Module Components

• Overview
• Assignments

Topics

• Behavioral Objectives
• Domains of Learning
• Resources

NURS 787 - Theoretical Foundations of Teaching and Learning Course

Module 5: Objectives, Leveling, and Alignment

Domains of Learning

You have identified the learners, their learning style, and developmental level. From the assessment you identified needs. You then prioritized the needs and chose to develop an educational program to meet one of those needs. This completes the assessment and “diagnosis” phase of the teaching process; now on to planning!

The first step of the planning process is to develop the goals (a broad statement of purpose). From the overarching goals, you develop learning objectives that will achieve the goals. The learning objectives serve as a guide for the educational experience. Developing appropriate objectives is the foundation of the teaching/learning process. Objectives should flow from the learner characteristics, purpose, goals, context, and educational needs. The objectives may be organized by a theory or framework. Much like SMART (Specific, measurable, achievable, realistic, time oriented), learning objectives should be:

Realistic	Positive	Clear	Assessed/evaluated
Measurable	Time-dated	Rewardable	Aligned

What else could you add in the empty boxes above?

A complete objective has four parts: an audience, an action verb that specifies the end performance, conditions under which the demonstration will take place, and a statement of criteria by which the performance will be judged. First we will discuss domains of learning.

There are three domains of learning and they are cognitive, affective, and psychomotor. These domains align with the term “KSA”, frequently use to describe someone’s knowledge, skills, and attitudes. Each domain assesses different types and levels of learning and each have unique and specific action verbs associated with it. The following discussion is based on the original (1956) version of Bloom’s Taxonomy. The taxonomy has been reorganized and updated in recent years (2001), but the basic concepts of domains and leveling remain intact.

The Cognitive Domain

• In the cognitive domain there are six levels of learning. The simplest level is knowledge. Some verbs associated with knowledge objectives are: lists, states, and labels. For example, the learner will state three signs and symptoms of a myocardial infarction. The underlying premise is that a learner acquires knowledge as a basis of learning and acquiring knowledge is foundation of higher levels of learning. The facilitator would assess the students learning by asking the student (verbally or on a quiz or exam) to state three signs and symptoms of an MI.
• The next level of cognitive domain objectives is comprehension. Comprehension objectives will contain verbs like explains, gives examples, and paraphrases. Comprehension means that you can take in the knowledge and then use it. Comprehension assumes some knowledge. The learner will describe the signs and symptoms of a myocardial infarction is an example of a comprehension objective. To describe I need to know the signs and symptoms and be able to describe them.
• The next level is application. Application infers that I know it and can describe it and now I will apply it. Some verbs associated with application are: computes, demonstrates, and uses. The learner will demonstrate the correct procedure for a dry sterile dressing change. Application infers that I know and comprehend in order to apply.
• After application is analysis. Analysis refers to the breakdown of information into parts. Analysis refers to such verbs as diagrams, illustrates, and distinguishes. An example of an objective is: the student will distinguish between the signs and symptoms of a MI and choking.
• Synthesis includes such verbs as composes, creates, designs, and summarizes. Synthesis is the process of building something new or the pulling together of the parts to make a whole. An example is: the learner will summarize their learning experiences this week.
• Evaluation is the highest level of the cognitive domain. Evaluation is making judgments about materials and methods. Some verbs used in evaluation are appraises, critiques, and justifies. An objective may be: the student will critique a research paper found in a peer-reviewed journal.

The most commonly used methods of evaluating cognitive domain objectives are: verbal feedback, post-tests, quizzes, examinations, papers, and oral presentations.  These strategies align with the cognitive domain of the objectives.
The Affective Domain
The affective domain represents feelings, interests, attitudes, opinions, appreciations, values, and emotional sets.

• The lowest level of affective domain is receiving. Receiving includes being conscious of something, the willingness to tolerate a stimulus, or the choosing of a stimulus to respond to. Some verbs associated with receiving are chooses, follows, and gives. An example might be: the student will be aware that help is available 24 hours a day and 7 days a week.
• The next level is responding. The student can respond under duress or fear of consequences or the student can respond with a feeling of satisfaction. Some verbs associated with responding are tells, answers, and presents. An example of an objective is: the student will express satisfaction with their clinical experience.
• The third level is valuing. The student can accept a value, show preference for a value or commit to a value. Some verbs are: justifies, selects, and studies. An example of a valuing objective is: the client will accept the limitations of his disease in his performing activities of daily living.
• The next level is organization. Organization involves the bringing together of new values into existing values into an orderly, harmonious, and consistent relationship. The verbs could be: alters, integrates, and orders. An example of an objective is: the client will regularly choose foods that are high in protein and low in carbohydrates.
• The highest level of the affective domain is characterization by a value or value complex. This includes ordering one's world so that one can act consistently and effectively in that world. The associated verbs are: proposes, influences, and modifies. An example is: the nursing student will develop a code of professional conduct consistent with the Code of Ethics.

The most commonly used methods of evaluating affective domain objectives are journals, reflection papers, logs, and essays. These strategies align with the affective domain of the objectives.

The Psychomotor Domain

The focus is of the psychomotor domain is on motor skill development. These motor skills are used for speech development, reading readiness, handwriting, physical education, manipulative skills (keyboarding), and performance skills. Verbs applicable to the psychomotor domain include perform, recognize, imitate, measure, feel, handle, operate, reach, relax, shorten, stretch, and write. Some examples of psychomotor domain objectives are: to demonstrate correct crutch walking or to recognize head control in an infant. Our educational system tends to emphasize the cognitive domain and to use cognitive objectives. One reason is that they are the easiest and most effective to evaluate.

Reflection Activity:

The chart below shows the various levels of the psychomotor domain in Bloom’s taxonomy. Think about a time you learned (or taught someone else!) a new skill primarily in the psychomotor domain, such a riding a skateboard or using a power drill. Can you see the progression of ability in the levels below?

In summary, the focus of this module was on formulating accurate and measurable behavioral objectives. The purpose and use of objectives in learning were discussed. Bloom’s Taxonomy was used to examine cognitive, affective, and psychomotor domains of objectives. The impact of behavioral objectives on learning were studied. The next step is to add content that the learner needs to meet the objectives.