HEALTH EDUCATION (Behavioral Educational Objectives

Objectives and Teaching Plans) - Are used to identify the intended

(P.445 PDF) outcomes of the education process,
whether referring to an aspect of a
Taxonomic System
program or a total program of study,
- Devised by Bloom Englehart, Furst, that guide the design of curriculum
Hill, and Krathwohl (1956) for units.
categorizing objectives of learning
Instructional Objectives
according to a hierarchy of
behaviors has been the cornerstone - Describe the teaching activities,
of teaching for over half a century. specific content areas, and resources
used to facilitate effective
Taxonomy
instruction (Morrison, Ross, Kemp, &
- The ordering of these behaviors Kalman, 2010)
based on their type and complexity.
Behavioral Objectives
- Pertains to the level of knowledge
to be learned, the kind of behaviors - Also referred to as learning
most relevant and attainable for an objectives, make use of the modifier
individual learner or group of behavioral or learning to denote
learners, and the sequencing of that this type of objective is action
knowledge and experiences for oriented rather than content
learning from simple to the most oriented, learner centered rather
complex. than teacher centered, and short-
- The most prominent differences term outcome focused rather than
include changing the names in the process focused.
six categories from noun to verb - Is the intended result of instruction,
forms and rearranging the last two not the process or means of
categories instruction itself.
- Describe precisely what the learner
will be able to do following the
Types of Objectives instruction.

- Educational
- Instructional
- Behavioral
Characteristics of Goals and Objectives exhibit before they are considered
competent.
Goal
- Must be achieved before the goal
- Is the final outcome to be achieved can be reached.
at the end of the teaching and - They must be observable and
learning process. measurable for the educator to be
- Also commonly referred to as able to determine whether they
learning outcomes, are global and have been met by the learner.
broad in nature and are long-term - Are derived from a goal and must be
targets for both the learner and the consistent with and related to that
teacher. goal.
- Are the desired outcomes of
Subobjectives
learning that realistically can be
achieved usually in a few days, - May be written and reflect aspects
weeks, or months. of a main objective.
- They are considered - They, too, are specific statements of
multidimensional in that a number short-term behaviors that lead to
of objectives are subsumed under or the achievement of the primary
incorporated into an overall goal. objective.
- Goals without objectives cannot be - Specify what the learner will be
achieved and objectives without able to do after being exposed to
goals will never result in anything one or more learning experiences.
meaningful and worthwhile.

Objectives
Characteristics of Goals and Objectives
- Is a specific, single, concrete, one-
- Together, objectives and goals form
dimensional behavior.
a map that provides directions
- Are short-term and should be
(objectives) as to how to arrive at a
achieved at the end of one teaching
specific destination (goal).
session, or shortly after several
- The setting of goals and objectives
teaching sessions.
must be a mutual decision on the
- Are statements of specific, short-
part of both the teacher and the
term behaviors.
learner.
- They lead step by step to the more
- Involving the learner right from the
general, overall long-term goal.
start in creating goals and objectives
- According to Mager (1997), an
is crucial.
objective describes a performance
that learners should be able to
 - Objectives and goals must be clearly Robert Mager (1997) Points out 3 major
written, realistic, and learner advantages in writing clear objectives:
centered.
1. They provide the solid foundation
- Goals and objectives must be
for the selection or design of
directed to what the learner is
instructional content, methods, and
expected to be able to do, not what
materials.
the teacher is expected to teach.
2. They provide learners with way to
organize their efforts to reach their
goals.
Importance of Using Behavioral Objectives
3. They help determine whether an
The Following key points justify the need objective has, in fact, been met.
for writing behavioral objectives
Haggard (1989) Questions if objectives are
(Ferguson, 1998; Krau, 2011; Morrison et
not consistently written:
al., Phillips & Phillips, 2010).
- How will anyone else know which
- Encourages educators to evaluate
objectives has been set?
their own motives for teaching.
- How will the educator evaluate and
- Tailors teaching to the learners
document success or failure>
unique needs.
- How will learners keep track of their
- Creates guideposts for teacher
progress?
evaluation and documentation of
success or failure. The Importance of Using Behavioral
- Focuses attention on what the Objetives
learner will come away with once
- Helps educators explore their own
the teaching-learning process is
knowledge, values, and beliefs
completed, not on what is taught.
about teaching and learning but
- Orients teacher and learner to the
also enourages them to examine the
end results of the educational
experiences, values, motiations,
process.
and knowledge of the learner.
- Makes it easier for the learner to
- Establishing objectives and goals is
visualize performing the required
considered by many educators to be
skills.
the initial, most important
consideration in the teaching and
learning experience (Haggard, 1989;
Mager, 1997)
Writing Behavioral Objectives and Goals ABCD rule proposed by Smaldino, Lowther,
and Russell (2012):
Mager (1997), the format for writing
concise and useful behavioral objectives - A – Audience (Who)
- B – Behavior (What)
Performance (What should the learner be
- C – Condition (Under which
able to do?)
circumstance)
- Describes what the learner is - D – Degree (How well, to what
expected to do be able to do to extent, within what time frame)
demonstrate the kind of behaviors
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the teacher will accept as evidence
that objectives have been achieved.
- Activities performed by the learner
may be observable and quite
visible, whereas other activities may
not be as visible, such as being able
to identify or recall something.

