DEVELOPING INSTRUCTIONAL OBJECTIVES 3.

Create a NCP related to a specific condition

(Psychomotor)
4 COMPONENTS OF OBJECTIVES:

A udience - students

B ehavior  - action verb LEARNER CHARACTERISTICS

Factors that influence a client’s or learner’s ability,
C ondition – relevant factors motivation and desire to learn!

D egree – criteria CULTURE

- Is defined as invisible patterns that form the normal
ways of acting, feeling, judging, perceiving, and
⮚ After the discussion, the students will organizing the world.
perform the proper  techniques of hand Culture affects health behaviors and the
washing with 75% accuracy  teaching/learning process.
⮚ At the end of a lecture, the students will name
LITERACY
the different parts of the digestive system The client’s or learner’s ability to read and understand
what is being read is an essential component of
Instructional Objectives learning.

Topic: Bag Technique AGE

 Specific Objectives: As more of our population live longer, it is increasingly
At the end of 45 minutes ward class, the students will the aged who are our clients.
be able to:
1. Define the meaning of bag Technique; EDUCATIONAL LEVEL
(cognitive) and HEALTH STATUS
2. Appreciate the importance of doing bag A client’s or learner’s educational level may have an
technique; (affective) impact on learning.
3. Arrange  the actual contents of CHN bag “The more educated, the healthier”
properly. (Psychomotor)
Hinder the learning process for some people are:
* Using medical terminologies
* Anatomical label for body parts
Now, formulate objectives related to topic given! * abbreviations for medical procedures
TOPIC:  Formulating Nursing Care Plan
Time: 1 hour discussion SOCIOECONOMIC LEVEL
Audience: Students The impact of socioeconomic level on learning has
more to do with being able to use the information
OBJECTIVES being taught rather than the process of learning

Topic: Formulating NCP Socioeconomic level may dictate where a client lives.
 Specific Objectives:
At the end of 1 hour , the students will be able to: PLANNING AND CONDUCTING CLASSES
1. Identify the importance of formulating NCP,
appropriately.(cognitive) ● CURRICULUM
2. Follow the right sequence of the NCP;
(affective) ⮚ Refers to a planned set of learning
3. Construct  NCP based on specific condition 
experiences that the educational institution
(Psychomotor)
intends to provide its learners.
Topic: Formulating NCP
 Specific Objectives:
At the end of 1 hour , the students will be able to: ⮚ term derive from Latin word “currere” which
1. Discuss sequence on formulating NCP means “to run”.
(cognitive)
2. Follow the proper way of formulating NCP;
(affective)
 - To guide your selection and handling of course
⮚ commonly referred to as course of study or
materials.
program of study. - To help determine whether people in the class
have learned what you have tried to teach.
⮚ it defines as the sum total of all learning - To know more about a course than they can
content, experiences, and resources that are get from the course description or list of
properly selected, organized, and course content
implemented by the school. BLOOMS TAXONOMY
● PURPOSES of Curriculum
3. SELECTING CONTENTS

⮚ It is an intellectual development process - The general guidelines for course content are
conceived to promote mastery of the subject usually prescribed by the curriculum of he
matter with the primary purpose of building a school or health agency for which the
storehouse of information, skills and values. educator works
- It is generally left to the instructor’ discretion
to determine exactly what to include on a
⮚ Meets the needs of the community where
particular topic and what can safely be
teaching and learning takes place and the skipped over.
needs of the discipline from which the - Factors that guide instructor to select
learners are to be trained and developed. contents:
● UNITARY TEACHING
✔ How much time to devote to the topic

⮚ Is a method of teaching planned to facilitate ✔ The kind of background the students

