BEHAVIORAL OBJECTIVES

AND TEACHING PLANS

LAICHERRY Y. ROMAN
 Learning
Objectives
Differentiate between the
term goals and objectives

Assess opposing viewpoints

of using behavioral
objectives for teaching and
learning

Explain the teaching

methods appropriate for
instruction in each domain
 TYPES OF
OBJECTIVE
EDUCATIONAL OBJECTIVES
• Used to identify the intended
outcomes of the educational
process, whether referring to an
aspect of a program or a total
program of study that guide the
design of curriculum units

INSTRUCTIONAL OBJECTIVES
• Describes the teaching activities,
specific content areas, and
resources used to facilitate effective
instruction
• BEHAVIORAL OBJECTIVES / LEARNING
OBJECTIVES

– What the learner will be able to do following the

learning situation
– This type of objective is action oriented rather
than content oriented.
– Short term focused rather than process focused
 GOAL OBJECTIVE
• Final outcome to be • Specific, short term
achieved at the end of the • Single
teaching and learning • Concrete
process
• One dimensional behavior
• Learning outcomes
• Short term and should be
• Global and broad in nature
achieve after several
• Long term target for learner teaching session
and teacher
• Realistically can be achieved
in a few days, weeks or Behavioral Objective: intended
months result of instruction
• Multidimensional - Must describe precisely what
the learner intended to do
following health teaching.
 OBJECTIVES
• Sub objective
– Specific statements of short-term behaviors that
lead to the achievement of the primary objective.

• Objectives must be achieve before the goals

can be reached
• It must be observable and measurable
• Must be derived from goals and must be
consistent with and related to that goal
 Example..
• A goal might be that a patient with heart
failure will learn to manage his/her disease
• Objectives
– Diet
– Exercise
– Lifestyle modification
– Exercise
– Medication
– Fluid medication
Objectives and goals must be
clearly written, realistic and
learner centered

Goals and objectives must be

directed to what the learner is
expected to be able to do, not
what the teacher is expected to
teach
 • Helps to keep educators’ thinking
on target and learner centered

IMPORTANCE • Communicates to learners and

healthcare team members what
OF USING
is planned for teaching and
BEHAVIORAL learning
OBJECTIVES
• Helps the learners to understand
what is expected of them so they
can keep tract of their progress
• Forces the educator to select and
organize materials so they do not
get lost in the content and forget
the learner’s role in the process

• Encourages educator to evaluate

their own motives for teaching

• Tailor’s teaching to the learners

unique needs.

• Creates guidepost for teacher

evaluation and documentation of
success and failures
• Focus attention on what the
learner will come away with once
the teaching and learning
process is completed, not on
what is taught

• Orient’s teacher and learner to

the end results of teaching
process

• Makes it easier for the learner to

visualize performing the required
skills
 3 Characteristics (Mager,
1997)
1. Performance – What
should the learner be able
WRITING to do?
BEHAVIORAL
OBJECTIVES 2. Condition – Under which
conditions should the
learner be able to do it?
3. Criterion – How well the
learner be able to do it?
Who will do what under which condition and
how much or when
• A – Audience (who)
• B – behavior (what)
• C – Condition ( under which circumstance)
• D – degree (how well, to what extent, within
what time frame)

Example:
After 20 mins of teaching session on relaxation
techniques (C – condition), Mrs. Cruz (A – audience)
will be able to identify (B – behavior) three
techniques for lowering her stress level (D –
degree).
The Four-Part Method of Objective Writing
Condition Audience (Identify Behavior (Learner Degree (Criterion
(Circumstance or who the Learner Performance) Reflecting Quality
Testing Situation) Is) or Quantity of
Mastery)
Without using a the student will solve five out of six
calculator math problems

Using a model the staff nurse will demonstrate the correct

procedure for
changing sterile
dressings
Following group the patient will list at least two
discussion reasons for losing
weight
 TAXONOMY OF
OBJECTIVES
ACOORDING TO
LEARNING DOMAINS
 • The way to categorize
things according to how
they are related to one
another.
TAXONOMY
• Ex. Biologist use taxonomy
to classify plants and
animals based on their
natural characteristics
 The taxonomy of Educational
Objectives

