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Writing Objectives

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Appreciate the value of writing clear and measurable behavioral objectives. ... Students will gain an appreciation and understanding of the value of applying ... – PowerPoint PPT presentation

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Title: Writing Objectives


1
Writing Objectives
  • Rationale and Strategies

Presented by Dennis Baker, Ph.D., Assistant Dean
for Faculty Development
2
Session Goals
  • Appreciate the value of writing clear and
    measurable behavioral objectives.
  • Re-evaluate objectives they have written and work
    to enhance them.
  • Make additional efforts to enhance the congruency
    of Objectives, Learning Activities, and Test
    Items.

3
Session Objectives
  • State the definition of a behavioral objective.
  • List the three components of a behavioral
    objective.
  • List three purposes which behavioral objectives
    serve.
  • State a rationale for writing behavioral
    objectives.
  • Describe a strategy for writing behavioral
    objectives.
  • Describe how to increase the congruency among
    objectives, learning activities, and evaluation

4
Model for Designing Instruction
Needs Assess
Learner Characteristics
Evaluation Feedback
Goals
Support Logistics

Revise
Objectives
T L Activities
Content
Pre Post Assessment
5
Goals and Objectives
Goals
Objectives

6
Goals
  • Definition
  • A statement that describes in broad terms what
    the learner will do.
  • Example
  • Students will gain an appreciation and
    understanding of the value of applying family
    systems theory to the real world of patient care.

7
Objectives
  • Definition
  • A statement in specific and measurable terms that
    describes what the learner will know or be able
    to do.
  • Example
  • Students will be able to construct a three
    generation genogram with a patient in the office
    setting within a 5 minute time frame and explain
    how the information potentially impacts on the
    patients care.

8
Comparison
  • Goal
  • Students will gain an appreciation and
    understanding of the value of applying family
    systems theory to the real world of patient care.
  • Objective
  • Students will be able to construct a three
    generation genogram with a patient in the office
    setting within a 5 minute time frame and explain
    how the information potentially impacts on the
    patients care.

9
Parts of an Objective
  • Measurable verb
  • Construct
  • Explain
  • Criteria
  • 3 generation genogram
  • Within 5 minutes
  • Conditions
  • In the office setting with patient

10
Measurable Verbs
  • Know the purposes of behavioral Objectives.
  • State the purposes of behavioral objectives.
  • Understand the difference between goals and
    objectives.
  • Describe the difference between goals and
    objectives.

11
Terms Sources of Confusion
  • Behavioral Objectives
  • Instructional Objectives
  • Educational Objectives
  • Terminal Objectives
  • Outcomes
  • Objectives
  • Aims
  • Intents
  • Objections

12
Rationale
  • Purposes
  • Guide for the teacher
  • Guide for learner
  • Basis for dialogue
  • Basis for evaluation
  • Makes curriculum explicit
  • Makes curriculum analysis/evaluation possible

13
Domains
  • Cognitive (knowing)
  • Psychomotor (doing)
  • Affective (feeling)

14
Levels of Cognition
  • Blooms Taxonomy
  • Knowledge (verbal recall)
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

15
Levels of Objectives
  • What is the level of this objective?
  • Participants will be able to name the three parts
    of a behavioral objective.
  • What is the level of this objective?
  • Participants will be able to write a behavioral
    objective that contains a measurable verb,
    condition, and criteria.

16
Specificity and Level
  • No So Specific
  • The learner will be able to orally present a new
    patient's case
  • More Specific
  • The learner will be able to orally present a new
    patient's case in a logical sequence (SOAP),
    chronologically developing the present illness,
    summarizing the pertinent positive and negative
    findings as well as the differential diagnosis
    and plans for further testing and treatment.

17
Writing Process
  • Start with the bigger goal in mind.
  • Write the objective in general but measurable
    terms.
  • Think about the learning context.
  • Think about how you want to measure it.
  • Rewrite to make the objective more specific and
    check it for measurable verb, meaningful
    conditions, and meaningful criteria.
  • Share it with a colleague for feedback.
  • Rewrite to further clarify.

18
Creating the Magic Triangle
Teaching/Learning Activities
Evaluation
Objectives
19
Not So Magic Triangle
Teaching/Learning Activities
Objectives
Evaluation
20
The End
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