and to attain a common framework or unitary have
learning specific to what should be learned ✔ If a textbook has already been
and expected or desired output.
selected for the course
4. ORGANIZING CONTENTS
⮚ Basis for this method of teaching are teaching - There will be sessions that are enjoyable and
goals and objectives. smooth running.
- Sharing class objectives with the group sets
the stage for an organized lectures.
PLANNING SEQUENCE 5. SELECTING TEACHING METHODS
1. DEVELOPING A COURSE OUTLINE OR - one of the most complex parts of teaching
SYLLABUS - select strategies with which you are familiar
COURSE OUTLINE or SYLLABUS and comfortable
Factors affecting choice of methods:
- Is considered a contract between teacher and ● The selection of methods depends on the
learners objectives and types of learning you are trying
- helps learners to gauge just what is to be to achieve.
learned and what is expected of them. ✔ To present facts and rules > use
- information included in the outline may vary
lecture with handouts or a computer
by setting and institution.
tutorials
- as a general guidelines, it should include name
of the course/subject, the name of the ✔ To mold attitudes > case studies,
instructor, a one-paragraph course discussion, or role play may work the
description, and list of course objectives. best
- you may also wish to include:
✔ To motivate learners > gaming would
o topic outline
o the teaching methods used be good choice
o the textbook or other readings ✔ to encourage creativity and problem
o the methods of evaluation solving skills > best approach is
2. FORMULATING OBJECTIVES problem based learning or individual
THE VALUE OF OBJECTIVES project
● Course content also indicates methodology to
⮚ Examine some of the chapters
some extent:
Example: - Evaluate the accuracy,
currency and breadth and
✔ A class on isolation technique may be depth of the contents.
effectively taught by :
⮚ Examine the appearance of the book
- Demonstration
-Computer simulation, - Is the print easy to read?
-Hands-on-practice - Are the diagrams and charts
easy to follow?
✔ The ethical aspects of euthanasia : - Is the page layout attractive?
- discussion or audiovisuals
⮚ The way in which the book will be
● Choice of teaching strategy depends on the
abilities and interests of the teachers. used
- Comprehensive, in-depth text
● Compatibility between teachers and teaching - Cover broad topics is less
methods is important, but so is compatibility details
between learners and teaching methods. ⮚ Cost of the textbooks
- Is a practical issue that could
● Using variety of teaching strategies in one be considered
class or course can help to meet varied CONDUCTING THE CLASS
learning styles THE FIRST CLASS

● The number of people in the class: ⮚ Begin by introducing yourself.

- Tell the class a little about
- Teaching individuals can be done best through yourself.
modules, computer programs or handouts ⮚ Welcome the class, read names and
with explanations
get correct pronunciations
- With small groups > discussions, role-playing,
or cooperative learning can be effective ⮚ A little humor is helpful on the first
- Large groups > lectures, audiovisuals, role play day
and maybe case studies
⮚ Review the course syllabus or outline
● An educator’s instructional options are limited ⮚ Give the class general idea of the
to the resources of the institution
workload and expectations
● Following could determine which strategies to ⮚ Make a general classroom rules
be used:
✔ Classroom size Traditional Teaching Strategies
LECTURING
✔ Furniture
● The most traditional method of teaching.
✔ Lighting
● Teacher simply conveys the knowledge to the
✔ Availability of technologies learners.
● It is a one-way channel of communication.
✔ Availability of other instructional
● Can be means of introducing learners a new
equipment and supplies
topics.
6. CHOOSING A TEXTBOOK
Considerations that guide in the use of ● Used to integrate and synthesize a large body
textbook: of knowledge
● Used to clarify difficult concepts
⮚ Evaluating the scope and quality:
- Credibility of the authorship Advantages of Lecture:
- format
- Issues like cost, permanency, 1. It allows uniformity of knowledge to be
quality of print learned for all learners in a class.
 2. It is economical and cost effective since only 3. May not be an efficient way to communicating
one is entrusted to deliver the topic. information because sharing takes time to
3. It helps develop student’s listening abilities. settle specific topics for discussion.
4. Useful only if the participants come prepared
with the needed background information.
Disadvantages:
QUESTION AND ANSWER TECHNIQUES
1. Few teachers are good lecturer who can ● Teacher initiates the learning process by
deliver topics according to learner’s level of asking learners about their insights and ideas
understanding. regarding the subject matter.
2. This method lends itself to the teaching of ● Teacher asks the learners what the
facts with little emphasis place on understand of the subject matter to
problem-solving, decision making, analytical determine what they already learned and
thinking, and transfer of learning. what they need to learn.
3. Not conducive to meeting learner’s individual ● Its use places learners in an active role.
learning needs ● Can be used to assess learners’ competencies
4. Allows limited attention span on the part of and baseline knowledge to find out what a
the learners. group already knows.
DISCUSSION ● Can increase motivation of learners as it
● Same with lecturing when the brings about eagerness to think answers to
teachers impart the lessons through questions.
interactions. ● Used to guide leaners’ thought and direct
● Teacher gives the opportunity to them to a certain area of interest.
7 types of questions:
share learners’ insights or
1. FACTUAL QUESTIONS
understanding of the topic. ● Demand simple recall or retrieval of
● It may be formal or informal. information from observed events.
● It allows greater learner-teacher
interactions. 2. PROBING QUESTIONS
● In this method, a topic is announced ● Used when a teacher wants a learner
in advance and the class is asked to to further explain an answer, or dig
deeper into the subject matter.
take part in the discussion by reading
● Ex. Reasons why fetal monitoring is
a certain material or watching a video done during labor.
among other activities.
● Its purpose is to give learners an 3. MULTIPLE CHOICE QUESTIONS
opportunity to apple principles, ● Can be oral or written.
concepts and theories as to clarify ● Usually test recall of learners and can
information. be used to begin a discussion.

