1. CURRICULUM DEVELOPMENT

2. 2 22
Benjamin Bloom
(1913 – 1999)
 He looked on learning as a
process – we build upon our former
learning to develop more complex levels of
understanding
 Carried out research in the development of classification of
levels of thinking behaviours in the process of learning. PhD
University of Chicago in 1942.
 Worked on drawing up levels of these thinking behaviours
from the simple recall of facts at the lowest level up to
evaluation at the highest level.

3. 3 33
Bloom’s Taxonomy of Educational
Objectives
 Bloom’s taxonomy (1956) is a very useful aid to
writing learning outcomes.
 The taxonomy consists of a hierarchy of increasingly
complex processes which we want our students to
acquire.
 Provides the structure for writing learning outcomes
 Bloom’s Taxonomy is frequently used by teachers in
writing learning outcomes as it provides a ready
made structure and list of verbs.

4. 4 44
Bloom (1956) proposed that
knowing is composed of six
successive levels arranged in a
hierarchy.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

5. 5 55
 This area is commonly called the cognitive
(“knowing” or “thinking”) domain (involving
thought processes).
 Bloom suggested certain verbs that characterise the
ability to demonstrate these processes.
 These verbs are the key
to writing learning outcomes.
 The list of verbs has been
extended since his
original publication.
 The “toolkit” for writing learning outcomes!

6. 6 66
1. Knowledge - ability to recall or
remember facts without
necessarily understanding them
 Use action verbs like:
Arrange, collect, define,
describe, duplicate,
enumerate, examine, find,
identify, label, list,
memorise, name, order,
outline, present, quote,
recall, recognise,
recollect, record,
recount, relate, repeat,
reproduce, show, state,
tabulate, tell.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

7. 7 77
2. Comprehension - ability to
understand and interpret learned
information
 Use action verbs like:
Associate, change, clarify,
classify, construct, contrast,
convert, decode, defend,
describe, differentiate,
discriminate, discuss,
distinguish, estimate, explain,
express, extend, generalise,
identify, illustrate, indicate,
infer, interpret, locate,
predict, recognise, report,
restate, review, select, solve,
translate.1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

8. 8 88
material in new situations, e.g. put
ideas and concepts to work in solving
problems
 Use action verbs like:
Apply, assess, calculate, change,
choose, complete, compute,
construct, demonstrate, develop,
discover, dramatise, employ,
examine, experiment, find,
illustrate, interpret, manipulate,
modify, operate, organise,
practice, predict, prepare,
produce, relate, schedule, select,
show, sketch, solve, transfer, use.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

9. 9 99
information into its components, e.g.
look for inter-relationships and ideas
(understanding of organisational structure)
 Use action verbs like:
Analyse, appraise, arrange, break
down, calculate, categorise,
classify, compare, connect,
contrast, criticise, debate,
deduce, determine,
differentiate, discriminate,
distinguish, divide, examine,
experiment, identify, illustrate,
infer, inspect, investigate,
order, outline, point out,
question, relate, separate, sub-
divide, test.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

10. 10 1010
5. Synthesis - ability to put parts
together
 Use action verbs like:
Argue, arrange, assemble,
categorise, collect, combine,
compile, compose, construct,
create, design, develop,
devise, establish, explain,
formulate, generalise,
generate, integrate, invent,
make, manage, modify,
organise, originate, plan,
prepare, propose, rearrange,
reconstruct, relate,
reorganise, revise, rewrite, set
up, summarise.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

11. 11 1111
value of material for a given
purpose
 Use action verbs like:
Appraise, ascertain, argue,
assess, attach, choose,
compare, conclude, contrast,
convince, criticise, decide,
defend, discriminate, explain,
evaluate, interpret, judge,
justify, measure, predict, rate,
recommend, relate, resolve,
revise, score, summarise,
support, validate, value.
1. Knowledge
2. Comprehension
3. Application
4.Analysis
5. Synthesis
6. Evaluation

12. 12 1212
Examples: Evaluation
 Assess the importance of key participants in bringing
about change in Irish history
 Evaluate marketing strategies for different electronic
business models.
 Appraise the role of sport and physical education in
health promotion for young people.
 Predict the effect of change in temperature on the
position of equilibrium…
 Summarise the main contributions of Michael Faraday
to the field of electromagnetic induction.

