The document outlines educational objectives and taxonomy for developing specific learning objectives (SLOs). It defines educational objectives and differentiates between learning and teaching objectives. It describes taxonomy for objectives including cognitive, psychomotor, and affective domains. The cognitive domain covers knowledge, comprehension, application, analysis, synthesis, and evaluation. Psychomotor involves skills levels from observation to proficiency. The affective domain ranges from receiving ideas to internalization of values. The document provides guidance on writing SLOs including elements of activity, content, condition, and criteria. It includes examples of verbs to use for different cognitive levels and organizing a workshop for groups to develop departmental objectives and SLOs for various health topics.

1. MEU WORKSHOP
Educational Objectives

2. Educational Objectives

3. Objectives
• Define educational objectives
• Learning vs teaching objectives
• Types of educational objectives
• Characteristics of educational objectives

4. Education
• Is a process
• Bring out desirable changes in the behaviour
of the learner
• Acquisition of knowledge, proficiency in skills
and development of attitudes

5. • Identify what the student should learn?
• How is it learnt?
• How to check whether he has learnt what he
is supposed to learn?

6. • Objectives – what to learn
• Teaching learning methods – How to learn
• Evaluation – how to measure what is learnt

7. Educational spiral
• Development of educational objectives
• Organisation of teaching- learning activities
• Evaluation

8. Educational objectives
Teaching / learning
activities
Evaluation
Plan

9. Learning objectives vs
Teacher’s objectives

10. Types of educational objectives
• At the end of the MBBS course the student
would be able to provide preventive and
curative care to community in health and in
sickness

11. • At the end of the learning period, the student
would be able to plan and carry out a health
check up for a group of children in a
secondary school

12. • At the end of this training, the student should
be able to prepare and stain a blood film for
detection of malarial parasite

13. • Institutional objective
• Departmental objective
• Specific learning objective

14. Qualities of educational objectives
• Relevance to the needs of the learner
• Clarity
• Feasibility
• Observability and measurability

15. • The content areas in the curriculum have been
classified in to:
• ‘must know’,
• ‘good to know’ and
• ‘need not know’.

16. • At the end of the MBBS course we want our
students to be good doctors
• How is this achieved?

17. • At the end of the MBBS course we want our
students to be good doctors
• How is this achieved?

18. Summary
• Define educational objectives
• Learning vs teaching objectives
• Types of educational objectives
• Characteristics of educational objectives

19. TAXONOMY OF EDUCATIONAL
OBJECTIVES

20. Objectives
• Define the three domains
• Formulate educational objectives in each
domain

21. Specific learning objectives
• Are statements that describe the performance or
behavior of the learner expected to result from a
specific unit of teaching-learning activity.
• It describes what the student is expected to learn in
the three domains:
• Knowledge ( cognitive, domain of the brain)
• Practical ( psychomotor, domain of the hands)
• Attitudes ( affective, domain of the heart)

22. Cognitive domain
• Domain of intellectual skills – learning designed to
acquire, recall or recognize knowledge
• Classification:
– Knowledge
– Understanding
– Application

23. Detailed classification
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

24. Taxonomic levels
• Knowledge:
• ability to recall information as it was learnt
• Terminology, facts, dates, scientists, definition
• Example: The learner would be able to name the
organism causing malaria

25. • Comprehension:
• Interpretation of information
• extrapolation of the understanding to related
areas and their implications
• Example: Given the blood reports of a patient, he
would be able to interpret and categorize the case as
complicated or uncomplicated malaria

26. • Application:
• use of learned information to solve a problem.
• It requires knowledge and comprehension
• Example: the learner would be able to choose the
appropriate antimalarial therapy.

27. • Analysis:
• Ability to breakdown a problem into
component parts
• to recognize and interpret findings
• Example: The learner would be able to take
cognizance of socio economic, personal and cultural
factors while selecting therapy

28. • Synthesis:
• ability to assemble small parts into a coherent
whole
• Example: the learner would be able to write a
rational and individualized prescription for a
patient who is pregnant and has malaria

29. • Evaluation:
• ability to judge the reliability, utility and merit
based on established criteria
• Example: the learner would be able to outline
the prognosis for a patient with
complicated malaria

30. • Analysis
• Synthesis Problem solving
• Evaluation

31. Psychomotor domain
• Acquisition of physical abilities, motor or muscular
skills or acts requiring neuromuscular coordination

32. • Observe
• Imitate
• Perform under supervision
• Perform independently
• Perform with high degree of proficiency

33. • Imitation:
• Initial activity of the learner after being
exposed to an observable action
• Example: the learner would be able to perform
an exchange transfusion for a patient with
complicated malaria on a mannequin

34. • Observe
• Perform on a mannequin
• Will perform under supervision
• Will perform independently
• Dave’s taxonomic levels:
– Imitate, practice, manipulation, precision,
articulation and internalisation

35. Affective domain
• Domain of communication skills
• Description of learning tasks concerning changes in
attitudes, values and development of appreciations
and adequate adjustments

