This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Acute peritonitis nursing care plan & managementNursing Path
Acute peritonitis is an inflammatory process within the peritoneal cavity most commonly caused by a bacterial infection. Types of acute peritonitis include primary and secondary. Primary peritonitis, otherwise known as spontaneous bacterial peritonitis, most commonly occur inpatients with cirrhosis and clinically significant ascites.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Acute peritonitis nursing care plan & managementNursing Path
Acute peritonitis is an inflammatory process within the peritoneal cavity most commonly caused by a bacterial infection. Types of acute peritonitis include primary and secondary. Primary peritonitis, otherwise known as spontaneous bacterial peritonitis, most commonly occur inpatients with cirrhosis and clinically significant ascites.
Asepsis is the state of being free from disease-causing contaminants (such as bacteria, viruses, fungi, and parasites) or, preventing contact with microorganisms.
Nursing Path,
MOVING TO THE SIDE OF THE BED,
HELPING THE PATIENT TURN ON HIS SIDE,
RAISING SHOULDERS OF THE HELPLESS PATIENT,
RAISING THE SHOULDERS OF TH SEMI HELPLESS PATIENT,
MOVING THE HELPLESS PATIENT UP IN BED,
MOVING THE SEMI HELPLESS PATIENT UP IN BED,
HELPING THE SEMI HELPLESS: PATIENT RAISE HIS BUTTOCKS,
ASSISTING THE PATIENT TO A SITING POSITION ON THE SIDE OF THE BED,
ASSISTING THE PATIENT TO GET OF BED AND INTO A CHAIR
• Amoebiasis is an infection of small intestine, which is caused by an protozoan called Entamoeba histolytica. It is simply called – Amoebic dysentery.
Grief is a multifaceted response to loss, particularly to the loss of someone or something that has died, to which a bond or affection was formed. Although conventionally focused on the emotional response to loss, it also has physical, cognitive, behavioral, social, and philosophical dimensions. While the terms are often used interchangeably, bereavement refers to the state of loss, and grief is the reaction to loss.
Nursing research is research that provides evidence used to support nursing practices. Nursing, as an evidence-based area of practice, has been developing since the time of Florence Nightingale to the present day, where many nurses now work as researchers based in universities as well as in the health care setting.
Medications need to be safe and effective. Doctors, nurses, nurse practitioners and a few other professionals are trained in how to safely give you medication. Administration of medications requires understanding how the medication is entering your body. It also requires knowledge of when the medication needs to be administered, possible side effects, and toxicity. Training for professionals also includes proper storage, handling, and disposal of medications.
Individualised instruction, Meaning of individualised instruction, Definition of individualised instruction, Objectives of individualised instruction, Characteristics of individualised instructional Programmes, Methods of individualised instruction, conclusion
This PPT Aims to provide knowledge and understanding about the concept Phases of Teaching, Pre-Active Phase of Teaching, Interactive Phase of Teaching, Post-Active Phase of Teaching, Components of Planning Phase, Steps of Planning Phase, Steps of Inter-Active Phase, Activities of Post-Active Phase of Teaching and So on.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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2. SEMINAR OBJECTIVES:
• STUDENTS WILL BE ABLE TO
• Define educational objectives
• List the types of the educational objectives
• Identify behavioral terms and in writing
educational objectives
• Perform actively in differentiating the behavioral
terms of educational objectives and categorize
under each level
3. INTRODUCTION
• Educational objectives depict what students
should be able to do at the end of a learning
activity.
• As Educational objectives are more focussed
on the learner’s performance, it is also called
as “learning objective”.
4. DEFINITION
• “The result sought by the learner at the end
of the educational programme..i.e., what the
students should be able to do at the end of a
learning period, that they could not do
before hand”
• - JJ Guilbert
6. LEVELS OF EDUCATIONAL
OBJECTIVES
• Cognitive:
• Level 1: knowledge: Remembering of previously
learned material.
• Verbs usage Eg: state the four steps in curriculum
development
• Level 2: comprehension: ability to grasp the
meaning of material.
• Verbs usage eg: student identifies the importance
of good nutrition during AN period.
• Level 3: application: ability to use learned
material in new situation
• Verbs usage eg: formulate diet plan for patients
with diabetes mellitus
7. • Level 4: analysis: ability to breakdown
material into its component parts
• Verb usage eg: distinguishes between marasmus
and kwashiorkor
• Level 5: synthesis: combines various parts
to form a new whole.
• Verb usage eg: derives a solution for the hospital
waste problem
• Level 6: evaluation: the ability to judge the
value of material for a given purpose
judgements are based on definite criteria
• Verb usage eg: compare and contrast any two
definitions of education
8. Affective domain
• Level 1:receiveing: being sensitive to something
existing & progress form awareness to controlled
or selected attention.
• Verb usage Eg: student asks right questions by
honoring the dignity of the patient during history
collection.
• Level 2: responding: concerned with active
response by the learner.
• Verb usage Eg: assists the patient in carrying out
activities of daily living.
• Level 3: valuing: indicate acceptance &
interanalization of the values or atitudes.
• Verb usage Eg: initiates the building of interpersonal
relationship with patients.
9. • Level 4: organiszation: here learners will
encounter situations in which more than one
value is relevant.
• Veb usage Eg: combines various interaction skills to
nurture interpersonal relationship with patients
• Level 5: characterization: highest level.
Students internalize value system which is
the philosophy of life
• Verb usage Eg: displays confidence while scaring
patients with MI.
10. Psychomotor domain
• Level 1: perception: concerned with perception
of sensory cues that guide actions.
• Verb usage Eg: detecs the early signs of decubitus
ulcer
• Level 2: set: concerned with the cognitive,
affective, psychomotor readiness to act.
• Verb usage Eg: reacts promptly to emergency
situations during trauma care postings
• Level 3: guided response: refers to early stages of
skill acquisition – following demonstration of
teacher.
• Verb usage Eg: performs bed making correctly as
demonstrated by the teacher.
11. • Level 4: mechanism: performance has become
habitual
• Verb usage Eg: calculates volume of fluid required for
60% burns weighing 50 kgs
• Level 5: complex overt response: skilled
performance & involves economy of effort,
smoothness of action, accuracy & effiecency
• Verb usage Eg: performs ET intubation correctly
• Level 6: adaptation: skills are internalized that
students can adapt them to cater for special
circumstances
• verb usage Eg: modifies sterilization techniques
according to the article to be sterilized
• Level 7: origination: highest level, concerns the
origination of new movement pattern
• Verb usage Eg: designs a plint to restrain the forearm
of a child who is on IV infusion
13. CONCLUSION
• knowledge regarding the strengths and
weakness of behavioral objectives will assist
the nurse educator in framing objectives in a
realistic way suitable to the aims of nursing
education.
14. Assignment
• Write and submit educational objectives
using behavioral terms for taking class on
nursing care of patient with bronchial
asthma.
15. BIBLIOGRAPHY
1) SANKARANARAYAN B, “learning and
teaching nursing”, edition 3, Calicut,
Brainfill publication, 2003
2) NEERAJA KP, “text book of nursing
education”, 1st edition, New Delhi, Jaypee
brothers, 2004.