5. 5
Example
Refer to sample 2-1 and 2-2
How is the course objective different from the
supporting objectives?
What is the purpose of the supporting
objectives?
6. 6
Sample Course Objective
After completing this course, the student will
assess, classify, and treat a sick child in an
effective and integrated manner.
Refer to action verbs in table 2-1
7. 7
Supporting Objective Examples
Label a diagram with the organs of the male and
female reproductive systems
List the signs of correct positioning and attachment
for breastfeeding
Describe how to counsel an adolescent about STIs
Demonstrate how to put a condom on a penis
model
Identify the signs and symptoms for each severe
classification in the Integrated Management of
Childhood Illness (IMCI) clinical guidelines
9. 9
Summary
What are the 3 learning domains?
What are the 2 levels of objectives we are
using?
What are the 4 parts of a course objective?
What are the 2 parts of a supporting
objective?
How can you order your supporting
objectives?
Ready for an activity?
Editor's Notes
#2:Review Figure 2-1 in the Effective Teaching manual: How Objectives Guide Teaching’
#4:Who is familiar w/ learning domains?
Knowledge = what we know & is also known as the cognitive learning domain
Skills = what we do or perform & is also known as the psychomotor learning domain
Attitudes = how we feel about what we know and do & is also known as the affective learning domain
Every competency consists of either skills (psychomotor, communication, clinical decision making), knowledge (ability to analyze and make decisions), and attitudes (personal feelings).
Note: attitudes are important to address, especially related to professional behavior and social accountability. They are often addressed by speaking to the desired behaviors, often observed during clinical skill performance.
#5:Sample 2-1 is on page 2-9 of the Effective Teaching manual
Sample 2-2 is on page 2-10 of the Effective Teaching manual
Course objective (s) —also known as a main objective, primary objective, or course aim—describe in clear, measurable terms what students should know and be able to do after completing the entire course. A course may have one or several course objectives.
Course objectives should directly support one or more of the core competencies for the overall academic program.
Supporting objectives (also known as a secondary, specific, instructional, or enabling objective) support the main objective by describing the specific knowledge, skills, and attitudes that students must master to achieve the main objective.
#6:Table 2-1 is on page 2-7 of the Effective Teaching manual
Course objectives relate directly to the core competencies required for an academic program.
A course objective is fairly broad and may encompass knowledge, skill, and attitude components.
Identify the: When to demonstrate the knowledge or perform the skill (After completing this course).
Who will demonstrate competency (the student).
What will be demonstrated (action verbs—assist, administer, insert).
May also include how well or to what standard it must be demonstrated
#7:Note each one includes: the what as an action verb, and the object of that action:
Label a diagram with the organs of the male and female reproductive systems
List the signs of correct positioning and attachment for breastfeeding
Describe how to counsel an adolescent about STIs
Demonstrate how to put a condom on a penis model
Identify the signs and symptoms for each severe classification in the Integrated Management of Childhood Illness (IMCI) clinical guidelines
#8:Simple to complex – begin with simple objectives and move on to more complex
Performance order – place the learning objectives in the order in which the skills would be performed on the job
Related objectives – combine related objectives so that the information given builds on the previous sessions
Sample 2-1 is on page 2-9 of the Effective Teaching manual
Sample 2-2 is on page 2-10 of the Effective Teaching manual
#9:3 learning domains: knowledge, attitude, skills
2 levels of objectives: main (course) objective & supporting (secondary) objective
4 parts of a course objective: when to demonstrate the knowledge or perform the skill, who will demonstrate competency, what will be demonstrated, and evaluation criterion (how well the performance must be demonstrated)
2 parts of a supporting objective: specific action to be taken & object of the action
How to order supporting objectives: remember that the order of the objectives will be similar to the order that you use to teach the content during your course. Simple to complex, performance order, and related objectives should all be considered.
