Learning Objectives: Making Sure it Links

Kimberly K. Daugherty, Pharm.D., BCPS Assoicate Professor and Assistant Dean of Academic

Affairs and Assessment SU Faculty Retreat November 2012

Objectives

• Given an audience and topic, the audience will be able to:

– Explain the difference between a goal and an objective

– Discuss how to write learner centered objectives and the role they plan in lesson planning

– Discuss how Bloom’s taxonomy is used to write learner centered objectives in the following domains: cognitive, psychomotor, and affective.

Lesson Plan

• Difference between a goal and an objective (5 minutes)

• Components of a learner centered objective and their role in lesson planning (5 minutes)

• How Bloom’s taxonomy is used to write learner centered objectives in the following domains: (50 minutes) – Cognitive

– Psychomotor

– Affective

How To Write Learner-Centered Goals and Objectives

Goals Versus Objectives

• Goals

– Complex, multifaceted learning outcomes

– Encompasses several specific objectives

– Broadly stated

– Provides future vision

– Out of reach but attainable

Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon

Goals Versus Objectives

• Objectives

– Greater specificity

– Focus is narrow and discrete

– Integration of teaching, learning, and assessment

– Focus attention

– Clearly describe what you want students to learn

Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon

Example of Goal vs Objective

• Goal

– Develop and implement population-specific, evidence-based care programs based upon analysis of epidemiologic and pharmacoeconomic data, medication use criteria, medication use review, and risk reduction strategies.

• Objective

– Define epidemiology

– Explain the steps in the evidence-based public health process.

Why Write Goals And Objectives?

• Identify what you expect to teach your audience

• Clarify your expectations in your mind and focus preparation of the material

• Alert the audience to what is important

• Delineate what you expect people to be able to do after your presentation

• Communication to what level you expect your audience to have learned a skill or process

Davis, B.G. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass.; Gronlund, NE (2000). How to write and use instructional objectives. Upper Saddle River, NJ: Prentice Hall.; Woolfolk, A. (2001). Educational psychology: 8th ed. Boston: Allyn & Bacon

When Writing Objectives

• Be REALISTIC about the number of objectives you can really TEACH, and at what level, in the time you have available to speak.

• Always write your objectives before you write your speech. Your objectives should guide your talk not the other way around.

Writing Learner-centered Goals and Objectives

• Clear goals and objectives are the STARTING POINT for all of your planning

• It’s not about YOU, its about THEM

Clear Goals and Objectives

Learning Objectives

• Learning objectives contain:

– A condition under which learning occurs

– Given a case, given a set of criteria…

– An action (based on Bloom’s taxonomy level of learning) that will demonstrate learning

– Describe, diagram, recognize,…

– A performance criterion (when appropriate)

– With 85% accuracy, brief, appropriate for time allotted, …

Bloom’s Taxonomy • Classification system for writing objectives

• Affective domain

– Feeling, attitudes

• Psychomotor domain

– Doing, skills

• Cognitive domain

– Knowing, thinking

Bloom, 1956.; Anderson LW, et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of education objectives. NY, NY: Longman.

Bloom’s Taxonomy

Level of Learning Verb to Identify the Level

(Cognitive Domain)

1. Recognition (Know) List, state, identify

2. Understanding Describe, diagram the components

of, show, give an example of

3. Explanation (Use) Explain, define, interpret, discuss,

demonstrate the relationship between

4. Analysis (Examine) Compare, contrast, differentiate,

analyze, determine, discern

5. Synthesis (Create) Create, set up, summarize

6. Evaluation (Judge) Choose, evaluate, rank order, show

the significance of, justify

Bloom’s Taxonomy

Level of Learning Verb to Identify the Level

(Psychomotor Domain)

1. Perception Detect, hear, listen

2. Set Sit, stand, Place hands, arms, etc.

3. Guided Response Copy, duplicate, practice

4. Mechanism Complete with confidence, conduct,

execute

5. Complete Overt Response Control, excel, act habitually

6. Adaptation Adapts, reorganizes, alters

7. Organization Designs, originates, combines

Bloom’s Taxonomy

Level of Learning Verb to Identify the Level

(Affective Domain)

1. Receiving Accept, acknowledge, be aware

2. Responding Agree to, answer freely, assist, care

for

3. Valuing Adopt, assume responsibility,

choose, commit

4. Organization Adapt, adjust, arrange, balance

5. Internalizing Act upon, defend, advocate

When Writing, Remember….

• Analyze your audience FIRST to guide your decision on goals and objectives.

• Be REALISTIC about the number of objectives you can really TEACH, and at what level, in the time you have available to speak.

• ALWAYS write you goals and objectives FIRST (before you write your speech).

Starting point

Objective Activity 1

• Work in groups of to write 2-3 learning objectives for a lecture or talk you will be doing in the next few months. (10 minutes)

• Share objectives with audience (10 minutes)

Questions