUTIVE CASES, OBTAINING THE NECESSARY AMOUNT OF C.S.F. with a MINIMUM of DISCOMFORT to the PATIENT. STEP 4: SPECIFY the MAIN CONDITIONS under which the ACTION IS TO TAKE PLACE e.g., GIVEN the DATE STEPS FOR STATING SPECIFIC LEARNING OBJECTIVES (contd…)
- 100. EXAMPLE OF SLO: 1. Draw/ collect 5 ml of blood by venepuncture in an adult in not more than two attempts in 5 mins time. • Draw/ Collect – ACTIVITY • 5 ml of blood by venepuncture in an adult – CONTENT • Not more than two attempts – CRITERION • In 5 mins time – CONDITION
- 101. Exercise 1.Frame one specific learning objectives in each group in three different domains and identify the activity, content, criterion and condition in each of them.