SIGNIFICANCE FOR SYLLABUS PLANNING

A syllabus is the course plan that a health educator prepares before

actual health education instruction begins.
A syllabus on health education should contain the title of the subject,
credits, course description, statement of goals and objectives, teaching
method, contents/topics of the course, materials to be utilized, student
activities/course requirements, target dates and systems of evaluations, and
a list of references. For a subject that is both lecture and laboratory, it is
advised that separate syllabi for lecture and laboratory portions be prepared.

The Course Description

This part of a syllabus presents in summary form the contents of the
subject for the whole semester (or year). The focus of emphasis in the study
maybe states in two or more sentences, but generally not exceeding five
sentences. For example, a course description for health education:
I. COURSE DETAILS

Course Name NPS 01 – Health Education

Course The course includes discussions on health education concepts,
Description principles, theories and strategies as they apply in the clinical
and
classroom situations.
Number of Units 3units lecture
Prerequisite None

Indicating Credits
This is writing the number units to be earned by every learner in the
subject after the semester. In an instance when the subject is both lecture
and laboratory, the number of units to be earned separately from lecture
and laboratory should be indicated. As an example, Strategies of Health
Education is a three-unit subject. It should be clearly indicated in the
syllabus.
Stating Instructional Goals and Objectives
Beginning health educator usually find difficult in differentiating aims
from goals, and both terms from objectives.

An aim refers to a general statement of intent for a course. It serves

as an important guide to desired and valued societal ends. Course aim
should be significant, clear, and concise. An aim is significant, clear, and
concise when it provides basic meaningfulness. It does not only imply
findings immediate practical uses but its interpretation in relation to every
student’s imaginative life.

A goal provides a more specific sense of direction in teaching. Goal

brings an aim down to the level of the school curriculum where it can be tied
to a specific behavior, condition, and proficiency level by the objective.

An objective states the specific observable behavior which a

particular learner has to achieve, the condition under which the behavior
must be demonstrated, and the proficiency level at which the behavior is to
be performed. All other objectives stated in the manner are called behavioral
objectives.

Determining/Writing Specific Instructional Objective

These objectives should be expressed in terms of learning
outcomes which students are expected to have achieved by the end of the
lesson. These expected outcomes may refer to knowledge, skills, and
attitudes or values to be acquired by the students. Objectives should be
stated singly in clear, specific and behavioral terms, along the following
levels behavior: Cognitive, affective and psychomotor.

  

Borich (1988) presented the following Taxonomy of educational objectives. 

Cognitive objectives are for knowledge, comprehension, application, analysis, synthesis
and evaluation purposes.

Cognitive Verbs

1. Cognitive verbs for acquisition of knowledge

  define list recall
describe match recite
identify label select
name outline state

2. Cognitive verbs for comprehension

convert estimate summarize
defend explain infer
distinguish extend paraphrase
discriminate generalize predict

3. Cognitive verbs for application

change modify relate
compute operate solve
demonstrate organize transfer
develop prepare use

4. Cognitive verbs for analysis

breakdown distinguish point out
deduce illustrate relate
diagram infer separate
differentiate outline subdivide

5. Cognitive verbs for synthesis

categorize create formulate
compile design predict
compose devise produce
6. Cognitive verbs for evaluation
appraise criticize support
compare defend validate
contrast justify judge

The Affective Objectives are for receiving, responding, valuing, organizing and
characterizing purposes.

Affective Verbs

1. Affective verbs for receiving

listen notice look
attend be aware hear
share control discern

2. Affective verbs for responding

comply discuss applaud
follow practice participate
volunteer play obey

3. Affective verbs for valuing

helps acts prefer
debate express convince
argue organize display

4. Affective verbs for organizing

Select compare systematize
decide define theorize
balance formulate abstract

5. Affective verbs for characterizing

display avoid resist
require manage internalize
revise resolve exhibit
The Psychomotor Objectives are for imitation, manipulation, precision, articulation and
naturalization.

Psychomotor Verbs

1. Psychomotor verbs for imitation

repeat align hold

place rest grasp
step follow balance

2. Psychomotor verbs for manipulation (without visual model or direct observation)

type operate print
practice key-in focus
print turn handle
write use

3. Psychomotor verbs for precision

accurately with control proficiently
independently errorlessly with balance

4. Psychomotor verbs for articulation – this requires student to display the

coordination of a series of related acts by establishing by appropriate sequence and
by performing the acts accurately, with control a well as with speed and timing.

The following are used for articulation:

harmony speed confidence
coordination timing stability
integration smoothness proportion

5. Psychomotor verbs for naturalization (Adverbs)

Naturally effortlessly professionally
With ease automatically with poise
Routinely spontaneously with perfection