goals and objectives-.pptx

7/27/2019 Goals and Objectives-.pptx

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Presenter:

Rajesh Sharma.


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Getting introduced to topic

Definitions

Significance

Writing objectives

Classification Conclusion


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INTRODUCTION :

THUMB RULE

Always set broad, general goals

and specific, measurable objectives for eachtopic.

GOAL :Participants will develop the knowledge

towards writing appropriate goals and

objectives to improve the quality of curriculum


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By the end of the session, participants will be able to,

1. Define goal and objectives

2. Describe the three types of objectives

3. Use the template provided to write at least onemeasurable educational objective of each type

4. Compare the verbs which are open to more Vs

fewer interpretations

5. Modify less-well-written objectives in to better-

written one

6. Justify the level in which the specific objective fits

in.


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Goal :

which provides an overall direction to

curriculum, toward which an effort ismade.

Objectives: specific, measurable behavior/ outcome

expected from the learners to achieve the

set goals


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What is an objective?

An objective is a description of

the behavior expected afterinstruction. An objectives describes an

intended result of instruction, not the

process of instruction itself.


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How does an objective differ from a goal?

A goal is a statement that communicates

the general educational outcomes.

Because goals are general in nature, theyare usually stated in non-behavioral

terms.


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Goals and objectives(where & how to reach) help to ;

Choose curricular contentprioritize (details of route!)

Determine appropriate learning methods (best route)

Evaluate the learners and curriculum as well (sign post)

Suggest the better evaluation methods (feedback)

Communicate clearly to others ; learners, faculty, HODs,program directors and individuals from other

institutions (anyone should follow)


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Five basic elements should be included;

1. Who (e.g.; 1st year Nursing students)

2. Will do ( demonstrate)

3. How much /well (once/correct technique asper checklist)

4. Of what ( estimation of CPR)

5. By when ( by the end of the session)**usage of verbs that are open to fewerinterpretations (eg; to list) are preferable

rather than that open to many (eg; to know)


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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge


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Blooms hierarchical cognitive learning

was revised by Anderson et al.toincorporate cognitive psychology

Marzano and Kendall refined the

taxonomy ,by emphasizing theimportance of learner motivation,

beliefs emotions and

goal setting and self monitoring (meta-cognition) in learning


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1. Learner learning related;2. Process educational and

health care related

3. Outcomes curriculum

** these objectives can be written at2 different levels : individual learner

and aggregate or program level


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1. Learner learning relateda. cognitive domain (knowledge)

b. affective (attitudinal)c. psychomotor

----skill / competence

----behavioral/performance


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2. Process educational and

health care relateda. individual process objective

b. program process objective

3. Psychomotor

a. career outcome objectivesb. Behavioral and health outcome

objectives


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The skill of writing appropriate generalgoals and specific ,measurable

objectives is critically important to

focus on a curriculum

If these are not well articulated, then

the learning experiences will be

unfocused and 3 important domains

(KAS)will be underappreciated.


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Individual

learner level

Aggregate/

program level

Learner

( cognitive,

affective orpsychomotor)

Process

Health, health care

or patient outcome


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Individual learner

level

Aggregate/ program

level

Learner

(cognitive)

Each participant will be able to

list the 5 step approach

effective alcohol cessation

counseling

80% of participants will be able

to

list the 5 step approach effective

alcohol cessation counseling

Process Each participant will haveattended both session of the


80% of participants will have

attended both session of the


Health,

health care

or patient

outcome

By one year after completion

of the training, the alcohol

cessation rate for the patients

of each family physician will

increase twofold

By one year after completion of

the training, there will have been

a statistically significant increase

in the % of family physician who

have quit the alcohol


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Bloom BS. Taxonomy of educational objectives:Cognitive domain. New York: Longman: 1984

Anderson LW, Krathwhol DR, eds. A taxonomy

for learning, teaching and assessing: A revisionof Blooms taxonomy of educational objectives.

New York: Longman: 2001

Marzano RJ, Kendall JS. The new taxonomy ofeducational objectives, 2nd ed. Thousand oaks,

Calf: Corwin press;2007

goals and objectives-.pptx

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