1. Educational Objectives : Taxonomy Of Learning & Specific Learning Objectives. Dr. Madhulika Mistry. P. D. U. MEDICAL COLLEGE & HOSPITAL RAJKOT. (GUJARAT)

2. Objectives At the end of this session the learner should be able to : 1. Define educational objectives 2. Differentiate the types of educational objectives. 3. Define terms cognitive, affective and psychomotor domains. 4. Relate these terms to intellectual skills, communication skills and manipulative skills respectively. 5. Formulate educational objectives belonging to the three domains.

3. It is a process, the chief goal of which is : To bring about desirable changes in the behavior of learner in the form of acquisition of knowledge, proficiency in skills & development of attitudes. Components: - Development of educational objectives - Organization of T-L activities - Evaluation

9. According to the domains of learning: 1.Cognitive domain 2.Affective domain 3.Psycomotor domain According to the level of objectives: 1. Institutional 2. Departmental 3. Specific Learning / Instructional Objective (SLO)

11. Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category‘. The most well known description of learning domains was developed by Benjamin Bloom. It is known as : “Bloom’s Taxonomy”

12. A taxonomy classifies information into a hierarchy of levels. Domain taxonomies reveal that what educators want students to accomplish ( expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially. Domain Taxonomies

13. The Three DOMAINS

14. Three Domains of Learning Cognitive Domain “Thinking” Affective Domain “Feeling” Psychomotor Domain “Doing”

15. 1.Cognitive domain The mental or intellectual thinking behaviors demonstrated by an individual

17. COGNITIVE DOMAIN Bloom’s Taxonomy is an order of learning with six levels. Knowledge Evaluation Synthesis Analysis Application Comprehension

20. 1. KNOWLEDGE Recalling, Remembering, and Recognizing. Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented. Depends upon memorizing or identifying facts without asking beyond.

21. 2. COMPREHENSION Describing and Explaining Grasping the meaning and intent of the material. Deals with content and involves ability to understand what is being communicated.

22. 3. APPLICATION Applying Information Using what is remembered and comprehended. Applies learning to real life, new, and/or concrete situations. It is ability to use knowledge and learned material in meaningful ways.

23. 4. ANALYSIS Reasoning Breaking material into parts and determining the relationships of these parts to each other and to the whole. Analyzing Relationships Taking one portion or piece at a time to clarify the overall idea.

24. 5. SYNTHESIS Creating Putting together parts and elements into a new form. Organizing ideas into new patterns and putting materials together in a structure which was not there before.

25. 6. EVALUATION Evaluating Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

27. Knowledge Comprehension Application Analysis Synthesis Evaluation Creative ThinkingCritical Thinking Cognitive Domain Levels

28. 2. Affective domain An individual’s emotions, attitudes, appreciations, interests, and/or values about “something” or someone

29. Affective: growth in feelings or emotional areas (Attitude) (feelings, emotions and behaviour, ie., attitude, or 'feel')

32. (1) Receiving : Ex. The learner would be able to show awareness of anxiety of the patient waiting for an invasive procedure. (2) Responding : Ex- The learner would be able to reassure the an anxious patient waiting an invasive procedure. (3) Valuing : Ex- The learner would be able to realize that its worth spending time reassuring patient whenever they are anxious.

33. (4) Organization : Ex-The learner would be able to form judgments as to the responsibility of the health care team for commitment towards the emotional wellbeing of patients. (5) Characterization : Ex- The learner would be able to determine how the goal of health for all has the bearing on the political will and commitment toward emotional wellbeing of patients.

34. Psychomotor domain Physical activities involving gross and/or fine motor skills, such as coordination, dexterity, strength, manipulation, and speed

35. Psychomotor: manual or physical skills (Skills) (manual and physical skills, ie., skills, or 'do')

37. Readiness : The learner should be in a state of mental, Physical and emotional readiness. Observation : The learner shall observe the steps of CPR. Perception : The learner shall become able to perform CPR. Response : The learner shall perform effective CPR independently in hospital setup. Adaptation : The learner shall perform CPR on victims of accident in the road side. Organization : The learner shall modify CPR protocol to make it more effective.