Advantages:
4. OPEN-ENDED QUESTIONS
● Encompasses all questions that
1. Helps the learners the process of group
problem-solving. require learners to construct an
2. Support learner’s ways to develop and answer.
evaluate their beliefs and positions. ● Ex. When should fetal monitoring be
3. Can foster attitude change through used?
understanding and allows freedom to assert 5. DISCUSSION-STIMULATING QUESTIONS
their opinions or views hence application of ● Are questions which help the
new knowledge takes place. discussion move along for a clearer or
Disadvantages: better view of the subject matter
● Ex. What would be the effect of fetal
1. Learners used more time to think and interact. monitoring to both mother and the
2. Effective only in small groups. fetus?

6. QUESTIONS THAT GUIDE PROBLEM-SOLVING

 ● Teacher needs to phrase and ● Require the learner to do more than listen and
sequence questions carefully in order study.
to guide learners in problem-solving ● Learners involved in creating and storing up
thinking process. knowledge for themselves.
● Ex. What other options do we have ● There is greater deal of research pointing to
aside from fetal monitoring? greater knowledge retention and a high level
7. RHETORICAL QUESTIONS of performance.
● It is appropriate to ask questions for Cooperative Learning
which one expect no answers at the ● Is based on the premise that learners work
time. together and are responsible for not only their
● Such questions can be used to own learning but for the learning of other
stimulate thinking in the class and group members.
may guide learners asking their own ● It involves structuring small groups of learners
questions while studying a topic. who work together toward achieving shared
● Ex. In what way will fetal monitoring learning goals.
promote safe labor and/or predict ● Types of Cooperative Learning Groups:
complications of labor? FORMAL INFORMAL BASE GROUP
USES OF AUDIOVISUAL AIDS GROUPS GROUPS
● Using audiovisual can reinforce teaching. PURPOSE To specific To provide
● It is used as supplement to a lecture, as a complet learning task encourageme
ea consisting of nt
prelude to discussion, or as part of specific concepts or and to
questioning strategy. learning skills monitor
● Can greatly enhance teaching and add to task progress
learners’ interest. consistin To enhance throughout
g of understandi the
● Stimulates understanding of the matter concept ng learning
Types of audiovisual include: s or of a specific experience
⮚ Handouts or printed materials used to help skills unit
of
communicate facts, figures and concepts. information;
to make
⮚ Chalkboard or whiteboards are universally use connections
in education and allow spontaneity in to
prior
classroom discussion.
learning
⮚ Overhead transparency is a sheet of acetate
LENGTH One No more The length of
placed on overhead projector that enlargers
OF class to than the learning
and projects the image on the screen. EXISTEN many one class experience;
⮚ PowerPoint Slides are used to show words, CE week and usually long
perhaps for term.
concepts, for discussion, pictures, or project only
diagrams and charts. a few
minutes
⮚ Videotapes are used to find meaning in case during a
class
scenarios, biographical, clinical procedures, or
situations which the learners need to reflect
on to determine their relevance and Advantages of Cooperative Learning:
implications/.
✔ Group members learn to function as
ACTIVITY-BASED TEACHING STRATEGIES part of a team.

