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Develop Objectives for Learning

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  1. Develop Objectives for Learning

  2. Introduction • What are learning objectives? • Have you ever written objectives? • Easy to write? • Look at Figure 2-1.

  3. Objectives • Identify the knowledge, skills, and attitudes to be learned in your course • Write course objectives • Write supporting objectives

  4. Learning Domains • Knowledge: What we know (also known as the cognitive learning domain). • Skills: What we do or perform (also known as the psychomotor learning domain). • Attitudes: How we feel about what we know and do (also known as the affective learning domain).

  5. Course Objectives #1 • An objective—also known as a main objective, primary objective, or course aim—that describes 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.

  6. Course Objectives #2 Course objectives often encompass knowledge, skill, and attitude areas or domains, and should relate to one or more of the core competencies for the overall academic program.

  7. Supporting Objectives • An objective (also known as a secondary, specific, instructional, or enabling objective) that supports the main objective by describing the specific knowledge, skills, and attitudes that students must master to achieve the main objective. • Let’s look at Figure 2-2.

  8. Write Course Objectives • 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. • Let’s look at an example ---->>>>

  9. Sample Course Objective After completing this course, the student will be able to assess, classify, and treat a sick child in an effective and integrated manner.

  10. Parts of a Course Objective • 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).

  11. Sample Course Objective • After completing this course,the student will be able to assist with a normal childbirth. • See the “when” – the “who” – and the “what”?

  12. Objective Evaluation Component • A description of how well the performance must be demonstrated (the standard). • This evaluation component is known as the objective’s standard or criterion of performance. • May be in each course objective OR may have overall assessment criteria in the course syllabus.

  13. Another Example After completing this course, the student will be able to assist with a normal birth according to the checklist for normal childbirth.

  14. Parts of a Supporting Objective • Specific action to be taken (see action verbs in Table 2-1) • Object of the action (the specific information, skill, or attitude the students are expected to know or demonstrate to meet the course objective)

  15. 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

  16. How Many Supporting Objectives? • If you have 40 students in a course (or clinical rotation) and 10 of your supporting objectives require that you directly observe and assess the students’ competence, you will be making 400 observations! • So how do you determine the number of objectives? (let’s look at the next slide)

  17. Answer these questions… #1 • How many students are in your course? • Is there a practical component of your course (i.e., simulation lab, working with patients in a clinic)? • Are there other teachers or students who can assist with skills demonstrations and skills practice sessions?

  18. Answer these questions… #2 • Are there other teachers who can assist with administering knowledge and skills assessments? • Are there clinical instructors or preceptors who can assist with skills demonstrations, practice, and assessments during clinical rotations?

  19. Organize Supporting Objectives • Simple to complex • Performance order • Related objectives • Look at Samples 2-1 and 2-2.

  20. 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? -------------->>>

  21. Activity • Let’s develop one or more course objectives. • Locate a topic in your curriculum that will form the basis of a course objective. • For each course objective, develop several supporting objectives. • Put your objective on a flipchart to share.

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