13. 13
Bloom Revisited: Anderson and
Krathwohl (2001)
Bloom (1956)
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Anderson and Krathwohl
(2001)
 To remember
 To understand
 To apply
 To analyse
 To evaluate
 To create
Analysis, Synthesis, Evaluation – Higher
Order Thinking Skills

14. 14 1414
AFFECTIVE DOMAIN (“Feeling”) concerned with value
issues : involves attitudes.
Two other domains in Bloom’s TaxonomyTwo other domains in Bloom’s Taxonomy
1. Receiving
2. Responding
3. Valuing
4. Organisation
5. Characterisation
Willingness to receive information
Active participation in own learning
Commitment to a value
Comparing, relating, synthesising values
Integration of beliefs, ideas and attitudes

15. 15 1515
Active verbs for affective
domain
Appreciate, accept, assist,
attempt, challenge,
combine, complete, defend,
demonstrate (a belief in),
discuss, dispute, embrace,
follow, hold, integrate,
order, organise, join, share,
judge, praise, question,
relate, share, support,
synthesise, value.

16. 16 1616
PSYCHOMOTOR (“Doing”) DOMAIN:
Work never completed by Bloom.
Involves co-ordination of brain and muscular activity.
Active verbs for this domain: bend, grasp, handle,
operate, perform, reach, relax, shorten, stretch,
differentiate (by touch), perform (skilfully).

17. TEACHING STRATEGIES AND
METHODOLOGIES FOR TEACHING &
LEARNING

18. TYPES OF LECTURES
1. TRADITIONAL ORAL ESSAY
 The teacher is the orator and ONLY speaker
 Expositions done on topic – inspirational or
information
2. PARTICIPATORY LECTURE
> Begins w/ brainstorming from what students read

19. 3. LECTURE W/ UNCOMPLETED HANDOUTS
 Resembles traditional oral essay but w/ handouts (blank
spaces)
4. FEEDBACK LECTURE
> Consists of mini-lectures interspaced w/ 10 minute small
group discussions

20. 5. MEDIATED LECTURE – uses media such as
films, slides or Web based images + traditional
lecture

21. PURPOSES OF LECTURES
1. Efficient means of introducing learners to
new topic and sets the stage of learning
2. Stimulates learner’s interest
3. Helps to integrate and synthesize a large
body of knowledge
4. For clarification of difficult parts
(arrythmia, acid-base balances)
5. To advance knowledge when textbooks
are not available

22. ADVANTAGES OF LECTURING
1. It is economical. Great deal of information
– shared.
2. Supplies and textbooks become true to life
 ‘theater’
3. Teacher serves as model  students see a
‘creative mind at work’
4. Helps students develop their listening
abilities

23. DISADVANTAGES OF LECTURING
1. Puts learners in the PASSIVE ROLE of a
sponge
2. Focuses on the TEACHING OF FACTS
with little focus on PS, DM, analytical thinking
or transfer of learning  results in
SURFACE learning
3. Does not meet student’s individual learning
needs
4. Student’s have little attention time span
(15 minutes)

24. TYPES OF DISCUSSIONS
1. FORMAL DISCUSSIONS
 Announced topic
 Reading, watching movie – done in advance
2. INFORMAL DISCUSSIONS
 Spontaneous

25. PURPOSES &
ADVANTAGES
1. Learns problem solving method
(groups)
2. Opportunity to apply principles,
concepts & theories
3. Clarifies information & concepts
4. Assists to evaluate beliefs/positions
(professional, societal or ethical issues)
> change in attitudes & values

