MODULE 2: DEVELOPING LEARNING OUTCOMES WHY ARE LEANING OBJECTIVES IMPORTANT?

“If one does not know to which port one is sailing, no wind is
What is the ultimate aim of teaching? favorable”
• Learning • Provide students with a clear purpose to focus their
learning efforts
Gagne’s 9 Events of Instruction/Learning • Direct your choice of instructional activities
• Learning is a gradual and cumulative process • Guide your assessment strategies
• Learners must build with their own existing knowledge
and skills QUALITIES OF LEARNING OBJECTIVES
• Clear
o Specifies the desired behavior
(performance) to be demonstrated under a
given situation
• Relevant
o Clearly contributes to higher-level
objectives, and ultimately to the future work
of students
• Attainable
o Realistic or can be achieved through the
learning experiences provided using
resources available
• Adequate
Thorndike’s law of learning o Includes all the essential KSA that the
• Law of readiness desired learning, as a competent health
o Learning only happens when one is professional requires
physically and mentally ready for it • Measurable
• Law of exercise o Specifies the standards or criteria which
o Behavior is strongly established through attainment of the objectives can be
frequent connection of stimulus and determined
response
• Law of effect
o Any behavior that is followed with pleasant Domains of Learning
consequences is likely to be repeated, and • Cognitive domain
with unpleasant consequences is unlikely to o Aims to develop the mental skills and the
be repeated acquisition of knowledge of the individual
o Involves intellect—the understanding of
LEVELS OF LEARNING information and how that develops through
LEVEL OBJECTIVES OUTCOME application on a scale that increases from
Informative Information Experts basic recall to complex evaluation and
Skills creation
Formative Socialization Professionals
Values Dr. Benjamin Bloom
Transformative Leadership Change • American educational psychologist
attributes agents • Developed a “taxonomy of educational objectives” to
promote higher forms of thinking in education
INSTRUCTIONAL DESIGN
Revision of Bloom’s Taxonomy
• It was revised in 2001 by group of cognitive
psychologists, curriculum theorists and institutional
researchers, and testing and assessment specialists.
• It allowed teachers to categorize objectives in a more
multidimensional way

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Bloom’s taxonomy
• Hierarchical ordering of cognitive skills that can, among
countless other uses---
Uses of bloom’s taxonomy
• Create assessment
• Frame discussions
• Plan lessons
• Evaluate the complexity of assignment
• Design curriculum maps
• Develop online courses
Major types of knowledge dimension
Major Type
Factual knowledge
Conceptual knowledge
Procedural knowledge
Example: Topic about research methodology
Updated version:
Definition
Basic elements students must
know to be acquainted with a
discipline or solve problems,
such as terms and details of
specific elements
Interrelationships among the
basic elements within a larger
structure that enable them to
function together. These
includes categories, principles,
theories, and models
How to do something, methods
of inquiry and criteria for using
skills, algorithms, techniques,
and methods, and when to use
these methods
Metacognitive knowledge Knowledge of cognition in
general as well as awareness
and knowledge of one’s own
cognition, self-knowledge
• Factual knowledge example: definition of sample,
population
• Conceptual knowledge example: different ways of
sampling
• Procedural knowledge example: steps in sampling
• Metacognitive knowledge example: strategies such as
diagram sampling
Cognitive Process Definition
Remember Retrieve relevant knowledge
from long term memory
Understand Construct meaning from
instructional messages,
including oral, written, and
graphic communication
Apply Carry out or use a procedure
in a given situation
Analyze Break the material into
constituent parts and
determine how parts relate to
one another and to an overall
structure or purpose
Evaluate Make judgements based on
criteria and standards
Create Put the elements together to
form a coherent or functional
whole, reorganize elements
into a new pattern or structure
• Affective domain
o Includes feelings, emotions, attributes of the
individual
o Involves our emotions toward learning and
how that develops as we progress from a low
order process, such as listening, to a higher
order process, like resolving an issue
o Focuses on the attitudes, values, interests,
and appreciation of learners
o Includes the manner in which individual deal
with things emotionally, such as feelings,
values, appreciation, enthusiasm,
motivation, and attitudes
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• Importance of developing desired attitudes and values
• Attitudes are important indicators of learning
Attitude
• Tendency to react positively or negatively toward object
o Always directed toward an object (person,
policy, material object)
o Always a positive or negative tendency in
relation or the object and the intensity caries
according to previous experience
o Tendency to react in certain way
• Psychomotor domain
o Includes utilizing motor skills and the ability
to coordinate then
o Involves our physicality and how that
develops from basic motor skills to intricate
performance
Elements of learning objectives
• Performance
o A description of specific, observable
behavior (performance)
o Expressed using an action verb that is
observable
o It can include demonstration of knowledge or
skills in any of the domains of learning
Example: given a list of signs and symptoms, identify the Virchow’s
triad
• Answer: identify, cognitive domain (remembering)
Example: given a preoperative patient, demonstrate the proper way
of applying figure-of-8 bandaging on the left knee
• Answer: demonstrate, cognitive (apply) or psychomotor
domain (guided response)
Condition
• Condition under which the student will perform the
described behavior
• It may refer to the setting, or to equipment, materials
and information that the learner will be provided with
EXAMPLE:
1. Given a list of signs and symptoms, identify the Virchow’s Triad.
2. Given a preoperative patient, demonstrate the proper way of
applying figure-of-8 bandaging on the left knee.
Standard
• States how well a learner must perform to be judged
adequate
• Can be done with a statement indicating a degree of
accuracy, a quantity or proportion of correct responses
or the like
EXAMPLE:
1. Identify the triad of signs and symptoms of myocardial infarction.
2. Given a preoperative patient, demonstrate the proper way of
applying figure-of-8 bandaging on the left knee within 2 mins.
Examples of learning objectives:
• Superficial heating modalities
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1-3,5 cognitive
4 affective

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