Tool for classifying educational

objectives into
BLOOM’S
3 Categories
TAXONOMY
• Cognitive – thinking domain (Knowledge)
• Affective – feeling domain (Attitude)
• Psychomotor – doing or skills domain
(Skills)
• Interdependent
• Can be experienced simultaneously
 • THINKING DOMAIN
• Acquiring information and
addressing the
COGNITIVE development of the
DOMAIN learner’s intellectual
abilities, mental capacities,
understanding and thinking
process
 • Knowledge Level -
• Comprehension Level
6 Levels of
• Application Level
Behavioral
• Analysis Level
Objectives
• Synthesis Level
• Evaluation Level
 • Ability to memorize, recall,
define, recognize specific
information such as facts,
rules, principles, conditions
and terms

Knowledge • Example:
• After 20 minutes of teaching
Level session, the patient will be
able to state with accuracy
definition of Chronic
Obstructive Pulmonary
Disease (COPD)
 • Ability of the learner to
demonstrate an
understanding of what
is being communicated
by recognizing it in a
translated form, such as
Comprehension grasping an idea by
defining it in his or her
own words. (knowledge
is a prerequisite
behavior)
 • Ability of the learner to
use ideas, principles,
abstraction or theories
in specific situations
such as figuring, writing,
reading or handling
Application equipment (knowledge
and comprehension are
prerequisite behavior)
 • 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
Analysis are prerequisite behaviors)

Level • After reading handouts provided

by the nurse educators, the
family member will calculate the
correct number of total grams of
protein included on average per
day in the family diet
 • Ability of the learner to
put together parts into
unified whole by
creating unique product
that is written, oral, or
Synthesis in picture form
(knowledge,
Level comprehension,
application and analysis
are prerequisite
behaviors)
 • Ability to judge the value of
something by applying
appropriate criteria
(knowledge, comprehension,
application, analysis and
synthesis are prerequisite
behaviors)
Evaluation After three teaching sessions,
the learner will assess his
readiness to function
independently in his home
setting
 Teaching Method and Teaching Tools

TEACHING METHOD TEACHING TOOL

• Lecture • VERBAL
• Group Discussion • WRITTEN
• One on One instruction • VISUAL TOOLS
• Self instruction Activities
• Computer Assisted
Instruction
 FEELING DOMAIN

Learning involves an increasing

internalization of commitment to feelings
expressed as emotions, interest, beliefs,
AFFECTIVE attitudes, values and appreciations

DOMAIN It includes emotional and social

development goals

Educators use affective domain to help

learners to realize their own attitudes and
values
Beliefs – what an
individual perceives as
reality

Attitudes- represent
feelings about an object,
person, or event

Values – Operational
standards that guide
actions and way of living
 Receiving Level

Responding Level

Levels of
Valuing Level
Behavioral
Objectives
Organization Level

Characterization Level
 • Ability of the Learner to show
awareness of an idea or fact
or a consciousness of a
situation or event in the
environment.

Receiving • Example:
During a group discussion
Level session, the patient will admit to
any fears he may have about
needing to undergo a repeat
angioplasty
 • Ability of the Learner to
respond to an experience,
at first obediently and
later willingly and with
satisfaction
Responding
• Example:
Level At the end of one to one
instruction, the child will
verbalize feelings of
confidence in managing her
asthma using the peak-flow
tracking chart
 • Ability to regard or
accept the worth of the
theory, idea or event,
demonstrating sufficient
commitment or
Valuing preference to an
experience that is
Level perceived or having
value.
• Ability or desire to act
to further that value
 • Ability to organize,
classify and prioritize
values by integrating
a new value into a
general set of values;
Organization to determine
Level interrelationships of
values; and to
establish some values
as dominant or
pervasive
 • Ability to display adherence to a
total philosophy or word view,
showing firm commitment to the
values by generalizing certain
experiences into a value system

• Ex. Following a series of teaching

Characterization sessions, the learner will display
consistent interest in
Level maintaining good hand washing
technique to control the spread
of infection to patients, family
members and friends
 Teaching Methods
3 Levels
Teaching Methods • Intrapersonal Level –
• Role model personal perceptions of one’s
• Role Play own self, such as self
• Simulation concept, self awareness and
self acceptance
• Gaming
• Interpersonal – Perspective
• Questioning
of self in relation to other
• Case Studies individual
• Group Discussion Sessions
• Extrapersonal – perception
of others as established
groups.
 SKILLS DOMAIN