Condition (Under which conditions should

the learner be able to do it?)
Samples of Written Objectives
- Describes the situations under which
the behavior will be observed, or Well-Written Objectives
the performance will be expected
- Following instruction on
to occur.
hypertension, the patient will be
Criterion (How well must the learner be able to state three out of four
able to do it?) causes of high blood pressure
- On completing the reading materials
- Describes how well, with what
provided about the care of the
accuracy, or within what time frame
newborn, the mother will be able to
the learner must be able to perform
express any concerns she has caring
the behavior so as to be considered
for her baby after discharge.
competent.
- After a 20-minute teaching session,
the patient will verbalize at least two
feelings or concerns associated with
Behavioral Objectives are statements that wearing a colostomy bag.
communicate who will do what under
which conditions and how well, how much,
or when (Cummings, 1994).
Poorly Written Objectives

- The patient will be able to prepare a

menu using low-salt foods.
[Condition and Criterion missing]
- The nurse will demonstrate crutch
walking postoperatively to the
patient. [Teacher Centered]
- Given a list of exercises to relieve
low back pain, the patient will
understand how to control low-back
pain. [Performance not stated in
measurable terms, criterion
missing]

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TAXONOMY OF OBJECTIVES Page 454-455 (PDF)
ACCORDING TO LEARNING DOMAIN
1. Cognitive (Thinking Domain)
2. Affective (Feeling Domain)
3. Psychomotor (Doing or Skills
Domain)

Cognitive Skills (Thinking, Problem-solving)

Teaching Cognitive Domain
- Encouraging students to think and
- The methods often used to enhance
solve problems methodically
cognitive abilities includes, lecture,
Affective Skills (Emotional growth, group discussion, one to one
interpersonal development) instruction and self instruction
activities such computer based
- Leading students to more
instruction.
interaction with peers, as well as
- How time for practice is necessary to
self-confidence
influence the short term and long
Psychomotor Skills (Physical Activities) term retention of information?
- “Spacing Effect” and Massed
- Activities in classroom leading to practice approach-cramming
experiential learning - “Distributed Practice”

Cognitive Domain Affective Domain

- Cognitive domain is known as the - Affective domain is known as the
“thinking domain” “feeling domain”
- Involves acquiring information - Involves an increasing internalization
focusing on the development of the or commitment to feelings
learner’s intellectual abilities, expressed as emotions, interests,
mental capacities, understanding, beliefs, attitudes, values and
problem solving processes. appreciation
- Objectives are divided into six levels - Divided into categories that specify
each specifying cognitive processes degree of person’s depth of
(knowledge) ranging from simple to emotional responses to a task.
complex (evaluation)
 - Includes emotional and social - A complex process demanding fare
developmental goals more knowledge than suggested by
- Assists learners realize their own simple mechanistic behavioral
attitudes and values approach.
- Primary focus is on the development
Page 454-458 (PDF)
of manipulative skills rather that on
the growth of intellectual capacity.

Page 455-460 (PDF)

Teaching Affective Domain

- Role model, role play, simulation, List of Verbs commonly used in writing
gaming, questioning, case studies, Cognitive, Affective and Psychomotor
and group discussion session are Behavioral Objectives.
several powerful and reliable in
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helping the learner acquire affective
behavior.
- Three levels of affective domains
that governs attitude and feelings:
Intrapersonal, Interpersonal, and
extrapersonal.

Psychomotor Domain

- Psychomotor domain is known as

the “skill domain”
- Involves acquiring fine and gross
motor abilities such as walking,
handwriting, manipulating
equipment, or performing a
procedure.
Daves Level of Psychomotor Learning situation in which they are
functioning.
- Is based on behaviors that include
muscular action and neuromuscular
coordination.
Some behaviors that are learned do not
- The system recognizes the levels of
require much reinforcement, even over a
sill attainment can be achieved and
long period of disuse. Yet, other behaviors,
refined over a period of months
once mastered, need to be rehearsed or
depending on the frequency with
relearned to perform them at the level of
which learner uses certain skills in
skill once achieved.
practice
(Page 463 PDF)The amount of practice
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required to acquire any new skill varies
with the individual, depending on many
factors:

1. Readiness to Learn
2. Past experience
3. Health Status
4. Environmental Stimuli
5. Anxiety Level
6. Developmental Stage
7. Practice Session Length

Teaching of Psychomotor Skills

Teaching Plan
- Demonstrations, return
demonstration, simulation and self - A teaching plan is a blueprint to
instruction are useful for the achieve the goal and the objectives
development of motor skills. that have been developed. Along
- Also instructional materials, videos, with listing the goal and objectives,
audiotapes, diagrams, posters, are this plan should indicate the
effective approaches for teaching purpose, content, methods, tools,
and learning in the psychomotor timing, and evaluation of instruction.
domain The teaching plan should clearly and
- Introduced Situated Cognition, concisely identify the order of these
learners are challenge to think various parts of the education
critically about what they know and process.
can do in context of the specific
A Teaching plan should incorporate the
following eight basic elements (Ryan &
Marinelli, 1990):

1. Purpose (The why of the educational

session)
2. Statement of the overall goal
3. List of objectives
4. An outline of the content to be
covered in the teaching session
5. Instructional method(s) used for
teaching the related content
6. Time allotted for the teaching of
each objective
7. Instructional resources
(Materials/tools and equipment)
needed
8. Method(s) used to evaluate learning

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