26. DISADVANTAGES
1. Takes a lot of time
2. One person/few participants
(monopolies)
3. Gathering of uninformed opinions

27. DISCUSSION TECHNIQUES
1. Make expectations clear.
 ‘Students know exactly what they have
to do for discussion’ Ex. Chapter to
read, watch a video
2. Set ground rules.
> Limitations (e.g. time, no. of speakers,
interruptions during speech)

28. 3. Arrange physical space.
Circle sitting arrangement
4. Plan a discussion starter.
Ask participants to come up with opening
questions
Study questions – handed out prior to meeting

29. 5. Facilitate, do not discuss.
Refrain from talking. Watch group progress.
Keep everyone engage in discussions.
6. Encourage quiet members to
participate.
Make eye contact and smile.
Give direct, simple questions: “Mary, what do
you think?”

30. 7. Don’t allow monopolies.
Eye contact.
Be blunt when needed.. “We’ve been hearing a
lot fro Sarah. Now, let us hear of the rest of
you think.”
8. Direct the discussion among group
members.
> Leaders facilitate.

31. 9. Keep the discussion on track.
“We seem to have strayed a little fro our
topic. Let’s pick up on the last topic that
Lot was talking about.”
10. Clarify when confusion reigns.
> Recording may help the group. Let them
learn the act of clear self-expression.

32. 11. Tolerate some silence. Silence
gives everyone a chance to think.
12. Summarize when appropriate.

33. QUESTIONING: FUNCTIONS OF
QUESTIONS
1. Places the learners in an active role
 Simple recall
 Helps students analyze concepts
 Evaluate worth of ideas
 Speculate “if”
2. Assesses baseline knowledge 
retention

34. 3. Helps review content – enlightens gray
areas
4. Motivates students
 Stimulates thinking & curiosity
5. Guides learner’s thought process

35. 4. USING VISUAL AIDS
Can enhance teaching
Can add interest to the classroom

36. ISSUES
Correct choice?
Available?
Effective?

37. FACTORS TO CONSIDER: SELECTING MEDIA
1. Learning objectives
 Opt for variety
2. Availability of materials / technical
assistance
3. Level, ability & number of students

38. TYPES OF TRADITIONAL AUDIOVISUALS
1. HANDOUTS
 Printed materials – communicate facts, figures,
concepts
 Saves a lot of time for information
2. CHALKBOARDS/ WHITEBOARDS
 Useful for mathematical problems

39. 3. OVERHEAD TRANSPARENCIES
(OHP)
Saves time, helps organize and illustrates
content
Costly
4. SLIDES
> Used to show pictures, project diagrams,
charts and word concepts

40. ADVANTAGES OF SLIDES:
 Affordable
 Easy to store
 Easy to update/ recognize
DISADVANTAGES OF SLIDES:
 Costly projector bulbs – don’t last long

41. 5. VIDEO TAPES
In-house filming, video-clips
Used during: 1) role playing; 2)
communication; 3) counseling skills
ADVANTAGES OF VIDEOTAPES:
Provides personal touch
Standardized exposure – in spite of distance
Used at learner’s own pacing

42. DISADVANTAGES OF VIDEOTAPES
Costly
Communication is one way – learner’s
become passive

43. II. ACTIVITY BASED TEACHING
STRATEGIES
1. Cooperative learning
2. Simulations
3. Self-learning modules

44. STRENGTH:
Students are involved in creating and
storing up knowledge for themselves

45. 1. COOPERATIVE LEARNING
Small groups of learners  work
together toward achieving shared
learning goal
Learners are aware that they are
responsible not only for their own
learning but also for that of the others in
the group.

