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Behavioral Objectives. Introduction. The educator must first decide what the learner is expected to accomplish before a decision can be made about selecting the content to be taught to be used to change learner behavior.
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Introduction • The educator must first decide what the learner is expected to accomplish before a decision can be made about selecting the content to be taught to be used to change learner behavior. Identification of needs is a prerequisite to formulating behavioral objectives that serve to guide subsequent planning, implementation, and evaluation of teaching and learning.
Educational or instructional objectives • content oriented • Teacher centered • identify the intended outcomes of the education process Behavioral or learning objectives • action-oriented rather than content oriented • learner-centered • describe what the learner will be able to do following a learning situation.
How Obj. fit into the learning-teaching process • The objectives to accomplish the goal become the blueprint for attaining the desired outcomes of learning. • The successful achievement of predetermined objectives is, in part, the result of appropriate instruction.
Goal • the final outcome of what is achieved at the end of the teaching–learning process. • global and broad in nature • the desired outcomes of learning that are realistically achievable in weeks or months • serve as long-term targets for both the learner and the teacher. • a number of objectives are subsumed under or incorporated into an overall goal.
Objective • statements of specific or short-term behaviors that lead step by step to the more general, overall long-term goal. • describes a performance that learners should be able to exhibit before they are considered competent • intended result of instruction, not the process or means of instruction itself. • specific, single, unidimensional behavior. • short-term in nature and • should be achievable at the conclusion of one teaching session or within a matter of a few days following a series of teaching sessions.
Example, • a goal might be that a diabetic patient will learn to manage diabetes. • To accomplish this goal, specific objectives must be outlined to address changes in behavior such as: • the need to learn diet therapy, • insulin administration, • exercise regimens, • stress management, • glucose monitoring
Advantages of writing Obj. prior to Education implementation • Helps to keep educators’ thinking on target and learner-centered. • Communicates to others, both learners and healthcare team members alike, what is planned for teaching and learning. • Helps learners understand what is expected of them so they can keep track of their progress. • Forces the educator to organize educational materials so as not to get lost in content and forget the learner’s role in the process. • Encourages educators to question their own motives
Advantages of writing Obj. prior to Education implementation • Tailors teaching to the learner’s particular circumstances and needs. • Creates guideposts for teacher evaluation and documentation of success or failure. • Focuses attention not on what is taught but on what the learner will come away with once the teaching–learning process is completed. • Orients both teacher and learner to the specific end result of instruction. • Makes it easier for the learner to visualize performing the required actions.
4 components • The preceding characteristics translate into the following questions: • (1) What should the learner be able to do? • (2) Under what conditions should the learner be able to do it? • (3) How well must the learner be able to do it? • (4) “who” to ensure that the behavioral objective is learner-centered.
Performance: • Describes what the learner is expected to be able to do or perform to demonstrate the kinds of behaviors the teacher will accept as evidence that objectives have been achieved. Activities performed by the learner may be visible, such as “writing” or “listing,” or invisible, such as “identifying” or “recalling.”
Performance = Learner Behavior • The learner will be able to: • solve • demonstrate • list • select
Condition: • Describes the testing situation or constraints under which the behavior will be observed or the performance is expected to occur.
Conditions = Testing Situation • Without using a calculator • Using a model • Following group discussion • After watching a video
Criterion: • It is the level of competence that a learner must achieve. • Describes how well or with what accuracy the learner must be able to perform for the behavior to be considered acceptable; the standard, quality level, or amount of performance defined as satisfactorily demonstrating mastery.
Criterion = Quality of Accuracy • 5 out of 6 problems • the correct procedure • at least two reasons • with 100% accuracy
For example: • “Following a 20-minute teaching session on hypoglycemia (condition), Mrs. Smith (who) will be able to identify (performance) three out of four major symptoms of low blood sugar (criterion).”
ALL • The learner will be able to: • Without using a calculator solve 5 out of 6 problems • Using a model demonstrate the correct procedure • Following group discussion list at least two reasons • After watching a video select with 100% accuracy
Find the 4 elements in this example THIS IS A WELL-WRITTEN OBJECTIVE • After watching a demonstration on suctioning, the staff member will be able to correctly suction a tracheostomy tube using aseptic technique
Exercise: What is missing? • The patient will be able to prepare a menu using low-salt foods • Given a list of exercises to relieve low back pain, the patient will understand how to control low back pain • To demonstrate crutch walking postoperatively to the patient
ABSWER : POORLY WRITTEN OBJECTIVES • The patient will be able to prepare a menu using low-salt foods (condition and criterion missing). • Given a list of exercises to relieve low back pain, the patient will understand how to control low back pain (performance not stated in measurable terms, criterion missing). • To demonstrate crutch walking postoperatively to the patient (teacher-centered).
To describe what the instructor rather than the learner is expected to do. • To include more than one expected behavior in a single objective (avoid using the compound word and to connect two verbs— e.g., the learner will select and prepare). • To forget to include all three components of condition, performance, and criterion. • To use terms for performance that are subject to many interpretations, not action oriented, and difficult to measure.
To write an objective that is unattainable given the ability level of the learner. • To write objectives that do not relate to the stated goal. • To clutter an objective by including unnecessary pieces of information. • To be too general so as not to clearly specify the expected outcome.
Terms with Many Interpretations(Not Recommended) • to be interested in • to feel • to think • to learn • to know • to understand • to appreciate • to be familiar with • to enjoy • to value
Terms with Few Interpretations(Recommended) • to compare • to order • o contrast • to predict • to construct • to recall • to apply • to explain to choose to identify to classify • to list • to define • to recognize • to describe • to select • To demonstrate • to state • to differentiate • to verbalize • to distinguish • to write
Learning Domains • The Cognitive Domain • The Affective Domain • The Psychomotor Domain
VERY IMPORTANT • TABLE 10–4 Commonly used verbs according to domain classification
consists of eight basic parts • 1. The purpose • 2. A statement of the overall goal • 3. A list of objectives • 4. An outline of the related content • 5. The instructional method(s) used for teaching the related content • 6. The time allotted for the teaching of each objective • 7. The instructional resources (materials/tools) needed • 8. The method(s) used to evaluate learning
