MEU WORKSHOP Taxonomy educational objectives
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Transcript of MEU WORKSHOP Taxonomy educational objectives
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MEU WORKSHOP
Educational Objectives
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Educational Objectives
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Objectives
• Define educational objectives
• Learning vs teaching objectives
• Types of educational objectives
• Characteristics of educational objectives
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Education
• Is a process
• Bring out desirable changes in the behaviour
of the learner
• Acquisition of knowledge, proficiency in skills
and development of attitudes
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• Identify what the student should learn?
• How is it learnt?
• How to check whether he has learnt what he
is supposed to learn?
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• Objectives – what to learn
• Teaching learning methods – How to learn
• Evaluation – how to measure what is learnt
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Educational spiral
• Development of educational objectives
• Organisation of teaching- learning activities
• Evaluation
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Educational objectives
Teaching / learning activities
Evaluation
Plan
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Learning objectives vs Teacher’s objectives
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Types of educational objectives
• At the end of the MBBS course the student
would be able to provide preventive and
curative care to community in health and in
sickness
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• At the end of the learning period, the student
would be able to plan and carry out a health
check up for a group of children in a
secondary school
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• At the end of this training, the student should
be able to prepare and stain a blood film for
detection of malarial parasite
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• Institutional objective
• Departmental objective
• Specific learning objective
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Qualities of educational objectives
• Relevance to the needs of the learner
• Clarity
• Feasibility
• Observability and measurability
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• The content areas in the curriculum have been
classified in to:
• ‘must know’,
• ‘good to know’ and
• ‘need not know’.
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• At the end of the MBBS course we want our
students to be good doctors
• How is this achieved?
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• At the end of the MBBS course we want our
students to be good doctors
• How is this achieved?
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Summary
• Define educational objectives• Learning vs teaching objectives• Types of educational objectives• Characteristics of educational objectives
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TAXONOMY OF EDUCATIONAL OBJECTIVES
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Objectives
• Define the three domains• Formulate educational objectives in each
domain
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Specific learning objectives• Are statements that describe the performance or
behavior of the learner expected to result from a
specific unit of teaching-learning activity.
• It describes what the student is expected to learn in
the three domains:• Knowledge ( cognitive, domain of the brain)• Practical ( psychomotor, domain of the hands)• Attitudes ( affective, domain of the heart)
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Cognitive domain
• Domain of intellectual skills – learning designed to
acquire, recall or recognize knowledge
• Classification:
– Knowledge
– Understanding
– Application
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Detailed classification
• Knowledge• Comprehension• Application
• Analysis• Synthesis• Evaluation
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Taxonomic levels
• Knowledge:
• ability to recall information as it was learnt
• Terminology, facts, dates, scientists, definition
• Example: The learner would be able to name the
organism causing malaria
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• Comprehension:
• Interpretation of information
• extrapolation of the understanding to related
areas and their implications
• Example: Given the blood reports of a patient, he
would be able to interpret and categorize the case as
complicated or uncomplicated malaria
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• Application:
• use of learned information to solve a problem.
• It requires knowledge and comprehension
• Example: the learner would be able to choose the
appropriate antimalarial therapy.
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• Analysis: • Ability to breakdown a problem into
component parts • to recognize and interpret findings
• Example: The learner would be able to take cognizance of socio economic, personal and cultural factors while selecting therapy
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• Synthesis:
• ability to assemble small parts into a coherent
whole
• Example: the learner would be able to write a
rational and individualized prescription for a
patient who is pregnant and has malaria
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• Evaluation:
• ability to judge the reliability, utility and merit
based on established criteria
• Example: the learner would be able to outline
the prognosis for a patient with
complicated malaria
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• Analysis• Synthesis Problem solving• Evaluation
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Psychomotor domain
• Acquisition of physical abilities, motor or muscular
skills or acts requiring neuromuscular coordination
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• Observe
• Imitate
• Perform under supervision
• Perform independently
• Perform with high degree of proficiency
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• Imitation: • Initial activity of the learner after being
exposed to an observable action
• Example: the learner would be able to perform an exchange transfusion for a patient with complicated malaria on a mannequin
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• Observe• Perform on a mannequin• Will perform under supervision• Will perform independently
• Dave’s taxonomic levels:– Imitate, practice, manipulation, precision,
articulation and internalisation
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Affective domain
• Domain of communication skills
• Description of learning tasks concerning changes in
attitudes, values and development of appreciations
and adequate adjustments
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• Receiving:
• becoming aware of an idea, willing to receive it
and give it some attention
• Example: the learner would be able to show
awareness of the anxiety of a patient waiting
for an invasive procedure
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• Responding: • willing to accept an idea, respond to it and
even gain some measure of satisfaction in his response
• Example: the learner would be able to reassure the anxious patient awaiting an invasive procedure
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• Internalization: • Valuing - accepting an idea as worthy,, involves
commitment, assuming a responsible role
Judgment whether the idea is worthy of accepting
• Organization- reflected by consistent behaviour according to a definite set of principles
Ability to conceptualize the idea
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• Characterization by a value complex:
integration of a value into a total philosophy
• Example: the learner would be able to
habitually comfort patients awaiting invasive
procedures
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Classification of specific learning objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
COGNITIVE DOMAIN
Control
Automatism
Initiation
PSYCHOMOTOR DOMAIN
Value complex
Organisation
Valuing
Responding
Receiving
AFFECTIVE DOMAIN
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• Depending on the subject area, objectives may have
to be framed in all the three domains or any one of
them
• Domains depend on the objective of the course and
also on what level the student is.