46. TYPES OF COOPERATIVE LEARNING
GROUPS
A. FORMAL COOPERATIVE LEARNING GROUP
 Done in traditional class / distance learning groups
 Individual or group accountability
 Most useful in group setting

47. B. INFORMAL COOPERATIVE LEARNING
GROUP
Can be used in any setting
Helps the members to understand and clarify
misconceptions as well as to share
experiences

48. C. BASE COOPERATIVE LEARNING GROUP
 surveys/focus groups
 Applied easily to new staff orientation or preceptor
programs

49. ADVANTAGES OF COOPERATIVE
LEARNING
Promotes critical thinking – varied positions
 discussions --?
Enhances social skill.
Helps address learning needs & learning styles
Members learn to function as a team.
DISADVANTAGE OF COOEPRATIVE LEARNING:DISADVANTAGE OF COOEPRATIVE LEARNING:
Does not cover all content/ topics in syllabusDoes not cover all content/ topics in syllabus

50. 2. SIMULATIONS
Controlled representations of reality
Exercises that learners engage in to learn in the real world

51. PURPOSES & USES OF SIMULATIONS
1. Enhances DM & PS skills
2. Enhances interaction abilities
3. Helps student learn psychomotor skills
in a safe and controlled setting
4. Chance to apply theories & principles
in practice
5. Achieves learning objectives –
communication skills

52. 6. Ensures attitudinal change
Helps discover factors affecting people &
situations (exercise, game, role-playing)
7. Helps in mastery of skills
8. Helps evaluate learning (simulation
tests)

53. ROLE OF EDUCATOR IN SIMULATION
LEARNING
1. Planner – read carefully, assign reading
2. Facilitator – introduce activity,
moderator
3. Debriefer – summarize what
happened, let learners explain what they
did and why, point out principles and
theories applied

54. TYPES OF SIMULATIONS
1. SIMULATION EXERCISE
 Focuses on process learning
Ex. Earthquake drills, fire drills
2. SIMULATION GAMES
> Focuses on CONTENT / PROCESS learning

55. TYPES -- SIMULATION GAMES
A. CONTENT LEARNING
 Focuses on teaching / reinforcing factual
information (ex. Crosswords, word games,
bingo gaes)
B. PROCESS LEARNING
> Emphasizes problem solving & application of
information (ex. Sim City)

56. ADVANTAGES OF SIMULATION GAMES
Teaches facts & application of
information
Stimulates learning – makes learning fun
Helps to evaluate learning
Increases interaction among learners

57. DISADVANTAGES OF SIMULATION GAMES
1. Waste of time
2. Unprofessional
3. Teachers dislike competition which
games promote

58. 3. ROLE PLAYING
Form of drama – spontaneous acting out of
roles (interaction)
Lasts for 3 to 5 minutes (illustrates one aspect
of human relationship)
Expression of non-verbal and verbal behavior,
response patterns and implementation of
principles

59. 4. CASE STUDIES
> An analysis of an incident or situation on
which characteristics and relationships are
described, factual or hypothetical events
transpire, and problems need to resolved or
solved

60. Steps to follow in case studies:
1.Develop objectives – What do you want learners to
learn?
2.Select a situation – Choose a topic & a scenario that
fits the objectives & concept you want to apply.
3. Develop the characters.
4.Develop the discussion questions.
5.Lead the group discussion.

61. 4. SELF-LEARNING MODULES
Also known as
A.SELF-DIRECTED LEARNING MODULES
B.SELF-PACED LEARNING MODULES
C.SELF-LEARNING PACKETS
D.INDIVIDUALIZED LEARNING ACTIVITY PACKAGES

62. DEFINITION OF SELF-LEARNING
MODULES
A self-contained unit or package of study
materials for use by an individual
Audience where this WORKS BEST:
Adult learners

63. Principles in handling adult learners:
1. Adults are self-motivated to learn
(relevant)
2. Adult’s prior experience is a resource
for further learning.
3. Adults are problem focused and readily
learn material they can use to solve
problems.