38. Review CognitiveAffectiveBehavioral ThinkingFeelingDoing HeadHeartHands

39. Cognitive Domain Levels LevelDescriptionVerbs KnowledgeTo recall or recognize information in some pre-arranged form. Define List Comprehen- sion To understand meaning of information based on prior learning. Describe Explain Interpret ApplicationTo utilize information to complete a task with limited direction. Compute Solve Use AnalysisTo classify and relate assumptions or evidence. Contrast Examine SynthesisTo integrate or combine ideas into a new product or plan. Design Develop Organize EvaluationCritique idea based on specific standards and criteria. Appraise Judge Justify

40. Affective Domain Levels LevelDescriptionVerbs ReceivingBeing aware of, or attending to something in the environment. Listen Notice Tolerate RespondingShowing some new behavior as a result of experience. Comply Enjoy Follow ValuingShowing some definite involvement or commitment. Carry out, Express OrganizationIntegrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Characterizatio n Acting consistently with the new value; person is known by the value. Act on Depict Exemplify

41. Psychomotor Domain Levels LevelDescriptionVerbs PerceivingRecognizing movement position or pattern.Listen Observe PatterningReproducing movement position or pattern.Imitate Practice AccommodatingUsing or modifying movement position or pattern. Adjust Modify RefiningDemonstrating efficient control in performing pattern. Improve Master VaryingPerforming movement pattern in different ways. Design Develop ImprovisingOriginating novel movement or movement combinations. Construct Invent ComposingCreating unique movement pattern.Create Invent

42. Types of objectives 2. According to level of objective: 1.Institutional (general) 2.Departmental (intermediate) 3.Specific instructional/behavioral 1.Institutional (general) E.g. At the end of training at medical college the medical graduate should be able to: Diagnose and perform first level management of acute emergencies promptly & efficiently.

43. 2.Departmental (intermediate) E.g. At the end of the training in the Dept. of Medicine the students should be able to : Perform methods of first level management of acute emergencies in medicine. 3.Specific instructional (SLO)/behavioral E.g. At the end of the training sessions the students should be able to: Perform C.P.R. measures outside the hospital also without any access to modern resuscitative equipments.

44. Goals vs Objectives Course goals DDescribe the overall purpose of the course within the larger curriculum Course objectives BBreak down goals into measurable behaviors that demonstrate competency EEnsure successful accomplishment of course goals

45. Characteristics of Goals Broad, vague General intentions or observations Intangible Abstract Cannot be validated

46. Characteristics of Learner Objectives Narrow, limited Precise Concrete Measurable Competency based Always stated in terms of the learner

47. Characteristics (Qualities) of Objectives: RELEVANT: Conform to the needs of the learner and institutional objectives. UNEQUIVOCAL: Clear action verbs are used. FEASIBLE: Be within the limit of time and resources available. OBSERVABLE: E.g. written, spoken, performed, etc. MEASURABLE: E.g. rating, grading, marking, etc.

48. Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies Assignments A1A7A6A5A4A3A2 Alignment Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group

49. Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies Assignments A1A7A6A5A4A3A2 Out of Alignment Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group

51. Components of a SLO Audience Content (Observable Behavior) Condition of performance Degree/criteria

52. Audience The learner – who will be doing the behavior UUndergraduate students GGraduate students PProfessionals GGovernment personnel

53. Observable Behavior / Content What will the learner be able to do as a result of learning? Example: ……… will diagnose anemia……..

54. Condition What are the conditions under which the learners must demonstrate their mastery of the objective? Example: ….. On the basis of detailed hematological picture described in patient’s records.

55. Degree or Criteria What are the standards of acceptable performance - Quantity, quality, efficiency durability? Example: …… in 100% of cases…..

56. Complete SLO The student should be able to diagnose anemia in 100% of cases on the basis of a detailed hematological picture described in the patient’s records.

57. AudienceThe students will be able to Behavior/ Performance (obligatory) What the learner is expected to be able to do, what is the learner doing when demonstrating achievement of the objective Condition (optional) Identifies important condition (if any)of under which his performance is to occur. Criteria (optional) Describe how well the learner meet perform in order to be considered acceptable.

58. Conclusion It can be said that an educational process without objectives would be like a rudderless ship with neither the teacher nor the learner having any control and final destination may be quite different from the intended.