CHAPTER 6 Educational objectives suggested by Bloom (1984) are

PLANNING AND CONDUCTING CLASSES divided into 3 domains:

1. Cognitive (Knowing)
The Planning Sequence 2. Psychomotor (Doing)
1. Formulate objectives 3. Affective (Feeling, Valuing)
2. Select and organize content
3. Choose teaching methods Cognitive Domain
4. Design assignments ▪ factual knowledge, conceptual knowledge,
5. Evaluate learning procedural knowledge, metacognitive knowledge
▪ Measures knowledge by using oral and written tests
Course Outline or Syllabus Original subcategories:
▪ Include the following: knowledge, comprehension, application,
1. The name of the course analysis, synthesis and evaluation
2. The name of the instructor Revised subcategories (by Krathwohl):
3. A one-paragraph course description remember, understand, apply, analyze,
4. A list of course objectives evaluate and create
5. Teaching methods to be used
6. Textbook or other readings Psychomotor Domain
7. Methods of evaluation ▪ Teacher observes what the learners are actually
▪ Helps the learners to gauge what is to be learned and doing when performing skills
expected of them ▪ Learners demonstrate what they have learned
▪ Learning contract between teacher and learners Example: The learner will correctly mix two types of
▪ It should be followed insulin in one syringe.
▪ If there are changes in the course outline, the
learners should be notified Affective Domain
▪ Not so easy to write and measure—related to beliefs,
Formulating Objectives attitudes and values
▪ Written in a way that it has meaning for the learners Example: Asking the student to defend in writing the
▪ Reflect what the learner is supposed to do with what refusal of the nurse to divulge confidential
is taught information given by the patient. Demonstrates
positive attitudes towards the elderly while giving
Value of Objectives care
▪ Selection and handling of course materials
▪ Determine that learners in class have learned what is Wording of Objectives
taught ▪ Course Objectives are broadly stated
▪ Learners need to know more about a course Example: Recognize the parameters of effective
hemodialysis
Taxonomy of Objectives ▪ Class Objectives are usually few; written and
▪ Bloom’s Taxonomy of Educational Objectives (1956) distributed to the learners on a weekly basis
▪ Brainchild of several measurement specialists under
Benjamin Bloom Objective Characteristics:
▪ It was conceived as a means of facilitating the S = SPECIFIC
exchange of test items among faculty at various M = Measurable
universities in order to create bank of items, each A = Achievable
measuring the same educational objectives R = Realistic
(Krathwohl, 2002) T = Time Bounded
The essential components of instructionally sound
learning objectives can be organized into a mnemonic—
ABCD, which represents:
A = audience
B = behavior
C = condition
D = degree
The condition
▪ Part of an objective specifies the circumstances,
commands, directions, etc., that the student is given
to initiate the behavior
▪ diagram, given a map, after a lecture or
demonstration, after completing the reading
The behavior
▪ A verb denotes an overt, observable action
(behavior), such as identify, name, list, describe, etc.
The degree
▪ Known as criteria, is a set of descriptions that
describe how well the behavior must be performed
to satisfy the intent of the behavioral verb
The criterion
▪ Describing how well the learner must perform in
order to be considered competent
▪ It answers the question, what do you expect the
learner to be able to do in achieving an acceptable
performance?
▪ Within a given period of time, such within 20
minutes; or, according to the information given in the
text, lab manual, lecture; or, in accordance with
recommendations of some external source
Organizing Content, Headings, Subheadings
▪ Follow a logical sequence (moving from general to
specific) or (from Simple to complex)
Selecting the Teaching Method
▪ It depends on the following factors:
1. Objective and type of learning one is trying to
achieve
2. Abilities of the teacher
3. Compatibility of the teacher and the teaching
method
4. Compatibility of the learner and the teaching
method
5. Capabilities and the background level of the
learners
6. Number of students
7. Resources of the institution/school
Choosing teaching Method
▪ Effectiveness of teaching methods depend on the
outcome criterion
▪ If it’s an acquisition of knowledge, lecture would be
useful—can be used in training sessions
Objective and Type of Learning One is Trying to Achieve
▪ Presentation of facts or rules (lecture with handouts)
▪ Molding attitude (case studies, discussion, role
playing)
▪ Motivating learners (gaming)
Methods in Evaluating Learning
▪ Placement evaluation (preassessment)
➢ done before instruction
▪ Diagnostic evaluation
➢ attempts to discover the causes of student’s
learning problems
▪ Formative evaluation
➢ monitors progress during the learning
process
▪ Summative evaluation
➢ takes place at the end of an instructional unit
or course