Behavioral Objectives & Teaching Plans

ROBERT MAGER - he developed a system for writing behavioral objectives to help teachers make appropriate
instructional decisions as well as to assist learners in understanding what they need and are expected to know.

- In addition, the taxonomic system devised by Bloom, Englehart, Furst, Hill, and Krathwohl (1956) for
categorizing objectives of learning according to a hierarchy of behaviors has been the cornerstone of teaching
for over half a century
- This concept of taxonomy—that is, the ordering of these behaviors based on their type and complexity
- A taxonomy is a way to categorized things according to how they are related to one another.

TYPES OF OBJECTIVES
EDUCATIONAL OBJECTIVES - identify the intended outcomes of the education process
INSTRUCTIONAL OBJECTIVES - the teaching activities, specific content areas and resources used to facilitate
effective instruction.
BEHAVIORAL OBJECTIVES - learning objectives, make use of modifier behavioral learning to denote that this type
of objective is action-oriented

CHARACTERISTICS OF GOALS & OBJECTIVES

GOAL – learning outcome; the final outcome to be achieved at the end of the teaching and learning process
OBJECTIVE - is a specific, single, concrete, one-dimensional behavior. Objectives are short-term and should be
achieved at the end of one teaching session, or shortly after several teaching sessions
SUBOBJECTIVES - may be written and reflect aspects of a main objective. They, too, are specific statements of short-
term behaviors that lead to the achievement of the primary objective.

The objective must be achieved before the goal can be reached

WRITING BEHAVIORAL OBJECTIVES & GOAL

PERFORMANCE - describes what the learner is expected to be able to do to demonstrate the kinds of behaviors the
teacher will accept as evidence that objectives have been achieved.
CONDITION - describes the situations under which the behavior will be observed or the performance will expect to
occur.
CRITERIA - describes how well, with what accuracy, or within what time frame the learner must be able to perform
the behavior so as to be considered competent.
- A fourth component must also be included that describes the “who” to guarantee that the behavioral objective
is indeed learner centered.

A – Audience B – Behavior C – Condition D – Degree

“After a 20-minute teaching session on relaxation techniques (C-condition),

Mrs. Smith (A-audience)
will be able to identify (B-behavioral)
three distinct techniques for lowering her stress level (D-degree).”

MOST COMMON MISTAKE IN WRITING OBJECTIVES

 Describing what the teacher does rather than what the learner is expected to do.

 Including more than expected behavior and a single objective (avoid using and to connect two verbs---
e.g., the learner will select and prepare
  Forgetting to identify all four components of condition, performance, criterion, and who the learner is.

 Using terms for performance that are open to many interpretations, are not action oriented, and are
difficult to measure.

 Writing objectives that are unattainable and unrealistic given the ability level of learner.

 Writing objectives that do not relate to the stated goal.

 Cluttering objectives by including unnecessary information

 Being too general so as not to specify clearly the expected behavior to be achieved.

S – Specific M – Measurable A – Attainable R – Realistic T – Time-bound

S: be specific about what is to be achieved

M: quantify or qualify objectives by including numeric, cost, or percentage amounts or the degree/level of mastery
expected.
A: write attainable objectives
R: resources must be available and accessible to achieve objectives.
T: state when the objectives will be achieved
TAXONOMY OF OBJECTIVES ACCORDING TO LEARNING DOMAINS
Bloom et al. (1956) and Krathwohl, Bloom, and Masia (1964) developed a very useful taxonomy, known as the
taxonomy of educational objectives, as a tool of classifying behavioral objectives, this taxonomy is divided into
three broad categories or domains: cognitive (thinking domain), affective (feeling domain), and psychomotor
(doing or skills domain).
- The cognitive domain is known as the “thinking” domain;
- the traditional focus of most teaching
Knowledge level: ability of the learner to memorize, recall, define, recognize, or identify specific information,
such as facts, rules, principles, conditions, and terms, presented during instruction
Comprehension level: Ability of the learner to demonstrate an understanding of what is being communicated by
recognizing it in a translated form, such as grasping an idea by defining it or summarizing it in his or her own
words (knowledge is a prerequisite behavior).
Application level: Ability of the learner to use ideas, principles, abstractions, or theories in specific situations,
such as figuring, writing, reading, or handling equipment (knowledge and comprehension are prerequisite
behaviors).

