1. Learning Objectives

2. Objectives Objectives: By the conclusion to this session each participant should be able to… Differentiate between a goal and objectives when presented with both goals and objectives Explain the relationship of goals, objectives and outcomes Describe how outcomes result in competencies

3. Robert Gagné – Conditions of Learning Gagné says that learning is a [function] of chance To limit chance we need to be able to classify and specify learning objectives leading to learner outcomes

4. Think of a Trip You Wish to Take What questions should we ask in planning the trip? 1.Where will we go?  Goal 2.What route will we use?  Objectives 3.How will we know when we get there?  Outcomes

5. Goals (Purposes)

6. Goals Goals provide a sense of direction, in a rather specific way. Goals tell the learner why the subject is being taught. Students can commit to a goal if they understand why it is important. Goals therefore sustain our reasons for teaching the subject. Goals answer “Why am I teaching this subject, course, rotation, etc?”

7. Goals: Written for the Instructor & the Learner Purpose: students should be able to understand the basic structure of human anatomy Purpose: students should be able to design a well integrated PBL case Purpose: students should be able to write a course description including its purpose and course objectives. n.b. written for the but expressed from the learner’s point of view. Goal: tells the learner and the instructor the ultimate endpoint, broadly.

8. Goals Now you write a course goal, just for fun. We will be doing more of this in a group session.

9. Objectives

10. Purpose of Objectives Objectives have two practical purposes 1.Objectives offer a bridge between general goals or purposes and the instructional strategies 1.help achieve the goals/purposes 2.instructional strategies are chosen based on what is stated in the objectives 2.Objectives suggest teaching strategies in a format that allows the instructor to measure their effects on learners 1.Measure outcomes 2.Identify levels of competence

11. Objectives Defined Objectives are specific statements of learner behavior or outcomes that state the conditions under which the behavior is to be exhibited By the end of the 1 st year, given a list of 25 rashes, the Dermatology Resident will correctly identify them with a 95% degree of accuracy. If I am a Dermatology attending, I will think of a variety of teaching methods that I could use to facilitate the learners’ achievement of this objective.

12. Bloom’s Taxonomy Objectives, as we have seen, suggest learning activities, and define outcomes Cognitive objectives can be approached in a logical fashion using the taxonomy proposed by Benjamin Bloom, et. al. (1964) Using his six levels, we can consider learning activities and we can define, in absolute terms levels of outcomes Bloom B, M Englehart, W. Hill, E. Furst, and D. Krathwohl (1964). Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longman Green.

13. Bloom’s Taxonomy Application Comprehension Knowledge Higher Order Thinking Lower Order Thinking Evaluation Synthesis Analysis

14. Bloom’s Taxonomy Knowledge objectives require students to remember or recall information such as fact, terminology, problem-solving strategies, and rules Tell me an example of a knowledge objective Comprehension objectives require a degree of understanding. Students should be able to change the form of a communication; translate, restate what has been read; see connections or relationships; or draw conclusions or see consequences from information (inference). Give me an example of a knowledge objective

15. Bloom’s Taxonomy Application requires the student to use previously acquired information in a setting other than the one in which it was learned. Application objectives differ from comprehension objectives in that they require the presentation of a problem in a different and usually applied context What would be an application objective example? Analysis requires the learner to identify logical errors (contradictions, erroneous inferences) or to differentiate among facts, opinions, assumptions, hypotheses and conclusions. They have to draw relationships among ideas and compare contrast them. How is analysis different from application as an objective?

16. Bloom’s Taxonomy Synthesis requires a learner to produce something unique or original. Here students solve unfamiliar problems in unique ways or combine parts to form a unique or novel solution. This is clinical problem- solving. In clinical medicine, when are we using synthesis?

17. Bloom’s Taxonomy Evaluation requires competence in each of the previous behaviors. Students form judgments and make decisions about the value of methods, ideas, people or products that have a specific purpose. Students should state the bases for their judgments (e.g.., the criteria or principles, or theories they drew on to reach their conclusions What is an example of an evaluation objective? Give an example of when an evaluation objective could be used in teaching?

18. SMART Objectives Specific Measurable Attainable Relevant Timed

19. Affective Domain Krathwohl, Bloom and Masia (1964) developed a five level taxonomy for this domain As in the cognitive domain, it is hierarchical and assumes that higher level objectives include and are dependent upon lower-level affective skills Krathwohl D, B Bloom and B Masia (1964). Taxonomy of educational objectives. The classification of educational goals. Handbook II: Affective domain. New York: David McKay.

20. Affective Domain As a learner moves up the hierarchy, more involvement, commitment, and reliance on one’s self occurs as opposed to having one’s feelings, attitudes and values dictated by others

21. Affective Domain 5. Characterization 4. Organization 3. Valuing 2. Responding 1. Receiving Higher Level Lower Level More Authentic Less Authentic

22. Psychomotor Domain Devised by Harrow (1972), this taxonomy outlines five levels of psychomotor (skill) behavior.

23. Psychomotor Domain 5. Naturalization 4. Articulation 3. Precision 2. Manipulation 1. Imitation Most Complex Least Complex Most Authentic Least Authentic

24. Warnings! The lower order of objectives should not be confused with least desirable. Simple behaviors are important; higher order objectives depend on complete accomplishment of lower order objectives. It is important to use the taxonomies to provide a “broad array” of behaviors at different levels of complexity so that students may learn and move in a fashion supportive to their learning systems.

25. Warnings!! Behaviors of less complexity (e.g., recall of facts) are not necessarily easier to teach than behaviors of greater complexity (e.g., problem-solving) Do not be persuaded that lower-order, less complex behaviors require little preparation, fewer instructional resources, or less teaching time than higher-order, more complex behaviors.

26. Warnings!! The ease with which a behavior can be taught is not equivalent with the level of the behavior in the taxonomy (i.e., higher or lower) Higher or lower refer to the mental – cognitive – operations required of the student, and not the complexity of the activities required by the instructor to facilitate learning of the behavior.

27. Practice with goals, objectives and competencies You will practice writing goals, objectives and considering competent behaviors in your group session.