learning objectives: making sure it links...•classification system for writing objectives...
TRANSCRIPT
![Page 1: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/1.jpg)
Learning Objectives: Making Sure it Links
Kimberly K. Daugherty, Pharm.D., BCPS Assoicate Professor and Assistant Dean of Academic
Affairs and Assessment SU Faculty Retreat November 2012
![Page 2: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/2.jpg)
Objectives
• Given an audience and topic, the audience will be able to:
– Explain the difference between a goal and an objective
– Discuss how to write learner centered objectives and the role they plan in lesson planning
– Discuss how Bloom’s taxonomy is used to write learner centered objectives in the following domains: cognitive, psychomotor, and affective.
![Page 3: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/3.jpg)
Lesson Plan
• Difference between a goal and an objective (5 minutes)
• Components of a learner centered objective and their role in lesson planning (5 minutes)
• How Bloom’s taxonomy is used to write learner centered objectives in the following domains: (50 minutes) – Cognitive
– Psychomotor
– Affective
![Page 4: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/4.jpg)
How To Write Learner-Centered Goals and Objectives
![Page 5: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/5.jpg)
Goals Versus Objectives
• Goals
– Complex, multifaceted learning outcomes
– Encompasses several specific objectives
– Broadly stated
– Provides future vision
– Out of reach but attainable
Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon
![Page 6: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/6.jpg)
Goals Versus Objectives
• Objectives
– Greater specificity
– Focus is narrow and discrete
– Integration of teaching, learning, and assessment
– Focus attention
– Clearly describe what you want students to learn
Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon
![Page 7: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/7.jpg)
Example of Goal vs Objective
• Goal
– Develop and implement population-specific, evidence-based care programs based upon analysis of epidemiologic and pharmacoeconomic data, medication use criteria, medication use review, and risk reduction strategies.
• Objective
– Define epidemiology
– Explain the steps in the evidence-based public health process.
![Page 8: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/8.jpg)
Why Write Goals And Objectives?
• Identify what you expect to teach your audience
• Clarify your expectations in your mind and focus preparation of the material
• Alert the audience to what is important
• Delineate what you expect people to be able to do after your presentation
• Communication to what level you expect your audience to have learned a skill or process
Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon
![Page 9: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/9.jpg)
When Writing Objectives
• Be REALISTIC about the number of objectives you can really TEACH, and at what level, in the time you have available to speak.
• Always write your objectives before you write your speech. Your objectives should guide your talk not the other way around.
![Page 10: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/10.jpg)
Writing Learner-centered Goals and Objectives
• Clear goals and objectives are the STARTING POINT for all of your planning
• It’s not about YOU, its about THEM
Clear Goals and Objectives
![Page 11: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/11.jpg)
Learning Objectives
• Learning objectives contain:
– A condition under which learning occurs
– Given a case, given a set of criteria…
– An action (based on Bloom’s taxonomy level of learning) that will demonstrate learning
– Describe, diagram, recognize,…
– A performance criterion (when appropriate)
– With 85% accuracy, brief, appropriate for time allotted, …
![Page 12: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/12.jpg)
Bloom’s Taxonomy • Classification system for writing objectives
• Affective domain
– Feeling, attitudes
• Psychomotor domain
– Doing, skills
• Cognitive domain
– Knowing, thinking
Bloom, 1956.; Anderson LW, et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of education objectives. NY, NY: Longman.
![Page 13: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/13.jpg)
Bloom’s Taxonomy
Level of Learning Verb to Identify the Level
(Cognitive Domain)
1. Recognition (Know) List, state, identify
2. Understanding Describe, diagram the components
of, show, give an example of
3. Explanation (Use) Explain, define, interpret, discuss,
demonstrate the relationship between
4. Analysis (Examine) Compare, contrast, differentiate,
analyze, determine, discern
5. Synthesis (Create) Create, set up, summarize
6. Evaluation (Judge) Choose, evaluate, rank order, show
the significance of, justify
![Page 14: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/14.jpg)
Bloom’s Taxonomy
Level of Learning Verb to Identify the Level
(Psychomotor Domain)
1. Perception Detect, hear, listen
2. Set Sit, stand, Place hands, arms, etc.
3. Guided Response Copy, duplicate, practice
4. Mechanism Complete with confidence, conduct,
execute
5. Complete Overt Response Control, excel, act habitually
6. Adaptation Adapts, reorganizes, alters
7. Organization Designs, originates, combines
![Page 15: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/15.jpg)
Bloom’s Taxonomy
Level of Learning Verb to Identify the Level
(Affective Domain)
1. Receiving Accept, acknowledge, be aware
2. Responding Agree to, answer freely, assist, care
for
3. Valuing Adopt, assume responsibility,
choose, commit
4. Organization Adapt, adjust, arrange, balance
5. Internalizing Act upon, defend, advocate
![Page 16: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/16.jpg)
When Writing, Remember….
• Analyze your audience FIRST to guide your decision on goals and objectives.
• Be REALISTIC about the number of objectives you can really TEACH, and at what level, in the time you have available to speak.
• ALWAYS write you goals and objectives FIRST (before you write your speech).
Starting point
![Page 17: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/17.jpg)
Objective Activity 1
• Work in groups of to write 2-3 learning objectives for a lecture or talk you will be doing in the next few months. (10 minutes)
• Share objectives with audience (10 minutes)
![Page 18: Learning Objectives: Making Sure it Links...•Classification system for writing objectives •Affective domain –Feeling, attitudes •Psychomotor domain –Doing, skills •Cognitive](https://reader034.vdocument.in/reader034/viewer/2022042803/5f49c898ae9f9b075b6d8784/html5/thumbnails/18.jpg)
Questions