Analysis level: Ability of the learner to recognize and structure information by breaking it down into its separate
parts and specifying the relationship between the parts (knowledge, comprehension, and application are
prerequisite behaviors).

Synthesis level: Ability of the learner to put together parts into a unified whole by creating a unique product that
is written, oral, or in picture from (knowledge, comprehension, application, and analysis are prerequisite
behaviors).

Evaluation level: Ability of the learner to judge the value of something by applying appropriate criteria
(knowledge, comprehension, application, analysis, and synthesis are prerequisite behaviors).
 lecture, group discussion, one-to-one instruction, and self-instruction activities, such as computer-assisted instruction

- The affective domain is known as the “feeling” domain

- Beliefs are what an individual perceives as reality; attitudes represent feelings about an object, person, or event;
and values are operational standards that guide actions and ways of living.
1-RECEIVING LEVEL: Ability of the learner to show awareness of an idea or fact or a consciousness of a situation
or event in the environment. This level represents a willingness to selectively attend to or focus on data or to receive a
stimulus.

RESPONDING LEVEL: Ability of the learner to respond to an experience, at first obediently and later willingly and
with satisfaction. This level indicates a movement beyond denial and toward voluntary acceptance, which can lead to
feelings of pleasure or enjoyment resulting from some new experience.

VALUING LEVEL: Ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating
sufficient commitment or preference to an experience that is perceived as having value. At this level, there is a definite
willingness and desire to act to further that value (receiving and responding are prerequisite behaviors).

ORGANIZATION LEVEL: Ability of the learner to organize, classify, and prioritize values by integrating a new
value into a general set of values; to determine interrelationships of values; and to establish some values as dominant
and pervasive ( receiving, responding, and valuing are prerequisite behaviors).

CHARACTERIZATION LEVEL: Ability of the learner to display adherence to a total philosophy or worldview,
showing firm commitment to the values by generalizing certain experiences into a value system (receiving, responding,
valuing, and organization are prerequisite behaviors).

Role model, role play, simulation, gaming, questioning, case studies, and group discussion sessions
 The intrapersonal level
 The interpersonal level
 The extrapersonal level

- The psychomotor domain is known as the “skill” domain.

PERCEPTION LEVEL: Ability of the learner to show sensory awareness of objects or cues associated with some
task to be performed. This level involves reading directions or observing a process with attention to steps or techniques
in developing a skill.

SET LEVEL: Ability of the learner to exhibit readiness to take a certain kind of action as evidenced by expression of
willingness, sensory attending, or body language favorable to performing a motor act (perception is a prerequisite
behavior).

GUIDED RESPONSE LEVEL: Ability of the learner to exert effort via overt actions under the guidance of an
instructor to imitate an observed behavior with conscious awareness of effort. Imitating may be performed hesitantly
but with compliance to directions and coaching (perception and set prerequisite behaviors).

MECHANISM LEVEL: Ability of the learner to repeatedly perform steps of a desired skill with a certain degree of
confidence, indicating mastery to the extent that some or all aspects of the process become habitual. The steps are
blended into a meaningful whole and are performed smoothly with little conscious effort (perception, set, and guided
response are prerequisite behaviors

COMPLEX OVERT RESPONSE LEVEL: Ability of the learner to automatically perform a complex motor act with
independence and a high degree of skill, without hesitation and with minimum expenditure of time and energy;
performance of an entire sequence of a complex behavior without the need to attend to details behavior without the
need to attend to details (perception, set, guided response, and mechanism are prerequisite behavior).

ADAPTATION LEVEL: Ability of the learner to modify or adapt a motor process to suit the individual or various
situations, indicating mastery of highly developed movements that can be suited to a variety of conditions (perception,
set, guided response, mechanism, and complex overt response are prerequisite behavior).

ORIGINATION LEVEL: Ability of the learner to create new motors act, such as novels ways of manipulating objects
or materials, as a result of an understanding of a skill and a developed ability to perform skill (perception, set, guided
response, mechanism, complex overt response, and adaptation are prerequisite behavior).

