Module TwoModule TwoDeveloping Instructional designDeveloping Instructional design

Unit (3) Educational planUnit (3) Educational plan GoalGoalAt the end of this unit the student At the end of this unit the student should be able toshould be able to::

Analyze the principles of learning Analyze the principles of learning in order to in order to design learner oriented design learner oriented units of instructionunits of instruction

Unit (3) Educational planUnit (3) Educational plan

Learning ObjectivesLearning Objectives

1.1. Comprehend educational objectivesComprehend educational objectives

2.2. Appreciate how objectives guide Appreciate how objectives guide

teaching teaching

3.3. list characteristics of quality list characteristics of quality

educational objectiveeducational objective

4.4. list components of educational list components of educational

objective:objective:

Cont. unit objectivesCont. unit objectives

5. 5. write educational objective for a write educational objective for a

given unit of instructiongiven unit of instruction

66. Differentiate domains of educational . Differentiate domains of educational

objectivesobjectives

77. Relate action verbs for each domains. Relate action verbs for each domains

88. Recognize levels for each domains. Recognize levels for each domains

99. Select an objectives for each domains . Select an objectives for each domains

for a given unit of instructionfor a given unit of instruction

HOW TO DEFINEHOW TO DEFINEInstructional DesignInstructional Design??? ???

instructionalinstructional design aims at giving decisions

regarding the following aspects of the study:

• What will be accomplished ? (learning outcomes)

• What will be presented ? (content)

• How content will be communicated ? (methods

and media).

• When content will be communicated ?(time of

conducting &duration)

• Where content will be communicated ?( place or

setting of conducting; theoretical and/or practicum)

• Who will do it? (assigned person; teacher, student,

others)

D-Implement Educational Program

G-Improvement the Educational Program

A-Needs Assessment

F-Feedback to 1- Learner 2- Teacher 3-Organization

E-Evaluate the EducationalProgram

B-Educational objectives1- Cognitive 2- Psychomotor 3-Attitude

C-Plan and Design Educational Program 1-Content 2-Method 3- Material4-Evaluation methodology 5-Environment

11 . .Assessment of learner Assessment of learner

needsneeds It is the first step in the instructional design It is the first step in the instructional design processprocess Serves as an objective way of uncovering Serves as an objective way of uncovering human human performance problems or performance problems or potential problems. potential problems. It is It is ““A gap between what people know, do or A gap between what people know, do or feel feel and and what they should know, do or what they should know, do or feel to perform feel to perform competently or competently or to prepare for additional responsibility .to prepare for additional responsibility . It help teachers to develop a good sense of It help teachers to develop a good sense of what would be what would be beneficial for their learners beneficial for their learners to know or to do to perform to know or to do to perform competentlycompetently

Example 3.1. Needs assessment for developing Example 3.1. Needs assessment for developing management programmanagement program

MANAGEMENT SKILLS AND TECHNIQUES MANAGEMENT SKILLS AND TECHNIQUES

  

The purpose of this questionnaire is to provide the facilitator of this The purpose of this questionnaire is to provide the facilitator of this program with insights into program with insights into your current skills your current skills and knowledge about the and knowledge about the subject of managing others. By knowing what subject of managing others. By knowing what new skills new skills and knowledge and knowledge you would like from the program, the facilitator will be better able to you would like from the program, the facilitator will be better able to meet your needs.meet your needs.

   Name: ----------------------------------------------------Name: ---------------------------------------------------- Current Position: -----------------------Current Position: -----------------------   Bank: -----------------------------------------------------Bank: ----------------------------------------------------- City, State: ------------------------------City, State: ------------------------------ Previous positions held: Previous positions held: Formal education beyond high school:Formal education beyond high school: What management courses, workshops, or seminars have you attended?What management courses, workshops, or seminars have you attended? Briefly describe the responsibilities of your current position:Briefly describe the responsibilities of your current position: How long have you managed or supervise others?How long have you managed or supervise others? How many people do you directly supervise or manage?How many people do you directly supervise or manage? What do you believe is the most difficult problem or challenge you face in managing people?What do you believe is the most difficult problem or challenge you face in managing people? What one specific thing do you want to learn from this program?What one specific thing do you want to learn from this program?

