the abcs of learning objectives - university of … • 1962: robert mager’s preparing...
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The ABCs of Learning Objectives
Michelle Zagar, Pharm.D., M.Ed.,CGP ULM School of Pharmacy
Spring 2015 Retreat
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Our Learning Objectives
At the conclusion of this presentation, faculty should be able to:
• Distinguish between goals & objectives.
• Recognize the characteristics of useful learning objectives.
• List the 4 components of learning objectives.
• Identify observable, measurable verbs for writing objectives in the cognitive domain.
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Background
• Activities required for successful instruction 1. Analysis
• Consider what students already know
• Consider what students need to know
2. Design & development • Clearly specify what you intend to accomplish by instruction
• Select & design learning experiences
3. Implementation
4. Evaluation & improvement • Assessment of student
• Assessment of lesson / instructor
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Objectives
• 1962: Robert Mager’s Preparing
Instructional Objectives
• Learning Objective:
– “a description of a performance you want learners
to be able to exhibit before you consider them
competent” p.5
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Why should we write objectives?
1. Needed to select & design appropriate
materials, content, & methods
2. Provides evidence of objective
accomplishment
3. Helps students organize study toward
accomplishment of objectives
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Goals vs Objectives
• Goals = broad, general, non-specific
• Overall learning
– SoP goal: Promote wellness and disease prevention.
• Objectives = specific, observable, measurable
• Specific learning
– In-class objective: Identify patient characteristics for
which diabetes screening should be recommended.
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Considerations in Objective Writing
1. Related to intended outcomes, not
process for achieving outcomes
2. Concerned with students, not
teachers
3. Specific & measurable, not broad &
intangible
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Outcomes vs. Process
• Teaching & lecturing = part of
instructional process, not the purpose
– To provide a lecture on antihypertensives.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Outcomes vs. Process
• Teaching & lecturing = part of
instructional process, not the purpose
– Explain the basic pharmacology of ACE-
inhibitors.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Specific vs. General
• If objectives aren’t specific enough,
can’t determine if they have been met
– Discuss Medicare Part D.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Specific vs. General
• If objectives aren’t specific enough, can’t determine if they have been met
• Outline the 5 phases of Medicare Part D benefits related to cost structure.
• Describe standard and low-income provisions of Medicare Part D.
• Differentiate drugs that are categorically covered and excluded by Medicare Part D.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Students vs. Instructors
• LEARNING objectives should describe
student's performance, not instructor's
• Ask “Who are my students & what should they
be able to do at the end of MY instruction in
THIS course?”
– P1 vs P2 vs P3 vs P4 vs PGY1 vs PGY2 vs
PhD vs BCPS
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Students vs. Instructors
• LEARNING objectives should describe student's performance, not instructor's
• Ask “Who are my students & what should they be able to do at the end of MY instruction?”
– Outline the 5 phases of Medicare Part D benefits related to cost structure. (P2 - 4077)
– Using the Medicare Plan Finder, justify the most appropriate stand-alone prescription drug plan for a given drug list. (P2 - 4099)
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Students vs. Instructors
• LEARNING objectives should describe student's performance, not instructor's
• Ask “Who are my students & what should they be able to do at the end of MY instruction?”
– Given a patient’s list of medications and using the Medicare Plan Finder, provide Medicare prescription drug plan selection counseling and enrollment assistance. (P4)
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Measurable vs. Unmeasurable
• Describe outcomes that can be
observed
– Understand the physiology of aging.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Measurable vs. Unmeasurable
• Describe outcomes that can be
observed
– Identify age-related changes in pharmacodynamic
sensitivity to medications.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Components of Objectives
• A = Audience
• B = Behavior
• C = Condition
• D = Degree*
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Components of Objectives
• A = Audience
– LEARNING objectives are for students, not
teachers
• The student will be able to…
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Components of Objectives
• B = Behavior
– “skill or knowledge to be gained & the
action or skill the student is able to do”
– should be specific & singular
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Components of Objectives
• B = Behavior
– The verb that describes the desirable
behavior must be observable.
• What is the learner doing while demonstrating
achievement of the objective?
– Verbs can be categorized by domains of
learning.
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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“The Verb”
• Helps to focus on what you will assess
• The student will do research.
– Do = ? • State hypothesis?
• Collect data?
• Analyze data?
• Interpret results?
• Draw conclusions?
• All of the above?
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Domains of Learning
• Cognitive: emphasizes knowledge
– What should the student know?
• Psychomotor: focuses on skills
– What should the student be able to do?
• Affective: highlights attitudes & feelings
– What should the student think or care about?
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Cognitive Domain
Bloom, 1956 Anderson, 2001
Bloom BS (ed.). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay; 1956. Anderson LW, Krathwohl DR. A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy. New York: Longman Publishing; 2001.
Analysis
Application
Comprehension
Knowledge
Synthesis
Evaluation
Analyzing
Applying
Understanding
Remembering
Evaluating
Creating
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Observable Behaviors Evaluation / Creating
compare & contrast, critique, defend, evaluate, justify
Synthesis / Evaluating
categorize, collaborate, communicate, compare,
contrast, formulate, intervene, reorganize
Analysis / Analyzing
analyze, correlate, classify, differentiate, discriminate, distinguish, estimate, interpret,
outline, prioritize, recognize, separate
Application / Applying
apply, choose, construct, demonstrate, determine, develop, implement, participate, predict, prepare, solve, utilize
Comprehension / Understanding
classify, cite, convert, describe, discuss, estimate, explain, extrapolate, generalize, identify, translate, summarize
Knowledge/Remembering
cite, define, describe, identify, label, list, match, recognize, reproduce, select, state
Bloom BS (ed.). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay; 1956. Anderson LW, Krathwohl DR. A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy. New York: Longman Publishing; 2001.
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Consider the Level
• Lecture objectives: – — Discuss goals of management for osteoarthritis (OA).
– Outline American College of Rheumatology (ACR) recommendations for management of OA.
– Outline American Heart Association (AHA) recommendations for NSAID use.
– Given patient-specific information, recommend appropriate non-pharmacologic therapy for OA.
– Given patient-specific information, develop an appropriate pharmacotherapeutic regimen for OA.
– Identify monitoring parameters for safety & efficacy of OA treatment regimens.
– Outline patient education information for OA therapy.
• Course objectives: – List goals of management for osteoarthritis.
– Based upon patient-specific information, recommend appropriate use of nonpharmacologic & pharmacologic therapies for osteoarthritis.
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Components of Objectives
• C = Condition – Identifies any conditions under which performance
is to occur; includes tools or assistance to be
provided
– Not always stated (if obvious)
– Examples:
• Given a list of normal lab values…
• Given patient-specific information…
• Without the use of references…
• At the conclusion of this module…
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Components of Objectives
• D = Degree
– Defines criterion of acceptable
performance
– Not always stated (ex: 70% passing score)
– Examples:
• time limits, accuracy, quality
Mager, RF. Preparing instructional objectives. 3rd ed. Atlanta, GA: The Center for Effective Performance; 1997.
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Recap
• The 4 components of objectives are:
A = Audience
B = Behavior
C = Condition
D = Degree
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Recap
• Effective learning objectives should be:
– Consistent with curricular goals
– Specific & clearly stated
– Clearly measurable
– Realistic
– Important & relevant
– Appropriate for the level of the learner