Imitation
At this level, observed action are fallowed. The learner’s movements are gross, coordination lacks smoothness, and
error occur. Time and speed required to perform are based on learne needs.

Manipulation
At this level, written instructions are followed. The learner’s coordinated movements are variable, and accuracy is
measured based on the skill of using written procedure as a guide. Time and speed required to perform vary.

Precision
At this level, a logical sequence of actions is carried out. The learner’s movements are coordinated at higher level, and
errors are minimal and relatively minor. Time and speed required to perform remain variable.

Articulation
At this level, a logical sequence of action is carried out. The learner’s movements are coordinated at a high level, and
errors are limited. Time and speed required to perform are within reasonable expectations.

Naturalization
At this level, the sequence of actions is automatic. The learner’s movements are coordinated at a consistently high level,
and errors are almost nonexistent. Time and speed required to perform are within realistic limits, and performance
reflects professional competence.

demonstration, return demonstration, and self-instruction, are useful for the development of motor skills. Also,
instructional materials, such as videos (DVDs), audiotapes (CDs), models, diagrams, and posters

Readiness to Learn: The motivation to learn affects the degree of effort exhibited by the learner in working towards
mastery of a skill.

Past Experience: If the learner is familiar with equipment or techniques similar to those needed to learn a new skill,
then mastery of the new skill may be achieved at a faster rate. The effects of learning one skill on the subsequent
performance of another related skill are collectively known as transfer of learning (Gomez & Gomez, 1984;
Moursund, 2016). For example, if a family member already has experience with aseptic technique in changing a
dressing, then learning to suction tracheostomy tube using sterile technique should not require as much time to master.

Health Status: An illness state or other physical or emotional impairments in the learner may affect the time it takes to
acquire or successfully master a skill.

Environmental Stimuli: Depending on the type and level of stimuli as well as the learning style (degree of tolerance
for certain stimuli), distractions in in the immediate surroundings may interfere with the ability to acquire a skill.

Anxiety Level: The ability to concentrate can be dramatically affected by how anxious someone feels. Nervousness
about performing in front of another person is particularly important factor in psychomotor skill development. High
anxiety levels interfere with coordination, steadiness, fine muscle movements, and concentration levels when
performing complex psychomotor skills it is important to reassure learners that they are not necessarily being tested
during psychomotor skill performance. Reassurance and support reduce anxiety levels related to the fear of not meeting
expectation of themselves or of the teacher.

Developmental Stage: physical, cognitive, and psychosocial stage of development all influence an individual’s ability
to master a movement-oriented task. Certainly, a young child’s fine and gross motor skill as well as cognitive abilities
are at the different level from those of an adult. The older adult, too, likely exhibits slower cognitive processing and
increased response time (needing more time to perform an activity) compared to younger clients.

Practice Session Length: During the beginning stage of learning a motor skill, short and carefully planned practice
sessions and frequent rest periods are valuable techniques to help increase the rate and success of learning. These
techniques are thought to be effective because they help prevent physical fatigue and restore the learner’s attention to
the task at hand.

SIX THEMES AS IMPORTANT TO LEARNING NEW SKILL:

- peer support peer learning are important;
- practice in real people is essential to mastery;
- faculty member matter during the learning experience;
- condition of the environment are essential;
- knowing that patients need good nursing skills; and
- anxiety is ever present because of fear of fear of harming patient.

MENTAL IMAGING
also referred to as mental practice has surface as a helpful alternative for teaching motor skills, particularly for patients
who have mobility deficits or fatigue
 DEVELOPING OF TEACHING PLANS
a blueprint to achieve the goal and the objectives that have been developed.

1. To direct the teacher to look at the relationship between each of the steps of the teaching process to make
sure that there is a logical approach to teaching.

2. To communicate in writing exactly what is being taught, how it is being taught and evaluated, and the time
allotted to meet each of the behavioral objectives.

3. To legally document that an individual plan for each learner is in place and is being properly
implemented.

8 BASIC ELEMENTS
1. Purpose
2. Statement of the overall goal
3. List of objectives
4. An outline of the content to be covered in the teaching session
5. Instructional method(s) used for teaching the related content
6. Time allotted for the teaching of each objective
7. Instructional resources(materials/ tools and equipment) needed
8. Method(s) used to evaluate learning.