What concerns do you have about participating in this learning experienceWhat concerns do you have about participating in this learning experience??

  

  

  

  

  

Educational Educational ObjectivesObjectives

Once learning needs have been Once learning needs have been identified, the objective of the identified, the objective of the

educational program should be statededucational program should be stated Definition of objectivesDefinition of objectives::

Desired changes of the behavior or Desired changes of the behavior or desired outcome which the teaching-desired outcome which the teaching-learning process is meant to achieve)learning process is meant to achieve)

OrOr Objectives are statements that Objectives are statements that describe what the students will know describe what the students will know and be able to do after completing the and be able to do after completing the course.course.

Goals & ObjectivesGoals & Objectives GoalsGoalsObjectivesObjectives

Are broad, brief Are broad, brief statements of intent that statements of intent that provide focus or vision for provide focus or vision for program planning .program planning .

Are more realistic, Are more realistic, describedescribe

targets for the programtargets for the program

They are write They are write in non-in non-specific, non-measurable specific, non-measurable verbsverbs as; as; learnlearn, , understandunderstand, , feel ,feel , know know and usually cannot be and usually cannot be attained. attained.

They are write in an They are write in an active active

measurable tensemeasurable tense and use and use

strong verbsstrong verbs like like planplan, , write,write,

conductconduct, , produce, they can be produce, they can be

attainedattained

Goals & ObjectivesGoals & Objectives

GoalsGoalsObjectivesObjectives

GlobalGlobalSpecificSpecific

BroadBroadSingularSingular

long-termlong-termshort-termshort-term

Multi-dimensionalMulti-dimensionalUni-dimensionalUni-dimensional

Importance of stating Importance of stating objectivesobjectives

ororHow objectives guide teachingHow objectives guide teaching

Stating objectives is very important Stating objectives is very important because it provides because it provides criteria forcriteria for selecting selecting

contentcontent of the program, of the program, selecting selecting teaching strategiesteaching strategies and a basis for and a basis for

evaluationevaluation

Assessment

(how students'

achievement is

assessed)

Content(what is

taught)

Methods(how it is taught)

Objectives guide

Advantages to Writing Advantages to Writing ObjectivesObjectives

Three Major Advantages to Writing Three Major Advantages to Writing Objectives :Objectives :

Provides basis for selection and design of Provides basis for selection and design of instructional content, methods, and instructional content, methods, and materialsmaterials

Provides learner with means to organize Provides learner with means to organize efforts toward accomplishing objectivesefforts toward accomplishing objectives

Allows for determination as to the extent Allows for determination as to the extent that objectives have been accomplishedthat objectives have been accomplished

Responsibility for Establishing Responsibility for Establishing Goals and ObjectivesGoals and Objectives

Setting of goals and objectives Setting of goals and objectives must be a must be a mutual decision-making processmutual decision-making process between between the the teacher and the learner.teacher and the learner.

Both parties must Both parties must ““buy intobuy into”” and participate in and participate in establishing predetermined objectives and establishing predetermined objectives and goals goals prior to initiating the teaching/learning prior to initiating the teaching/learning processprocess..

Blending (combining together) what the Blending (combining together) what the learner wants to learn and what the teacher learner wants to learn and what the teacher has assessed the learner needs to know to has assessed the learner needs to know to provide for a mutually accountable, respectful, provide for a mutually accountable, respectful, and fulfilling educational experience.and fulfilling educational experience.

Types of Educational ObjectivesTypes of Educational Objectives objectives have been classified into objectives have been classified into three types three types

(1)

General objectives

(2)

Intermediate objectives

(3)

Specific objectives

General objectives (Goal) General objectives (Goal)

Reflect main professional functions Reflect main professional functions

which are broad statements and describe which are broad statements and describe

those objectives that the learner should those objectives that the learner should

be able to demonstrate at the end of the be able to demonstrate at the end of the

academic educational program.academic educational program.

