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Ed goals objctvs
This document discusses educational goals and objectives. It compares goals, which are broad statements of intention, to objectives, which are specific and measurable. The document outlines Bloom's taxonomy of educational objectives and how it has influenced curriculum development. It provides examples of writing objectives using the ABCD model, which specifies the Audience, Behavior, Condition, and Degree. Objectives target the cognitive, affective, or psychomotor domains and use action verbs accordingly. Overall, the document provides guidance on developing learner-based instruction through clearly articulated educational goals and objectives.
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Ed goals objctvs
- 1. Educational Goals and Objectives A GUIDE TO DEVELOPING LEARNER BASED INSTRUCTION
- 2. Educational Objectives forthis Presentation At the end of this presentation you will be able to: Compare and contrast educational goals vs. educational objectives Write an educational objective using the ABCD model Develop educational objectives that focus on the learner or participant as the intended audience List three adult learning preferences
- 3. A Brief Historyof Educational Goals The development of educational goals and objectives began in WWII as a way of conceptualizing instruction and training programs in the military. Educational psychologists and educators jumped on the concept!
- 4. 1956 Benjamin Bloom andhis colleagues published a taxonomy of learner behaviors which was taken into the public schools and eventually adopted in the health profession schools . It has influenced curriculum development and driven the movement towards competency based instruction for health professionals. Bloom. B. and Krathwolh,D. (1956) Taxonomy of Educational Objectives:The Classification of Educational Goals , New York,Longmans
- 5. Today- Educational goals and objectivesare widely used and required for the development of continuing professional education activities that award continuing education credit. Bloom’s original work has been revised and updated.
- 6. Educational Objectives are alsocalled: Learning Objectives Outcomes Terminal Objectives Enabling Objectives Performance Objectives Aims Competencies The use of the terms “goals” and Instructional Objectives “objectives” can be confusing! Behavioral Objectives Let’s clarify the differences.
- 7. The Difference BetweenGoals and Objectives GOALS OBJECTIVES Broad statements Specific General intentions Precise Intangible Tangible Abstract Concrete Generally hard to measure Measureable
- 8. Goal The goal ofa learning activity is like a target
- 9. Objectives The objectives are thearrows that help the learner reach the target and demonstrate mastery
- 10. Can you identifythe Goals? A. State the definition of a complimentary medical intervention or therapy. B. Provide the health professional with the latest information about over the counter (OTC) anti- histamines and their side effects. C. Introduce the reader to a new development in the early detection of oral cancer. D. Be exposed to a new way of organizing paperwork.
- 11. Clue: There is only one objective on the previous slide- A.State the definition of a complimentary medical intervention or therapy. The rest are all broad based goals!
- 12. Common Pitfalls inWriting Goals Focus on the instructor actions-not the learner “Provide an overview of the latest site research.” The purpose of this course is to provide the participant with print and web references regarding site research”. “Dispel common myths about hand washing.” The goal of this course is to provide the health care professional with a review of the history and origin of common myths about hand washing . Confusing a goal (broad) with an objective (specific) “How to turn just ten minutes a day into a revenue stream.” To clarify this example the author or presenter needs to decide what is the overall goal-then what specific behaviors the learners need to do to demonstrate mastery of the information or skill.
- 13. A few thingsto remember about goals Every educational activity should have a goal The goal focuses on what the learner will experience, rather than what the instructor will share or do It is a broad statement of purpose
- 14. In general terms whatis the overall purpose of the educational activity? What is the main intention? The purpose of this article is to Example: provide health care professionals with new information on MRSA screening.
- 15. Writing educational goals and objectivesdoes not have to be a struggle. Mastering the basic components will help you to zero in on what you want the learners or participants to gain from the experience . Goals and objectives help to focus your Clearly written objectives help to presentation! define the outcome of the activity.
- 16. The Components ofan Educational Objective ALWAYS BEGIN WITH THE END RESULT IN MIND! THE ABCD APPROACH
- 17. Who is thisactivity intended for? Be specific! At the end of the webinar the participants will be able to….. At the conclusion of the conference presentation the attendees will be able to… A=Audience (the learners, readers or participants, not the instructor)
- 18. What exactly isit that you want the learner to be able to do as a result of your … Journal article Webinar Self Study Module Conference presentation B=BEHAVIOR Hands on Workshop (what the participants will do)
- 19. What type ofbehavior do you want? Behaviors for educational objectives fall into three categories, called domains Think of them as three flavors of ice cream!