PSYCHOMOTOR
DOMAIN

Involves acquiring fine and

motor abilities such as walking,
handwriting, manipulating
equipment, or a performing
procedure
 Perception Level

Set Level

Guided Response Level

Levels of
Behavioral Mechanism Level
Objectives Complex Overt Response Level

Adaptation Level

Origination Level
 • Ability to show sensory
awareness of objects and
cues associated with some
task to be performed

• After 10 min teaching session

Perception on aspiration precautions, the
family caregiver will describe
Level the best position to place the
patient in during mealtimes
to prevent choking
 • Ability to exhibit readiness to
take certain kind of action as
evidenced by expression of
willingness, sensory attending,
or body language favorable to
performing a motor act

• Example:
Set Level • Following a demonstration of
how to do proper wound care,
the patient will express a
willingness to participate
changing the dressing on his leg
using the correct procedural
steps
 • Ability to exert extra effort via
overt actions under the
guidance of an instructor to
imitate an observed behavior
with conscious awareness of
Guided effort.

Response • Example: After a 15 mins

video on the procedure for
Level self examination of the
breast, the patient will
perform the exam on a model
with 100% accuracy
 • Ability to repeatedly perform
steps of desired skill with a
certain degree of confidence
indicating mastery to the
extent that some or all
aspects of the process
Mechanism become habitual.

Level • Example: After 20 min

teaching session, the patient
will demonstrate the proper
use of crutches while
repeatedly applying the
correct three-point gait
technique
 • Ability to automatically perform
a complex motor act with
independence and high degree
of skill, without hesitation and
Complex with minimum expenditure of
time and energy

overt • Example: After three 20 min

teaching sessions, the patient
response will demonstrate the correct use
of crutches while accurately
Level performing different task such as
going up stairs, getting in and
out of the car, and using the
toilet
 • 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
Adaptation
• Example: After reading handouts
Level on healthy food choices, the
patient will replace unhealthy
food items she normally chooses
to eat at home with healthy
alternatives
 • Ability to create new motor
acts, such as novel ways of
manipulating objects or
materials, as a result of an
understanding a skill and a
developed ability to perform
Origination skill

Level • Example: After simulation

training, the parents will
respond correctly to a series
of scenarios that demonstrate
skill in recognizing respiratory
distress in their child with
asthma
 Methods of Teaching
• Demonstration
• Return demonstration
• Simulation
• Self instruction
• Instructional Materials such as
– DVD, CD
– Models and diagrams
– Posters
DEVELOPMENT OF
TEACHING PLANS
 Blueprint of the goal and
objectives that have been
developed.

Teaching It should be clear what is the

learner is to learn and what the
Plan teacher is to teach.

Aside from goals and objective, it

should also indicate the purpose,
content, methods, tools, timing
and evaluation of instruction
 Purpose – the why of the educational session

Statement of overall goal

List of objectives
8 Basic
An outline of the content to be covered in the
Elements of teaching session

Teaching Instructional Method (s) used for teaching the

related content

Plan Time allotted for the teaching of each objective

Instructional Resources

Method(s) used to evaluate learning.

POST CIRCUMCISION CARE
Purpose: To provide mothers of male newborns with the information necessary to
perform post circumcision care.
Goal: The mother will independently manage post circumcision care for her baby boy.
Objectives Content Outline Method(s) of Time Resources Methods of
Teaching Allotte (Instructional Evaluation
d Materials)
Following a 20-minute
teaching session, the
mother will be able to:

1. Demonstrate A. Definition of Demonstration 10 Written/ Observation

procedure for Circumcision -Return mins pictorial flip of return
post B. Circumcision demonstration chart demonstrati
circumcision Care Infant doll on
care with 1. Washing Wash cloth
each diaper penis warm water
change 2. Applying Petroleum
(psychomotor petroleum jelly
) jelly and Gauze
gauze diaper
3. Diapering
baby
2Identify three Post circumcision 1:1 instruction 5 minutes Written / Posttest
reasons to call complications pictorial flip
the doctor or 1. Bleeding chart
nurse (cognitive) 2. Weak or
absent
stream of
urine
3. Drainage
4. Swollen
penis
5. Baby acts
sick or more
fussy than
expected

3Express any A. Summarize Discussion 5 minutes White board Question and

concerns about common answer
circumcision care concerns
B. Explore
feelings
THANK YOU!!!