Example:Example:

Providing preventive and curative care Providing preventive and curative care

to the individual and community, in to the individual and community, in

health and in sickness. (health and in sickness. (See also See also Example 3.2.)Example 3.2.)

Intermediate objectivesIntermediate objectives

Breaking down professional Breaking down professional

functions into components functions into components

(activities) which together (activities) which together

indicate the nature of the indicate the nature of the

functions.functions.

Example:Example:

planning and carrying out blood planning and carrying out blood

sampling session for a group of sampling session for a group of

adult in the community.adult in the community.

Specific objectivesSpecific objectives

precise professional tasks whose precise professional tasks whose results are results are

observable and measurableobservable and measurable against given criteria. It against given criteria. It

should be should be stated for each course in order to reach the stated for each course in order to reach the

general objectivesgeneral objectives of the academic educational of the academic educational

program. program.

Specific objectives Specific objectives describe the performance describe the performance

demonstrated by the learner at the end of each demonstrated by the learner at the end of each

course or unitscourse or units..

Example:Example:

Using the syringe to take a blood sample (5 ml) from Using the syringe to take a blood sample (5 ml) from

the capitalthe capital vein of an adult (criteria: absence of vein of an adult (criteria: absence of

hematoma; amount of blood taken within 10% of the hematoma; amount of blood taken within 10% of the

amount required; not more than two attempts). amount required; not more than two attempts). See also See also

Example 3.3Example 3.3. .

N.BN.BIn stating specific objectives ; In stating specific objectives ; the verb the verb will help to focus on what will be will help to focus on what will be assessedassessed For example For example ““Students will be able to Students will be able to do do researchresearch””. . The verb The verb dodo is vague. Do you mean is vague. Do you mean identifyidentify an appropriate research an appropriate research question, question, reviewreview the literature, the literature, establishestablish hypotheses, hypotheses, useuse research technology, research technology, collectcollect data, data, analyzeanalyze data, data, interpretinterpret results, results, draw draw conclusions, conclusions, recommendrecommend further research, or all of those? Each of further research, or all of those? Each of thethe verbs verbs in those statements in those statements is is appropriately specificappropriately specific. . The more The more specific objectives is easier to assess specific objectives is easier to assess than the broadthan the broad. .

Example for Goal & Example for Goal & Specific objectivesSpecific objectives

BroadBroad::

Identify mental health problems in children; Identify mental health problems in children; propose measures and participate in their propose measures and participate in their application.application.

More specificMore specific::

1.1. Determine the priority mental health Determine the priority mental health problems in children of his own health sector.problems in children of his own health sector.

2.2. Coordinate health, administrative and Coordinate health, administrative and educational resources available for dealing educational resources available for dealing with mental health probwith mental health prob lems in children lems in children (particularly those(particularly those

Class Activity. Matrix checklist 3.1 Class Activity. Matrix checklist 3.1 (10 minutes)(10 minutes)

Application of SMART at all goals Application of SMART at all goals

and objectives will promote a strong and objectives will promote a strong

program or project that are directed program or project that are directed

to the outcome . to the outcome . SMART means SMART means

characteristics of a specific educational objective

• S. M. A. R. T

•

Simple

Measurable Attainablerealistic

Timingspecifics

SSpecificpecific: :

The objective must be clearly defined.The objective must be clearly defined. ““What What exactly are we going to do, with or for exactly are we going to do, with or for

whomwhom””??

MMeasurable : easurable : The objective must be measured and the The objective must be measured and the measurement source is identified. measurement source is identified.

All activities should be measurable at some All activities should be measurable at some levellevel. .

““Is it measurable & can WE Is it measurable & can WE measure itmeasure it””??

AAchievablechievable: : The objective must be directly supports the The objective must be directly supports the

outcomes of theoutcomes of the program agencyprogram agency..”” Will this objective lead to the desired Will this objective lead to the desired

resultsresults””??

