Behavioural Objectives Flashcards
Before selecting content to be taught, what must be considered?
What the learner is expected to accomplish
What are the characteristics of goals?
- Global
- Broad
- Long-term
- Multi-dimensional
An example could be preventing hospital re-admission
What are the characteristics of objectives?
- Specific
- Singular
- Short-term
- Uni-dimensional
Objectives lead up to goals/to achieve them- examples like have a good diet, exercise, medication adherence
How do goals differ from objectives?
Goals are broad and long-term, while objectives are specific and short-term.
What are the 3 types of objectives mentioned?
- Educational Objectives- assess intended outcomes of education process like an objective of an entire uni course
- Instructional Objectives- teaching activities/resources utilized to facilitate learning, like group sessions to support people
- Behavioral Objectives- aka learning objectives, describe what learner will aim to do following a learning situation like specific weekly objectives that want to be accomplished after each class
What is the importance of behavioral objectives?
- Keeps teaching learner-centered
- Communicates plan to others
- Helps learners stay on track
- Organizes educational approach
- Ensures that process is deliberate
- Tailors teaching to learner’s needs
- Creates guides for teacher evaluation
- Focuses attention on learner
- Orients teacher and learner to outcomes
- Helps learner visualize skills
What does ‘blending’ refer to in the context of goal and objective setting?
Collaboration between the professional (nurse) and client to mutually decide on objectives. Blend what the learners want to learn with what teacher has determined the learner needs to know into common set of goals
What does the acronym PCC stand for pertaining to writing behavioural objectives?
- Performance- what learner is expected to be able to do that will demonstrate that objectives are achieved
- Condition- described condition under which behaviour will occur (where and when will learner be able to perform the activity)
- Criteria (time frame/level of competence that learner will strive to achieve)
What are the 4 important characteristics when writing behavioral objectives? ABCD
- Audience (WHO?)
- Behavior (WHAT?)
- Condition (Under which circumstance?)
- Degree (How well and what time frame?)
What is an example of a behavioral objective from the class?
Competently and independently recognize the value of using behavioral objectives for teaching and learning upon completion of this lecture
What is a common mistake when writing objectives?
Describing what the instructor will do rather than what the learner will do, including more than 1 behaviour, forgetting to include behaviour/condition/degree, using performance terms subject to interpretations (to know, to feel, to think, to learn), unrealistic objectives, using unnecessary info, generalized objectives so outcome isn’t clear, not evaluating as you go
What does SMART stand for in the context of objectives?
- Specific- what is to be achieve
- Measurable- quantify objective
- Achievable
- Realistic- resources must be available
- Timely- when will objective be achieved
What is Bloom’s Taxonomy?
A way to categorize related behaviors and complexity in learning objectives. It categories learning objectives according to hierarchy of behaviours (orders behaviours based on complexity). At the bottom is remembering and at the top of the pyramid is creating.
What are the three types of learning domains according to Bloom’s Taxonomy?
- Cognitive (Thinking Domain)- evaluation, synthesize, analysis, apply, comprehend, knowledge (involves awhile info and help develop learners intellect/understanding)
- Affective (Feeling Domain)- characterize, organize, valuing, respond, receive (internalization/commitment to feelings)
- Psychomotor (Skills Domain)- origination, adapt, complex overt response, mechanism, guided response, set, perception (acquire fine and gross motor skills)
What are the levels of the cognitive domain from simple to complex?
Knowledge → Memorization, recall, defining, recognizing.
Comprehension → Demonstrating understanding, summarizing information.
Application → Using ideas, principles, theories in certain situations.
Analysis → Recognizing and structuring information by breaking it down and
identifying relationships.
Synthesis → Putting parts together to create a whole.
Evaluation → Judging the value of something by applying certain criteria.
What are the levels of the affective domain from simple to complex?
Receiving → Showing awareness of an idea or situation.
Responding → When someone will respond to an experience (denial → acceptance).
Valuing → Accepting the worth of an idea/event, and showing commitment, willingness, desire to act further on that value.
Organization → Organizing, classifying, prioritizing values, viewing some values as dominant.
Characterization → Adherence to a worldview, commitment to value system.
What are the stages in the psychomotor domain from simple to complex?
Perception → Showing sensory awareness of objects/cues associated with a task.
Set → Demonstrating readiness to take action.
Guided Response → Exerting effort/actions (under guidance), imitating.
Mechanism → Repeatedly performing steps/actions, developing confidence.
Complex Overt Response → Performing complex motor action, independent/with minimum guidance.
Adaptation → Adapting/modifying motor process to different situations.
Origination → Creating new motor actions based on developed skills.
What should objectives consistently follow?
ABCD rule, 5 SMART learning centred, indicate domain