- 20. Dealing with intellectual abilities Approximately80% of educational objectives fall into this domain Most familiar to both instructors, authors and learners “Head” objectives Cognitive Domain
- 21. Relating to the expressionof feelings , including emotions, fears, interests, attitudes, beliefs, values and appreciations Often the most difficult objectives to develop Sometimes called “heart” objectives Affective Domain
- 22. Motor Skills The easiestobjectives to write as the behavior is easily observed and monitored. Psychomotor skills often involve the use of tools or instruments. “ Hands On” courses will contain psychomotor objectives Psychomotor Domain “Hand” Objectives
- 23. All three domainsare hierarchical More complex and higher level skills are at the top Each level builds on itself and assumes mastery at the lower levels Fundamentals are at the earliest levels
- 24. States what conditions theinstructor will impose when the learners are demonstrating mastery of a skill. Usually a WHEN or WHILE statement “when given a set of five unlabeled slides” “when given a list of common over the counter drugs” C= Condition “while working independently” (imposed by the instructor)
- 25. The standard or criterionfor judging the behavioral performance. What has to happen for the learner to succeed? It might be: Speed Accuracy Quality D=Degree Quantity What is “Good Enough”?
- 26. Putting It AllTogether Getting Started First develop the overall broad goal for your educational activity. o “The purpose of this activity (lecture, article, etc) is to……..
- 27. A=Audience Next o Define your AUDIENCE o If possible, identify what level they are..novice, intermediate, advanced or mixed? Remember, the audience is always the learner, not the instructor
- 28. B=Behaviors the learnerswill demonstrate • What does a participant have to do to demonstrate they have mastered the material? • Are those behaviors cognitive, affective or psychomotor? • This will influence your word choice.
- 29. Cognitive Domain Because educationalobjectives frequently target the cognitive domain, examples of the levels and sample action verbs will be helpful in developing your educational objectives. These examples are based on the revised version of Bloom’s work. Anderson, L.W. and Krathwohl(Eds.) 2001 A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.New York, Longman
- 30. Level One CognitiveDomain REMEMBERING Action Verbs match remember Recall of information list memorize define recognize arrange relate label recall name repeat order reproduce
- 31. Level Two CognitiveDomain UNDERSTANDING Action Verbs classify describe discuss explain Interpret information in express identify one’s own words indicate locate recognize report restate review select sort tell translate
- 32. Level Three CognitiveDomain APPLYING Action Verbs demonstrate dramatize Use knowledge or apply choose generalization in a new employ illustrate situation interpret operate prepare practice schedule sketch solve use
- 33. Level Four CognitiveDomain ANALYSING Action Verbs discriminate differentiate Break down knowledge analyze appraise into parts and show calculate categorize relationships among compare contrast parts criticize diagram distinguish examine inventory question experiment test
- 34. Level Five CognitiveDomain EVALUATING Action Verbs appraise argue assess attack Making judgments based choose compare on criteria and defend estimate standards evaluate judge predict rate score select support value
- 35. Level Six CognitiveDomain CREATING Action Verbs arrange assemble Bring together parts of collect compose knowledge to form a construct create whole and build design formulate relationships for new manage organize situations plan prepare propose set up synthesize write
- 36. C=Condition The condition(s )imposed on the learner Examples: “when given a list of 20 words” “within one hour” “independently” “while working in a small group”
- 37. D=Degree The criterion forsuccess! Examples: “select the correct one” “with 80% accuracy” “4 out of 5 times “three” How do you evaluate if the learner “got it”?
- 38. Examples of ObjectivesUsing ABCD “At the end of this webinar the participant will be able to recall the three most common types of personal protection in breaking the chain of transmission for effective infection control. Audience “the participant” Behavior “recall” (Level One Cognitive) Condition “the end of this webinar” Degree “three”
- 39. Example “When given alist of 20 words, the learner will be able to identify correctly all the cognitive action verbs”. Audience “the learner” Behavior “identify” (Level Two Cognitive) Condition “when given a list of 20 words” Degree “all” (100%)
- 40. Common Pitfalls WhenWriting Objectives Not using measurable action verbs in the educational objective “to be knowledgeable out the rates of osteoporosis” Know, learn, understand, be aware of, be exposed to are too general to be effectively measured Not listing the degree required for mastery “At the conclusion of this presentation the learner will be able to list (how many) common side effects of low dose aspirin therapy”.
- 41. Thoughts on AdultLearning Preferences Adults seek information to solve problems-more than acquiring new knowledge Presenting solutions and potential strategies for solving problems increases the probability of success for your educational activity
- 42. Adult Learning Preferences Adultsare engaged when learning builds on real life experiences and prefer case studies, role play, simulations, hands on components and other interactive methods
- 43. Adult Learning Preferences Adults want reference materials and “quick guides” to take away from a learning experience and use in their daily work life
- 44. Summary Educational goals aregeneral statements of intent and The ABCD method of writing purpose educational objectives helps to assure that all the critical Every educational activity components are included should have a goal Adult learners select Educational objectives are educational activities to solve specific, measureable and problems precise Adult learners prefer to have The cognitive domain is most interactive, real life scenarios, frequently used in developing role play and references educational objectives
- 45. For more information: Additionalresources for exploring the affective and psychomotor domains and key words are easily found on the web. Congratulations! Good luck and thank you for completing this presentation!