64. COMPONENTS OF SELF-LEARNING
MODULES
1. Introduction and instructions
2. Behavioral objectives
3. Pretest
4. Learning activity
5. Self-evaluation
6. Pretest

65. TIPS
1. INTRODUCTION & INSTRUCTIONS
 Topic for module – single topic
Ex. Problem of elimination – divide this into urinary
elimination and intestinal elimination
2. BEHAVIORAL OBJECTIVES
 Expected of the learner
 Objectives – over-all objectives / specific

66. 3. PRETEST
Optional
Pretest – diagnostic test / assesses
prerequisite knowledge
helps evaluate which sections of the module to
skip and which ones need to be studied in
depth

67. 4. LEARNING ACTIVITIES
Most creative portion
Designed to help meet objectives
Must appeal to people – diff. learning styles
Ex. Attending short lectures, speeches, demo
Watching a video or slide
Using a computer program

68. 4. SELF-EVALUATION TOOLS
 Assesses how the students are achieving the
objectives
5. POSTTEST
 A self quiz (MCQ or short answer questions)
 Retake is okay
 Determines mastery

69. DEVELOPING A MODULE
 Takes time (weeks/months)
 Begin with the body (behavioral objectives,
pretest, learning activity, self-evaluation,
posttest)
 Last to write – introduction & instructions
 PILOT TESTING – have one or two people
work at the module for feedback (e.g. unclear
objectives etc)

70. ADVANTAGES OF SELF-LEARNING
MODULES
Very flexible – do it at your own pacing,
done independently
Individualized approach – helps students
Sparks interest in teaching – creativity
Standardized
Reduces travel time
Reduces costs

71. DISADVANTAGES OF SELF-LEARNING
MODULES
Miss interactions with people
May lead to further procastination – lack
of structures and deadlines
Promotes dishonesty
Takes many hours to design and test

72. 1. COMPUTER-AIDED
INSTRUCTION

73. LEVELS OF Computer Aided
Instruction
1. Drill and Practice
 Recognition and application of information
Ex. Drugs names and actions
2. Tutorials
 Useful teaching material at the rule/concept level
 Forces teachers from learning some basic material

74. 3. Games
Game mode can teach
4. Simulation
Provides off real world experiences
Provides chances to learn how to solve clinical
problems

75. 5. Multimedia presentations
 Also called hypermedia
 Older form: Interactive videodisc (IVD) program

76. EVALUATING SOFTWARE: CRITERIA
1. Accuracy – Up to date?
2. Easy to use – computer friendly?
3. Design –Interactive?
4. Appearance – Graphics? Animation & sound?
5. Feedback – rationale?
6. Cost-effectiveness – price? Discounts?

77. 2. COMPUTER-MANAGED
INSTRUCTION

78. Any system of record keeping
Use of authoring systems –
pre-developed software packages that
guide the educator t process of
development of CAI

79. 3. THE INTERNET
> A mammoth complex of computer connections across
continents, connecting many millions of computers

80. 1. EMAIL (electronic)
 Greater collaboration between teachers vs.
students and between students vs. students
 Source of peer support
 Means to seek referrals, for consultation and for
post-discharge follow-up
EX. LIST SERVS – a group of people who have similar
interests and want to share information and experience
regarding their interest in a type of discussion groups

81. 2. NEWS GROUPS
 Discussions groups of people with same interest
 Messages appear in general mailbox
Ex. Sci.med.nursing – group discussing all kinds of
nursing issues (needs a news render softward)
 Also used for online support groups
Ex. Groups for caregivers of Alzheimer’s disease

82. 3. World Wide Web
 A collection of “documents” found on Web pages
 A place to find specialized knowledge and multimedia
presentations
Ex. MEDLINE – for National Library of Medicine
Criteria to choose WWW site
1. Purpose – audience?
2. Currency
3. Credibility
4. Content accuracy
5. Design

83. ADVANTAGES IN HOSPITAL USE
Provides home-based care support for the
chronically ill
Tool for patient care management – part of
hospital information system
Provides patient teaching
Supports mastery learning

84. > Maximizes time on task and helps develop
overlearning (beyond mastery, responses
becomes automatic)
> Provides instant feedback
> Develops cognitive residues (skills in
researching  skills in managing information)
> Promotes interactivity, institutional
consistency, individualized instruction, time
efficiency and cost-effectiveness (savings)

85. DISADVANTAGES
1.High-cost  initial outlay for hardware and
software
2.Negative effect  personal and professional
communication