2. Formulation of educational objectives
Selecting learning experience
Effective & efficient organization of lng
experience – theory & clinical
Evaluation of curriculum
3. Statement of those desired changes in
behavior as a result of specific teaching –
learning activity
4. Philosophy of institution
Social & health needs of society
Needs of student
Resources available
Level of students
Designation after class
Minimum requirements syllabus)
Future trends
Criteria for appearing other exams
5. In terms of desired behavioral change
Help to select learning experience & guiding
teaching activity
Desired behavior change should be in
consistent with stated objective
Subject objectives contribute to overall
objective
Attainable & practicable
6. Worthwhile to society
Consider needs ability & level of
students
Objective of course , unit ,topic & lesson
should focus on development of
students
Objectives should be motivating factors
Should have continuity, sequence,
correlation & integration
Cooperatively planned
Each statement have only single
objective
7. Should not be too detailed
Scheme of evaluation to be planned while
formulating objective
8. 1. Identify learners need
2. Identify need of society
3. Suggestion of experts
4. Formulate philosophy
5. State objectives (initial , as gathered)
6. Formulate a theory of learning
7. Screen objectives through philosophy
8. Define objectives clearly
9. State objectives in behavioral
terms(final)
9. Institutional objective
Intermediate - by curriculum committee
Instructional – by teacher
Central objective – for every topic or lesson
Contributory or specific objective
13. Category Key Words (verbs)
Knowledge: Recall data or
information.
defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes,
reproduces, selects, states.
Comprehension: Understand the
meaning, translation, interpolation,
and interpretation of instructions and
problems. State a problem in one's own
words.
.
comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an
example, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
Application: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was learned
in the classroom into novel situations
in the work place.
applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates,
shows, solves, uses.
14. Analysis: Separates material or
concepts into component parts so
that its organizational structure
may be understood. Distinguishes
between facts and inferences.
analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines,
relates, selects, separates.
Synthesis: Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on creating
a new meaning or structure.
categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments
about the value of ideas or
materials.
appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates,
explains, interprets, justifies, relates, summarizes,
supports.
16. Receiving Phenomena: Awareness,
willingness to hear, selected attention.
.
Key Words: asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active
participation on the part of the
learners. Attends and reacts to a
particular phenomenon.
.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites,
reports, selects, tells, writes.
17. Valuing: The worth or value a person attaches
to a particular object, phenomenon, or
behavior. .
completes, demonstrates,
differentiates, explains,
follows, forms, initiates,
invites, joins, justifies,
proposes, reads, reports,
selects, shares, studies, works.
Organization: Organizes values into priorities
by contrasting different values, resolving
conflicts between them, and creating an unique
value system.
alters, arranges, combines,
compares, completes, defends,
explains, formulates,
generalizes, identifies,
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.
Internalizing values (characterization): Has a
value system that controls their behavior.
acts, discriminates, displays,
influences, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises,
serves, solves, verifies.
19. Category Key Words (verbs)
Perception: The ability to use sensory cues to guide
motor activity. This ranges from sensory stimulation,
through cue selection, to translation.
.
Key Words: chooses, describes,
detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.
Set: Readiness to act. It includes mental, physical,
and emotional sets.
Key Words: begins, displays,
explains, moves, proceeds,
reacts, shows, states, volunteers.
Guided Response includes imitation and trial and
error.
Key Words: copies, traces,
follows, react, reproduce,
responds
20. Mechanism: Learned responses have become
habitual and the movements can be performed
with some confidence and proficiency.
assembles, calibrates,
constructs, dismantles,
displays, fastens, fixes,
grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches.
Complex Overt Response: The skillful
performance of motor acts that involve complex
movement patterns..
assembles, builds, calibrates,
constructs, dismantles,
displays, fastens, fixes,
grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches.
21. Adaptation: Skills are well developed
and the individual can modify
movement patterns to fit special
requirements.
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises,
varies.
Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
.
Key Words: arranges, builds, combines,
composes, constructs, creates,
designs, initiate, makes, originates
23. A deliberately planned experiences in
selected situations where students actively
participate , interact & which result in
desirable changes of behavior
Learning experience compromise both
theoretical & practical aspects
24. All learning need should be in relation to
objective
In relation to real life situation
Effective integration between theory & practice
Same learning experience many outcome &
vice versa
selected in such a way that learners are
constantly motivated
Students get meaning & see relation b/w past
& present experience & focus to future
25. Learning is enhanced by utilizing wide variety of
teaching learning methods
Will learn effectively if experiences are satisfactory
Should consider students ability to undergo
change
Learning experience selected should not be
beyond stage of development
Should be according to the need of students
Same & equal chance for all students
26. Allow learning by doing
Create motivation & interest
Challenging to students
Satisfy the needs of time
Bring multiple outcomes in student
Help to acquire knowledge, skill & attitude
Helpful in gathering information
Help to attain educational objectives
27. Should be in consistent with philosophy of
institution
Variable & flexible enough
Provide opportunity to practice
Provide opportunity for development of
independent thinking,descision making, self
discipline, judgment
Planned & evaluated co-operatively by teacher &
student
28. Aim is to bring & relate various learning
experience together to produce the maximum
cumulative effect in order to give a unified
view of the whole so that the educational
objectives are achieved (Tyler)
Should be done carefully, sequentially &
systematically
Learning experiences have to be vertically &
horizontally organized
29. Succeeding experiences are build upon
preceding ones
Experiences in one area & other to be related
Should utilize allotted time cost effectively
Organized in broad areas to facilitate relating
in allied areas
Broad principles of education to be applied &
emphasized
Provide ample opportunities for students in
each areas
Provide opportunity to concentrate on one or
more electives
30. Organize in terms of broad subject matters ;
humanities, behavioral science etc
Neither too flexible or rigid
Clinical experiences & assignments on the
basis of students experiences
Organized in such a way that students are
able to practice nursing
31. Grouping learning experiences under subject
heading
Preparation of master plan for curriculum
Placement of learning experience in the
curriculum
Preparation of correlation chart
Organization of clinical experience
Follow teaching system
32. To provide optimum experience to students
Group learning experience under subject
heading
33. Master plan guide teachers in the placement
of subject matters & clinical experience
Gives a clear idea when to plan the subject
Should be prepared in accordance to the
requirements of council and university
34. Total duration of programme
Different courses of study with theory &
practical
Allotted time for each
Teaching learning method
Co curricular activities
35. Clinical rotation plan is the statement which
explains the order of clinical posting of
various group of students belonging to
different classes in relevant clinical &
community setting
36. Requirement as stated by university or
council
Objectives of the course
Number of students could be posted
Infrastructure of the clinical area
Availability of educators for supervision
37. Developed in accordance to master plan
Made in cooperation with faculty members
Maxims of teaching to be followed
Follow principles of sequence, integration & continuity
Enough teaching staff should be made available
Seek suggestions from staff working in the clinical areas
First year students should receive maximum supervision
& attention
All students should receive enough clinical experience
Assignments related to, to be completed before posting
finish
Over crowding in clinical area is not advisible
39. Evaluation should find out how much
objectives are achieved
Objectives of curriculum evaluation should be
in terms of behavior or the reaction to be
measured