Curriculum objectives

Learning Objectives

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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.

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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).

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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


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


Learning Objectives - Rules• Specific• Measurable• Timed• Short• observable


Learning Objectives-Prerequisites

• Refined content• Development of an instructional

strategy• Selection of mode of delivery• Student assessment and

evaluation• Expected learning outcome


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


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


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.


Developing learning objectives cont’d

• Know• Comprehend• Understand• Appreciate• Familiarize• Study

• Be aware• Become

acquainted• Gain knowledge• Cover• Learn • realize

•Avoid using verbs that are difficult to measure objectively

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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

Cognitive Domain (Bloom et al., 1956)

.

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Lowest level

Highest level

Most common

Least common

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Describes our feeling, likes, and dislikes, our experiences, as well as the resulting behaviours (reactions)

The Affective Domain

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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.



levels taxonomy of objectives:

• David Krathwohl (1972) proposed a five level taxonomy of objectives:–Receiving–Responding–Valuing–Organising–Characterizing by value

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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



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.


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.


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.


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.


Psychomotor Domain


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.

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Six main categories of Harrow’s taxonomy:

1. Reflex movements: actions elicited without learning in response to some stimuli.

2. Basic fundamental movement: inherent movement patterns that are formed from a combination of reflex movements and are the basis of complex skilled movements.




3. Perceptual abilities: interpretation of stimuli from various modalities providing information for an individual to make adjustment to his environment.

4. Physical activities: this requires endurance, strength and vigour.



5. Skilled movements: refers to performing complex movement or task with a degree of efficiency based on inherent movement patterns.

6. Non-discursive communication: refers to communication through bodily movement ranging from facial expression through sophisticated choreographies.


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.


Goals and ObjectivesOverall

Goal

Objective 1 Objective 2 Objective 3 Objective 4

Sub-objective

Sub-objective

Sub-objective

Sub-objective

Sub-objective

Sub-objective


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.


•Thank You for your

Attention