RRealistic or relevantealistic or relevant: : The objective must be realistic regardingThe objective must be realistic regarding conditions, time period, resources conditions, time period, resources allocated, etcallocated, etc . .

““Can it done in the proposed Can it done in the proposed timeframe/in this political climate/ for this timeframe/in this political climate/ for this

amount of moneyamount of money””??

TTimelyimely:: The objective must be stating clearly The objective must be stating clearly

when the objective will be achievedwhen the objective will be achieved ““When will be accomplish this When will be accomplish this

objectiveobjective””??

Components of Components of educational objectiveeducational objective

Well-written objectives contains three Well-written objectives contains three components:components:

(1)Conditio

ns

(2)Performa

nce

(3)Criteria

Components of Components of educational objectiveeducational objective

Condition (When)Condition (When) When to demonstrate the knowledge or When to demonstrate the knowledge or perform the skill ie: the perform the skill ie: the condition condition under which the behavior will be under which the behavior will be expected to occur. expected to occur. Course objectives should specify Course objectives should specify when when the student should demonstrate the the student should demonstrate the expected level of knowledge or skill, expected level of knowledge or skill, ie: ie: After completing this moduleAfter completing this module, , after completing this course,after completing this course, after after completing this clinical rotation,completing this clinical rotation, after completing this lesson. after completing this lesson.

Components of educational Components of educational objectiveobjectivePerformance (Who , what)Performance (Who , what)

The course objective The course objective states the person who states the person who will demonstrate competencywill demonstrate competency. This will . This will usually be the student or trainer. This is the usually be the student or trainer. This is the heart of the course objective. heart of the course objective. It describes It describes what the learner will be able to do at the what the learner will be able to do at the end of instruction and be acceptable to end of instruction and be acceptable to the instructor as a proof that learning has the instructor as a proof that learning has occurred. The statement should begin occurred. The statement should begin with an action verb,with an action verb, for example for example after completing of maternal child health course after completing of maternal child health course the student willthe student will::

Assist with a normal childbirthAssist with a normal childbirth Assess and classify the sick childAssess and classify the sick child Administer the chosen family planning Administer the chosen family planning methodmethod Provide counseling and testing services Provide counseling and testing services for people with for people with HIV/AIDSHIV/AIDS

Components of educational Components of educational objectiveobjective

Criteria of performance. (How)Criteria of performance. (How)

Quantitative or qualitative criteria Quantitative or qualitative criteria

against which learner's performance will against which learner's performance will

be measured to determine successful be measured to determine successful

learning, learning,

A criterion is a A criterion is a description of how description of how

well the performance must be well the performance must be

demonstrated, demonstrated, or the performance or the performance

standard. standard.

Components of educational Components of educational objectiveobjective

Consider these examples of Consider these examples of standardsstandards::

According to the standards presented According to the standards presented in the course materialsin the course materials

According to the clinical protocol or According to the clinical protocol or checklistchecklist

With at least 97% accuracyWith at least 97% accuracy

Another example of Components Another example of Components of an objectiveof an objective

At the end of their field researchAt the end of their field research

(Condition ,When)(Condition ,When),,

Students will be able to write a Students will be able to write a

research paperresearch paper

(( Performance , Who , What) Performance , Who , What)

In the appropriate scientific style In the appropriate scientific style

(Criteria, How)(Criteria, How)

Domains of educational Domains of educational objectivesobjectives

Educational objectives are classified into Educational objectives are classified into 3 domains3 domains:: Cognitive:Cognitive:Those objectives concerned with knowledge, understanding Those objectives concerned with knowledge, understanding

and intellectual skills such as problem solving.and intellectual skills such as problem solving.

Affective:Affective:

Those objectives concerned with feelings and emotions Those objectives concerned with feelings and emotions such as attitudes, values, appreciations and interests.such as attitudes, values, appreciations and interests.