Cooperative Learning ✔ Working in a group for any length of

Simulation and Games time can teach or enhance social
Case Studies skills.
Problem-Based Learning
✔ Groups can help to address individual
Self-Learning Modules
learning need and learning styles
● Implies active learning on the part of the ✔ Critical thinking is promoted.
learner.
Disadvantages of Cooperative Learning: o a controlled representation of a piece
of reality that learners can manipulate
✔ Learners who are slow learners may lag to better understand the
corresponding real situation.
behind. o focuses on learning process.
✔ Learning gap may exist between the fast and o Learners learn how to make decisions
slow learners. or solve problem or apply theory.
Why is cooperative learning so effective? 2. Simulation Game
o a game that represents real-life
● We know that an effective way to learn situations in which learners compete
something is to try to teach it to someone according to a set of rules in order to
win or achieve an objectives
else.
o focus on either content or process
● Learners listen to each other, they work to learning.
make sense of what each is saying and build o An advantage of using games to teach
on the ideas. facts and application of information is
● Learners within a group disagree with each fun.
other, and end up synthesizing ideas. 3. Role Play
Simulation and Games o a form of drama in which learners
spontaneously act out roles in an
SIMULATION interaction involving problems or
challenges in human relations.
● Are controlled representation of reality. o Case Study an analysis of an incident
● are exercises that learners engage in to learn or situation in which characters and
about the real world without the risks of the relationships are described, factual or
hypothetical events transpire, and
real world.
problems need to be resolved or
● Can be a lot of fun solved.
o steps:
Purposes of Simulation
- Develop objectives
✔ To help learners practice decision-making and - Select a situations
problem-solving skills - Develop the characters
- Develop the discussion
✔ To develop human interactions abilities
questions
✔ To learn psychomotor skills in a safe and - Lead the group discussion
Problem-Based Learning
controlled setting.
● An approach to learning that involves
✔ To apply principles and theories learners have confronting students with real-life problems
read and heard. that provide a stimulus for critical thinking
Uses of Simulation and self-thought content
● Is based on premise that students, working
✔ Use to achieve many learning objectives. together in small groups, will analyze a case,
✔ A venue for attitude change. identify their own need for information, and
then solve problems like those that occur in
✔ Decision-making skills can be fostered by everyday life.
simulation.
The chief differences between PBL and Case Method
✔ It can be applied to the teaching of
psychomotor skills. ● PBL is conducted in small groups while case
✔ It can be used to evaluate learning and studies may be used by individuals or groups.
● Students using PBL have little background
competence. knowledge of the subject matter in the case,
4 Types of Simulation whereas in the case method, students already
1. Simulation Exercise
 have most of the background knowledge they ● Modules take many hours to design and test.
need to apply to the case.
● In PBL, the cases are usually brief and the
presenting problems are ill structured, while
in the case method, cases are often long and
detailed, and their problems are fairly well
defined.
Self-Learning Modules
● Are also called:
✔ Self-directed learning modules

✔ Self-paced learning
modules\Self-learning packets
✔ Individualized learning activity
packages.
● A self-contained unit or package of study
materials for use by an individual.
Components of Self-Learning Modules
1. Introduction and instruction
2. Behavioral Objectives
3. Pretest
4. Learning Activities
5. Self-Evaluation
6. Post Test
Advantages of Self-Learning Modules
● The ability to learn independently and at one’s
own pace and in one’s own time.
● Can address a variety of learning styles adds
to their usefulness.
● Promote active learning and provide
immediate feedback on performance.
For Educators:
● Faculty who are frustrated by not having the
time to help students who are struggling have
that opportunity in the individualized
approach.
● Educators are freed from having to repeat the
same materials year after year, which can
become monotonous.
● Modules make it possible for a curriculum to
be standardized.
● All leaners using the same module will reach
the same learning outcomes.
For the Staff:
● Can reduce travel time for conferences
and reduce the amount of time that staff
nurses have to be away from their units.
● Can reduce the cost of in-service education
Disadvantages of Self-Learning Modules
● The fact that some learners may miss learning
with other people and miss the interactions
that take place in a classroom.
● In setting where module posttest is taken
without supervision, learners may be less than
honest about their result and thus forgo
needed learning.