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• Awareness of different domains and hierarchical
levels within each domain helps a teacher to
formulate educational objectives precisely and plan
instruction and assessment more scientifically
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SPECIFIC LEARNING OBJECTIVES
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Need for objectives
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Need for objectives
• Basis for learning
• To find out whether and when the desired
competencies have been achieved
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Qualities of Specific learning objectives
• Relevant• Unequivocal• Observable• Measurable• Feasible
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Elements of Specific Learning Objectives
• Activity - learner should be able to do
• Content – the subject in relation to the activity
• Condition– under what circumstances should the
activity be performed
• Criterion – describes the desirable level of
proficiency
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• Specific learning objective – Task + criterion• Task : Act, content and condition• Example:
– Activity: student should be able to perform phlebotomy
– Content: in an adult– Condition: in a single venipuncture– Criterion: Independently
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Task + criterion = Objective
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How to write an objective
• Start with an action verb
• Describe the content
• Specify the condition
• Set a performance standard
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Words used to define objectives
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Knowledge
• arrange • define• duplicate • label • list • memorize • name
• order • recognize • relate• recall • repeat• reproduce • state
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Comprehension
• classify• describe • discuss • explain• express• identify• indicate
• locate • recognize• report • restate • review • select • translate
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Application
• apply• choose • Demonstrate• dramatize • employ • illustrate • interpret
• operate• practice • schedule • sketch • solve• use • write
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Analysis
• analyze • appraise • calculate • categorize • compare • Contrast• criticize
• differentiate• discriminate• distinguish • examine• experiment • question • test
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Synthesis
• arrange• assemble • collect • compose • construct • create • design • develop
• formulate• manage • organize • plan • prepare • propose • set up • write
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Evaluation
• appraise • argue • assess • attach • choose • compare • defend • estimate
• judge• predict• rate • core • select • support • value • evaluate
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SUMMARY
• Educational objectives• Taxonomy• Specific learning objectives
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Class on Malaria – II MBBS students
• Objectives:
– Malarial parasite – life cycle, lab diagnosis,
pathogenesis and pathology, treatment and
prevention
• Frame the SLO including all four elements
• Identify the domains and the levels
• Choose the appropriate Teaching learning methods
• Choose the appropriate method of Evaluation
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Group Activity follows……..
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• Group I– No 1, 2, 3, 5, 7, 25
• Group II– No 4, 6, 8, 9, 12, 24
• Group III– No 10, 11, 13, 15, 18, 23
• Group IV– No 14, 16, 17, 19, 22, 21, 20
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• Group I– No 1, 8, 9, 13, 22, 24
• Group II– No 2, 25, 11, 18, 20, 23
• Group III– No 3, 22, 19, 5, 6, 12
• Group IV– No 4, 7, 10,, 14, 15, 16, 17
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Given the learning objectives, identify the
domain and level in the hierarchy
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• Identify the malarial parasite
• Describe the life cycle of malaria
• Make a thick and thin blood film
• Examine the given smear stained by Leishman stain
• Name the drugs used in the treatment of malaria
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• Explain the procedure for lumbar puncture
• Explain the modes of spread of malaria
• Enumerate the line of management of cerebral
malaria
• List the complications of malaria
• List the malarial species
• Discuss the laboratory diagnosis of malaria
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• The groups to create departmental objectives and
specific learning objectives, identify the domain and
different taxonomic levels
• Formulate SLO fulfilling all the four elements – 20
minutes
• Presentation by each group and discussion – 40
minutes ( 10 minutes per group)
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Topics
• Malaria• TB• HIV• Malnutrition• Blindness• Anemia• Cervical cancer
• Ischemic heart disease• Diabetes mellitus• Alcoholism• Drug addiction• TAO