The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.

1. Learning Objectives

2. Curriculum GoalsEducational outcomes or terminal objectiveswhat you want your graduate to look like or be able to do when they graduatebroad statements that relate back to the major concepts identified in the philosophy.statement embraces teacher and learner actions and the kinds of learning outcomes anticipated. goals imply preferences, values, judgements, priorities, emphases. Objectives indicate what is intended to be achieved based on the goals and are measurable.3/16/20112Adelaide Maria Ansah Ofei

3. Objectivean intended behavioural change that a learner is expected to exhibit after undergoing a learning experience.An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction (course).Adelaide Maria Ansah Ofei3/16/20113

4. Importance of objectivesdefine the direction of educational developmentDetermine the number of levels for the programInform students of the standards and expectations of the coursehelp select content and desirable learning experiencesform one of the major bases for evaluation and provide the framework for clinical evaluation tool.Serve as an implicit contract between instructor and students, setting up a basis for accountability.Drive the curriculum planningObjectives must demonstrate progression3/16/20114Adelaide Maria Ansah Ofei

5. Types of objectivesGeneral objectivesBroad aims of education that transmit or provide for the fullest development of the individual and an orientation to the main emphasis in educational programmes.Specific objectivesDescribe behaviours to be attained3/16/20115Adelaide Maria Ansah Ofei

6. Learning Objectives - RulesSpecificMeasurableTimedShortobservable3/16/2011Adelaide Maria Ansah Ofei6

7. Learning Objectives-PrerequisitesRefined contentDevelopment of an instructional strategySelection of mode of deliveryStudent assessment and evaluationExpected learning outcome3/16/2011Adelaide Maria Ansah Ofei7

8. Learning Objectives-AnalysisBefore framing the objectives, you have to analyze;The studentKnowledge levelUnderstanding of the subjectLevel of competencyThe contentLevel of contentGap analysis3/16/2011Adelaide Maria Ansah Ofei8

9. Learning Objectives-ComponentsLearning objective has three major components:a description - able to do or know by the end of this course, you will be able tothe conditions – under which the desired behaviour will be performed dress wound the criteria – evaluating performancedress wound using the aseptic technique3/16/20119Adelaide Maria Ansah Ofei

10. Developing learning objectivesHas two parts: an action verb; a content area.Statements must be short and focused on a single outcome.Learning objectives should be SMART.Utilize learning objectives as a basis for course preparation.3/16/201110Adelaide Maria Ansah Ofei

11. Developing learning objectives cont’dBe awareBecome acquaintedGain knowledgeCoverLearn realizeKnowComprehendUnderstandAppreciateFamiliarizeStudy3/16/2011Adelaide Maria Ansah Ofei11Avoid using verbs that are difficult to measure objectively

12. Taxonomy of Educational objectivesan ordered classification system with hierarchical schemes for classifying learning objectives into various levels of complexity.Instructional objectives have been categorised into three:Cognitive domain Affective domainPsychomotor domain3/16/201112Adelaide Maria Ansah Ofei

13. Cognitive Domain (Bloom et al., 1956).Least commonHighest levelEvaluation Synthesis Analysis Application Comprehension Knowledge Lowest levelMost common133/16/2011Adelaide Maria Ansah Ofei

14. Describes our feeling, likes, and dislikes, our experiences, as well as the resulting behaviours (reactions)3/16/2011Adelaide Maria Ansah Ofei14The Affective Domain

15. The Affective Domaindemonstrated by behaviours indicating: attitudes of awareness; Interest;Attention; Concern;Responsibility;Ability to listen and respond in interactions with others; and Ability to demonstrate those attitudinal characteristics of value which are appropriate to the test situation and the field of study.3/16/201115Adelaide Maria Ansah Ofei

16. levels taxonomy of objectives:David Krathwohl (1972) proposed a five level taxonomy of objectives:ReceivingRespondingValuingOrganisingCharacterizing by value3/16/2011Adelaide Maria Ansah Ofei16

17. Receiving:Willingness to receive or to attend to a particular phenomena or stimuli.Receiving has been divided into three sub-categories:Awareness – being conscious of somethingWillingness to receive – being willing to tolerate a given stimulusControlled or selected attention3/16/201117Adelaide Maria Ansah Ofei

18. Responding:Refers to active participation on the part of the student.The student is sufficiently motivated to be actively attentive.the student becomes committed to the lesson or subject.Learning outcomes involve obedience or compliance or willingness.3/16/201118Adelaide Maria Ansah Ofei

19. Valuing:student sees worth or value in the activity.The student is motivated not by the teacher to comply but by his underlying value guiding the behaviour.Learning outcomes are concerned with behaviour that is consistent to make the value clearly identifiable.3/16/201119Adelaide Maria Ansah Ofei

20. Organising:entails bringing together complex values or possible disparate values or resolving conflicts and beginning to build an internally consistent value system.The emphasis is on comparing, relating and synthesizing values.Example is recognising the need for balance between freedom and responsible behaviour.3/16/201120Adelaide Maria Ansah Ofei

21. Characterising:Implies a pervasive, consistent and predictable behaviour.Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional)Example is how he/she cooperates in groups.3/16/201121Adelaide Maria Ansah Ofei

22. 3/16/2011Adelaide Maria Ansah Ofei22Psychomotor Domain

23. Psychomotor Domain focus on motor skills and perceptual processes.includes physical movements, coordination, and use of motor skills.According to Seel and Glasgow (1990), Harrow’s taxonomy of the psychomotor domain is organised according to degree of coordination including involuntary responses as well as learned capabilities.Simple reflexes are at the lowest level of the taxonomy while complex neuromuscular coordination makes up the highest levels.3/16/201123Adelaide Maria Ansah Ofei

24. Six main categories of Harrow’s taxonomy:Reflex movements: actions elicited without learning in response to some stimuli. Basic fundamental movement: inherent movement patterns that are formed from a combination of reflex movements and are the basis of complex skilled movements.3/16/201124Adelaide Maria Ansah Ofei

25. Six main categories of Harrow’s taxonomy:Perceptual abilities: interpretation of stimuli from various modalities providing information for an individual to make adjustment to his environment.Physical activities: this requires endurance, strength and vigour.3/16/201125Adelaide Maria Ansah Ofei

26. Six main categories of Harrow’s taxonomy:Skilled movements: refers to performing complex movement or task with a degree of efficiency based on inherent movement patterns.Non-discursive communication: refers to communication through bodily movement ranging from facial expression through sophisticated choreographies.3/16/201126Adelaide Maria Ansah Ofei

27. Course GoalsFocuses on preparing yourself, your course, and your students for a constructive learning community.Goals are elaborate and detailed and specify long term achievement of the course.Single goal is provided normally for every course.3/16/2011Adelaide Maria Ansah Ofei27

28. Goals and Objectives3/16/2011Adelaide Maria Ansah Ofei28Overall GoalObjective 1Objective 2Objective 3Objective 4 Sub-objectiveSub-objectiveSub-objectiveSub-objectiveSub-objectiveSub-objective

29. Goals vs ObjectivesGoalsGeneral statements of desired learning outcomes; can be found in syllabi.ObjectivesAre specific lessons targeted to specific groups of studentsShould be observable/assessable to guide lesson planning.3/16/2011Adelaide Maria Ansah Ofei29

30. Thank You for your Attention3/16/2011Adelaide Maria Ansah Ofei30