100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
Previously searched by you
HLST 320 - Teaching and Learning for Health Professionals Assignment 2 (The Art of Writing Learner-Centered Objectives) Athabasca University $15.89
Add to cart
HLST 320 - Teaching and Learning for
Health Professionals Assignment 2 (The
Art of Writing Learner-Centered
Objectives)
Athabasca University
, Assignment 2: The Art of Writing Learner-Centered Objectives
Category 1 - Case 1
The Art of Writing Learner-Centered Objectives
John is a 57-year-old male with a 5-year history of type 2 diabetes. John has elevated
fasting glucose levels and is being encouraged by his family physician to lose at least 10kg. The
purpose of this paper is to write three learning objectives for John to guide his learning about the
importance of weight loss related to type 2 diabetes. A clear, measurable objective will be written
for each of the three domains from revised Bloom’s taxonomy (2001) – cognitive, affective and
psychomotor, and a rationale including theoretical knowledge and application of course concepts
will be provided for each domain.
Cognitive Domain
By the end of the teaching session, John will be able to explain three (3) diet changes that
he can make to help lower is elevated blood glucose levels and that will help with to help achieve
his 10kg weight loss.
Bloom’s (1956) Taxonomy defined the cognitive domain as the intersection of knowledge
and the development of intellectual skills (Clark, 2015). In 2001, Bloom’s taxonomy was revised
and the six levels of learning: knowledge, comprehension, application, analysis, synthesis and
evaluation were changed to remembering, understanding, applying, analyzing, evaluating and
creating (Clark, 2015). These new levels were described as action words of the cognitive
processes of the learner (Iowa State University, 2012)). Four knowledge dimensions were added
to describe the knowledge the learner is expected to attain; factual, conceptual, procedural and
metacognitive (Iowa State University, 2012). A learning objective contains a verb (an action)
and an object (typically a noun); the verb is the action associated with the cognitive process and
the object is the knowledge expected to be attained (Iowa State University, 2012).
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller AcademicAllure. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $15.89. You're not tied to anything after your purchase.