Psychomotor:Psychomotor:Those objectives concerned with manipulative skills and Those objectives concerned with manipulative skills and

coordinated. coordinated.

Example for cognitive objective:Example for cognitive objective:

Following a discussion related to nurse-Following a discussion related to nurse-patient interaction, the registered nurse will patient interaction, the registered nurse will identify in writing four phases of nurse-patient identify in writing four phases of nurse-patient relationship.relationship.Example for affective objective:Example for affective objective:

Given the opportunity for attending a Given the opportunity for attending a leadership development workshop leadership development workshop –– the the registered nurse demonstrates interest by registered nurse demonstrates interest by participating in discussion and completing participating in discussion and completing written assignments.written assignments.Example of psychomotor objective:Example of psychomotor objective:

After observing a demonstration of an After observing a demonstration of an intramuscular injection, the licensed practical intramuscular injection, the licensed practical nurse will repeat the demonstration in nurse will repeat the demonstration in accordance with established procedure.accordance with established procedure.

Taxonomy of objectivesTaxonomy of objectives

Why Should Teachers Classify Why Should Teachers Classify Objectives?Objectives?

What is Blooms Learning Taxonomy ?What is Blooms Learning Taxonomy ?

Taxonomy of objectivesTaxonomy of objectives

Bloom's learning domainsBloom's learning domains

Bloom's learning domainsBloom's learning domainsI- Cognitive DomainI- Cognitive Domain

Evaluationjudges the value of information

Synthesisbuilds a pattern from diverse

elements

Analysisseparates information into part for

better understanding

Applicationapplying knowledge to a new

situation

Comprehensionunderstanding information

Knowledgerecall of data

  II- II- Affective DomainAffective Domain

Internalizing Values

behavior which is controlled by a value system

Organizationorganizing values into order of priority

Valuingthe value a person attaches to something

Responding to phenomena

taking an active part in learning; participating

Receiving phenomena

an awareness; willingness to listen

III- Psychomotor DomainIII- Psychomotor Domain

Originationa learner's ability to create new movement patterns

Adaptationa learner's ability to modify motor skills to fit a new situation

Complex Overt Response

the intermediate stage of learning a complex skill

Mechanismthe ability to perform a complex motor skill

Guided Response

the early stage of learning a complex skill which includes imitation

Seta learner's readiness to act

Perceptionthe ability to use sensory cues to guide physical activity

Related Action Verbs to the three domainsRelated Action Verbs to the three domains

Learning

Type

Related Action Verbs

Attitude Development

Adjust, analyze , assess, choose, criticize, decide, evaluate, pick, select.

Skill Development

assemble , compute , construct , copy , count, demonstrate, design, develop, draw, measure, operate, prepare, process, prove, record, repair, solve, peak, transcribe, type, write.

Knowledge

Development

Cite, compare, contrast, define, describe, detect, Differentiate, distinguish, enumerate, explain

Identify, list, name, quote, recite, recognize, relate, Repeat, reproduce

Common Mistakes When Common Mistakes When Writing ObjectivesWriting Objectives

Describing what the instructor will do Describing what the instructor will do rather than what rather than what the the learner will dolearner will do Including more than one behavior in a Including more than one behavior in a single objectivesingle objective Forgetting to include all the objective ‘s Forgetting to include all the objective ‘s componentscomponents Using performance terms subject to many Using performance terms subject to many interpretations interpretations and that are not action-and that are not action-orientedorientedwriting an unattainable, unrealistic writing an unattainable, unrealistic objectiveobjectivewriting objectives unrelated to stated goalwriting objectives unrelated to stated goalcluttering cluttering يكدس او يكدس يزحم او an objective with an objective withيزحمunnecessary informationunnecessary informationmaking an objective too general so that the making an objective too general so that the outcome is not outcome is not clearclear

Class activity3.4Class activity3.4

Checklist Matrix Exercise to Checklist Matrix Exercise to differentiate Three Learning differentiate Three Learning

domainsdomains

WELL DONEWELL DONE