36. • Receiving:
• becoming aware of an idea, willing to receive it
and give it some attention
• Example: the learner would be able to show
awareness of the anxiety of a patient waiting
for an invasive procedure

37. • Responding:
• willing to accept an idea, respond to it and
even gain some measure of satisfaction in his
response
• Example: the learner would be able to reassure
the anxious patient awaiting an invasive
procedure

38. • Internalization:
• Valuing - accepting an idea as worthy,, involves
commitment, assuming a responsible role
Judgment whether the idea is worthy of
accepting
• Organization- reflected by consistent behaviour
according to a definite set of principles
Ability to conceptualize the idea

39. • Characterization by a value complex:
integration of a value into a total philosophy
• Example: the learner would be able to
habitually comfort patients awaiting invasive
procedures

40. Classification of specific learning
objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
COGNITIVE
DOMAIN
Control
Automatism
Initiation
PSYCHOMOTOR
DOMAIN
Value complex
Organisation
Valuing
Responding
Receiving
AFFECTIVE
DOMAIN

42. • Depending on the subject area, objectives may have
to be framed in all the three domains or any one of
them
• Domains depend on the objective of the course and
also on what level the student is.

43. • Awareness of different domains and hierarchical
levels within each domain helps a teacher to
formulate educational objectives precisely and plan
instruction and assessment more scientifically

44. SPECIFIC LEARNING OBJECTIVES

45. Need for objectives

46. Need for objectives
• Basis for learning
• To find out whether and when the desired
competencies have been achieved

47. Qualities of Specific learning
objectives
• Relevant
• Unequivocal
• Observable
• Measurable
• Feasible

48. Elements of Specific Learning
Objectives
• Activity - learner should be able to do
• Content – the subject in relation to the activity
• Condition– under what circumstances should the
activity be performed
• Criterion – describes the desirable level of
proficiency

49. • Specific learning objective – Task + criterion
• Task : Act, content and condition
• Example:
– Activity: student should be able to perform
phlebotomy
– Content: in an adult
– Condition: in a single venipuncture
– Criterion: Independently

50. Task + criterion = Objective

51. How to write an objective
• Start with an action verb
• Describe the content
• Specify the condition
• Set a performance standard

52. Words used to define objectives

53. Knowledge
• arrange
• define
• duplicate
• label
• list
• memorize
• name
• order
• recognize
• relate
• recall
• repeat
• reproduce
• state

54. Comprehension
• classify
• describe
• discuss
• explain
• express
• identify
• indicate
• locate
• recognize
• report
• restate
• review
• select
• translate

55. Application
• apply
• choose
• Demonstrate
• dramatize
• employ
• illustrate
• interpret
• operate
• practice
• schedule
• sketch
• solve
• use
• write

56. Analysis
• analyze
• appraise
• calculate
• categorize
• compare
• Contrast
• criticize
• differentiate
• discriminate
• distinguish
• examine
• experiment
• question
• test

57. Synthesis
• arrange
• assemble
• collect
• compose
• construct
• create
• design
• develop
• formulate
• manage
• organize
• plan
• prepare
• propose
• set up
• write

58. Evaluation
• appraise
• argue
• assess
• attach
• choose
• compare
• defend
• estimate
• judge
• predict
• rate
• core
• select
• support
• value
• evaluate

59. SUMMARY
• Educational objectives
• Taxonomy
• Specific learning objectives

60. Class on Malaria – II MBBS students
• Objectives:
– Malarial parasite – life cycle, lab diagnosis,
pathogenesis and pathology, treatment and
prevention
• Frame the SLO including all four elements
• Identify the domains and the levels
• Choose the appropriate Teaching learning methods
• Choose the appropriate method of Evaluation

61. Group Activity follows……..

62. • Group I
– No 1, 2, 3, 5, 7, 25
• Group II
– No 4, 6, 8, 9, 12, 24
• Group III
– No 10, 11, 13, 15, 18, 23
• Group IV
– No 14, 16, 17, 19, 22, 21, 20

63. • Group I
– No 1, 8, 9, 13, 22, 24
• Group II
– No 2, 25, 11, 18, 20, 23
• Group III
– No 3, 22, 19, 5, 6, 12
• Group IV
– No 4, 7, 10,, 14, 15, 16, 17

64. Given the learning objectives, identify the
domain and level in the hierarchy

65. • Identify the malarial parasite
• Describe the life cycle of malaria
• Make a thick and thin blood film
• Examine the given smear stained by Leishman stain

66. • Explain the procedure for lumbar puncture
• Explain the modes of spread of malaria
• Enumerate the line of management of cerebral
malaria
• List the complications of malaria

67. • The groups to create departmental objectives and
specific learning objectives, identify the domain and
different taxonomic levels
• Formulate SLO fulfilling all the four elements – 20
minutes
• Presentation by each group and discussion – 40
minutes ( 10 minutes per group)

68. Topics
• Malaria
• TB
• HIV
• Malnutrition
• Blindness
• Anemia
• Cervical cancer
• Ischemic heart disease
• Diabetes mellitus
• Alcoholism
• Drug addiction
• TAO