Behavioral Objective
 After a 5 minute therapy session, the client will be able
to completely eliminate her presenting problem.
http://www.youtube.com/watch?v=Ow0lr63y4Mw
ED 880.629.9B
Evidence-Based Teaching
Session 3
Anne Belcher, Ph.D.
Linda Adamson, Ed.D.
Objectives
 Compare educational taxonomies for the cognitive,
affective and psychomotor domains.
 Generate measureable objectives in each of the
domains.
 Align measureable objectives with potential evidence
of accomplishment.
What is an Objective?
 An outcome statement that captures specifically what
knowledge, skills and attitudes the learner(s) should
be able to exhibit following instruction
What is the Value of Objectives to
the Teacher?
What is the Value of Objectives?
 From the teacher perspective, they help us to keep our
teaching:
 On target
 Learner-centered
 Focused on content/behaviors
 Organized with regard to methods and materials
What is the Value of Objectives to
the Learner?
.
What is the Value of Objectives?
 From the learner’s perspective:
 Knowing what is expected of them/what they should
learn
 Understanding what KAS they should have at the end of
the experience
 Guiding them in organizing their reading/studying
Levels of Objectives
 Program
 Course – Where did your Teaching Goal
Inventory results fit in terms of types of
objectives?
 Class/module/clinical
Key Components of an Objective
Should be SMART
Specific
Measurable/observable
Attainable for target audience within scheduled time and
specified conditions
Relevant and results-oriented
Targeted to the learner and to the desired level of learning
Teacher & Educational Development, University of New
Mexico School of Medicine, 2005
An Overarching Objective for Your
Evidence-Based Teaching project
 Think and write…
 Then pair
 Pairs share with the group
 (Strategy: Think – Pair – Share;
variation: Think – Pair – Square – Share)
Educational Taxonomies
 A taxonomy is a system that describes,
identifies, and classifies groups
 Organized by levels of complexity
 In education, three domains of learning are
classified:
 Cognitive
 Psychomotor
 Affective
Value of Taxonomies?
 .
Value of Taxonomies
 Useful for writing objectives and developing
test items/evaluations
 Ensure that important categories of learning
are not overlooked
Cognitive Domain
Old Version
Bloom et. al. (1956). Taxonomy of educational
objectives: The classification of educational goals.
Handbook I: Cognitive domain. NY: David McKay
New Version
Anderson et. al. (2001). A taxonomy
learning, teaching and assessing: A
Revision of Bloom’s taxonomy of
Educational objectives. NY: Longman
Explore Further!
http://www4.uwsp.edu/education/lwilson/
curric/newtaxonomy.htm
Bloom’s Taxonomy:
Learning in Action
http://community.thinkfinity.or
g/thread/3591
Psychomotor Domain
 Harrow’s categories:
 Involuntary movement—reaction
 Fundamental movements—basic movements
 Perception—response to stimuli
 Physical abilities—stamina that must be developed for
further development
 Skilled movements—advanced learned movements
 No discursive communication—effective body language
Harrow, A.J. (1972). A taxonomy of the psychomotor domain:
A guide for developing behavioral objectives. NY: David
McKay
Psychomotor Domain
 Simpson’s categories
 Perception
 Set
 Guided responses
 Mechanism
 Complex overt response
 Adaptation
 Origination
Simpson, E.J. (1972). The classification of educational objectives in
the psychomotor domain. In M.T. Rainier, (Ed). Contributions of
behavioral science in instructional technology: The psychomotor
domain. Englewood Cliffs, NJ: Gryphon Press, Prentice Hall.
Psychomotor Domain
 Dave’s levels of psychomotor learning
 Imitation
 Manipulation
 Precision
 Articulation
 Naturalization
Dave, r. (1070). Psychomotor levels in developing and writing
objectives. Tucson, AZ: Educational Innovators Press.
Psychomotor Objective:
What is the desired end-state?
How would you evaluate?
http://www.youtube.com/watch?v=vYwypSLiaTU
Challenges of Writing
Psychomotor Objectives
Affective Domain
Describes the way learners react emotionally; typically
targets awareness and growth in attitudes, values,
beliefs and feelings
 Receiving
 Responding
 Valuing
 Organizing
 Characterizing
Motivational Interviewing
 http://www.youtube.com/watch?v=dm-rJJPCuTE
 Identify affective objective(s)
 How would you evaluate level of success?
Challenges of Writing
Affective Objectives
Universal Design for Learning
 A way of thinking about the design of learning in order
to maximize the success of all learners
 3 components of learning are addressed:
 The WHAT: what is the new content, what are varied
ways I can experience it, and how do I fit it into my
existing schema?
 The HOW: what are varied ways I can interact with the
new content and put it to use?
 The WHY: why does this new content matter to me???
 http://cast.org/udl/index.html
UDL … Taking It Further!
 http://www.cast.org/pd/institute/june8.html
 http://www.cast.org/research/index.html
Revisit the Beginning
 Re-examine your own overarching EBT objective.
 Talking with a partner: IDENTIFY…
 your learners and the domain(s) in which your objective
fits.
 some of the multiple means of representing the new
content that you might be able to use
 some of the multiple means of application and
expression that might be appropriate
 some of the multiple means of engagement available
to you for these learners
Class Feedback
 On your post-it, please respond to the following:
 Share at least one thing you learned tonight that you did
not already know.
 Offer one suggestion that would have improved your
learning in this session.
Next Steps
 ON-LINE SESSION!! (Enjoy Valentine’s Day!)