2. Curriculum Goals Educational outcomes or terminal objectives what you want your graduate to look like or be able to do when they graduate broad statements that relate back to the major concepts identified in the philosophy. statement embraces teacher and learner actions and the kinds of learning outcomes anticipated. goals imply preferences, values, judgements, priorities, emphases. Objectives indicate what is intended to be achieved based on the goals and are measurable. 3/16/2011 2 Adelaide Maria Ansah Ofei
3. Objective an intended behavioural change that a learner is expected to exhibit after undergoing a learning experience. An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction (course). Adelaide Maria Ansah Ofei 3/16/2011 3
4. Importance of objectives define the direction of educational development Determine the number of levels for the program Inform students of the standards and expectations of the course help select content and desirable learning experiences form one of the major bases for evaluation and provide the framework for clinical evaluation tool. Serve as an implicit contract between instructor and students, setting up a basis for accountability. Drive the curriculum planning Objectives must demonstrate progression 3/16/2011 4 Adelaide Maria Ansah Ofei
5. Types of objectives General objectives Broad aims of education that transmit or provide for the fullest development of the individual and an orientation to the main emphasis in educational programmes. Specific objectives Describe behaviours to be attained 3/16/2011 5 Adelaide Maria Ansah Ofei
6. Learning Objectives - Rules Specific Measurable Timed Short observable 3/16/2011 Adelaide Maria Ansah Ofei 6
7. Learning Objectives-Prerequisites Refined content Development of an instructional strategy Selection of mode of delivery Student assessment and evaluation Expected learning outcome 3/16/2011 Adelaide Maria Ansah Ofei 7
8. Learning Objectives-Analysis Before framing the objectives, you have to analyze; The student Knowledge level Understanding of the subject Level of competency The content Level of content Gap analysis 3/16/2011 Adelaide Maria Ansah Ofei 8
9. Learning Objectives-Components Learning objective has three major components: a description - able to do or know by the end of this course, you will be able to the conditions – under which the desired behaviour will be performed dress wound the criteria – evaluating performance dress wound using the aseptic technique 3/16/2011 9 Adelaide Maria Ansah Ofei
10. Developing learning objectives Has two parts: an action verb; a content area. Statements must be short and focused on a single outcome. Learning objectives should be SMART. Utilize learning objectives as a basis for course preparation. 3/16/2011 10 Adelaide Maria Ansah Ofei
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12. Taxonomy of Educational objectives an ordered classification system with hierarchical schemes for classifying learning objectives into various levels of complexity. Instructional objectives have been categorised into three: Cognitive domain Affective domain Psychomotor domain 3/16/2011 12 Adelaide Maria Ansah Ofei
13. Cognitive Domain (Bloom et al., 1956) . Least common Highest level Evaluation Synthesis Analysis Application Comprehension Knowledge Lowest level Most common 13 3/16/2011 Adelaide Maria Ansah Ofei
14. Describes our feeling, likes, and dislikes, our experiences, as well as the resulting behaviours (reactions) 3/16/2011 Adelaide Maria Ansah Ofei 14 The Affective Domain
15. The Affective Domain demonstrated by behaviours indicating: attitudes of awareness; Interest; Attention; Concern; Responsibility; Ability to listen and respond in interactions with others; and Ability to demonstrate those attitudinal characteristics of value which are appropriate to the test situation and the field of study. 3/16/2011 15 Adelaide Maria Ansah Ofei
16. levels taxonomy of objectives: David Krathwohl (1972) proposed a five level taxonomy of objectives: Receiving Responding Valuing Organising Characterizing by value 3/16/2011 Adelaide Maria Ansah Ofei 16
17. Receiving: Willingness to receive or to attend to a particular phenomena or stimuli. Receiving has been divided into three sub-categories: Awareness – being conscious of something Willingness to receive – being willing to tolerate a given stimulus Controlled or selected attention 3/16/2011 17 Adelaide Maria Ansah Ofei
18. Responding: Refers to active participation on the part of the student. The student is sufficiently motivated to be actively attentive. the student becomes committed to the lesson or subject. Learning outcomes involve obedience or compliance or willingness. 3/16/2011 18 Adelaide Maria Ansah Ofei
19. Valuing: student sees worth or value in the activity. The student is motivated not by the teacher to comply but by his underlying value guiding the behaviour. Learning outcomes are concerned with behaviour that is consistent to make the value clearly identifiable. 3/16/2011 19 Adelaide Maria Ansah Ofei
20. Organising: entails bringing together complex values or possible disparate values or resolving conflicts and beginning to build an internally consistent value system. The emphasis is on comparing, relating and synthesizing values. Example is recognising the need for balance between freedom and responsible behaviour. 3/16/2011 20 Adelaide Maria Ansah Ofei
21. Characterising: Implies a pervasive, consistent and predictable behaviour. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional) Example is how he/she cooperates in groups. 3/16/2011 21 Adelaide Maria Ansah Ofei
23. Psychomotor Domain focus on motor skills and perceptual processes. includes physical movements, coordination, and use of motor skills. According to Seel and Glasgow (1990), Harrow’s taxonomy of the psychomotor domain is organised according to degree of coordination including involuntary responses as well as learned capabilities. Simple reflexes are at the lowest level of the taxonomy while complex neuromuscular coordination makes up the highest levels. 3/16/2011 23 Adelaide Maria Ansah Ofei
24. Six main categories of Harrow’s taxonomy: Reflex movements: actions elicited without learning in response to some stimuli. Basic fundamental movement: inherent movement patterns that are formed from a combination of reflex movements and are the basis of complex skilled movements. 3/16/2011 24 Adelaide Maria Ansah Ofei
25. Six main categories of Harrow’s taxonomy: Perceptual abilities: interpretation of stimuli from various modalities providing information for an individual to make adjustment to his environment. Physical activities: this requires endurance, strength and vigour. 3/16/2011 25 Adelaide Maria Ansah Ofei
26. Six main categories of Harrow’s taxonomy: Skilled movements: refers to performing complex movement or task with a degree of efficiency based on inherent movement patterns. Non-discursive communication: refers to communication through bodily movement ranging from facial expression through sophisticated choreographies. 3/16/2011 26 Adelaide Maria Ansah Ofei
27. Course Goals Focuses on preparing yourself, your course, and your students for a constructive learning community. Goals are elaborate and detailed and specify long term achievement of the course. Single goal is provided normally for every course. 3/16/2011 Adelaide Maria Ansah Ofei 27
29. Goals vs Objectives Goals General statements of desired learning outcomes; can be found in syllabi. Objectives Are specific lessons targeted to specific groups of students Should be observable/assessable to guide lesson planning. 3/16/2011 Adelaide Maria Ansah Ofei 29
30. Thank You for your Attention 3/16/2011 Adelaide Maria Ansah Ofei 30
