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CNUR 106 Week 3 teaching plans, writing learning objectives & teaching strategies Exam Questions and Answers
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CNUR 106 Week 3 teaching plans, writing learning objectives & teaching strategies Exam
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CNUR 106 Week 3: teaching plans,writing learning objectives & teaching
strategies Exam
four iipart iimethod iiof iiobjective iiwriting ii- iiAnswers ii-1. iiidentify iithe iitesting iisituation
ii(condition) ii
2. iiidentify iiwho iiwill iiperform ii(learner) ii
3. iistate iiwhat iithe iilearner iiwill iidemonstrate ii(performance) ii
4. iistate iihow iiwell iithe iilearner iiwill iiperform ii(criterion)
Goals ii- iiAnswers ii-- iibroad ii
- iiThe iioutcome iithat iiis iito iibe iiachieved iiat iithe iiend iiof iithe iiteaching iiand iilearning
iiprocess
objectives ii- iiAnswers ii-Specific, iisingle, iishort iitermed, iiaction iiorientated, iilearner
iicentered, iione-dimensional iibehavior iithat iishould iibe iiachieved iiat iithe iiend iiof iione
iiteaching iisession. iiThey iilead iistep iiby iistep iito iithe iioverall iigoal.
responsibility iifor iiestablishing iigoals iiand iiobjectives ii- iiAnswers ii--a iimutual iidecision-
making iiprocess
-Both iiparties iimust ii"buy iiinto" iiand iiparticipate iiin iiestablishing iipredetermined
iiobjectives iiand iigoals iiprior iito iiinitiating iithe iiteaching/learning iiprocess.
-Blending iiwhat iithe iilearner iiwants iito iilearn iiand iiwhat iithe iiteacher iihas iiassessed iithe
iilearner iineeds iito iiknow iiprovides iifor iia iimutually iiaccountable, iirespectful, iiand
iifulfilling iieducational iiexperience
learning iiobjectives ii- iiAnswers ii-- iiunderlying iiprinciple ii
-give iidirection iito iithe iinurse/educator iiand iithe iiclient ii
- iiclarify iiwhat iithe iinurse/educator iiintends iito iiteach ii
-clarifies iiwhat iithe iiclient iineeds iito iilearn ii
-are iiprecise, iimeasurable, iilearner-centered iiand iirealistic ii
-the iiaction iiverb iithat iispecifies iithe iiperformance iirequired
4 iielements iiof iibehavioural iiobjective ii(ABCD) ii- iiAnswers ii--audience ii(who) ii
-behaviour ii(what) ii
-condition ii(under iiwhat iicircumstances) ii
- iidegree ii(how iiwell, iito iiwhat iiextent, iiwithin iiwhat iitime iiframe) ii
For iievery iiobjective iiwritten, iialways iiapply iiABCD iimodel iito iievery iione ii
- iigoa iiCABD
, common iimistakes iiwhen iiwriting iiobjectives ii- iiAnswers ii--Describing iiwhat iithe iiteacher
iiwill iido iirather iithan iiwhat iithe iilearner iiis iiexpected iito iido
-Including iimore iithan iione iibehavior iiin iia iisingle iiobjective
-Forgetting iito iiinclude iiall iifour iicharacteristics ii(A, iiB, iiC, iiD)
-Using iiterms iisubject iito iimany iiinterpretations
-Writing iian iiunattainable, iiunrealistic iiobjective
-Writing iiobjectives iiunrelated iito iithe iistated iigoal
-Cluttering iian iiobjective iiwith iiunnecessary iiinformation
-Making iian iiobjective iitoo iigeneral iiso iithat iithe iioutcome iiis iinot iiclear
SMART iiobjectives ii- iiAnswers ii-specific ii
measurable ii
achievable ii
realistic ii
timely
three iitypes iiof iilearning iidomains ii- iiAnswers ii-1. iicognitive ii(thinking) ii
2. iiaffective(feeling) ii
3. iipsychomotor ii(skills) ii
-written iieverytime iiyou iiwrite iia iigoal ii
ABCD iifor iieach iiof iithem
cognitive iidomain iiteaching ii- iiAnswers ii--Learning iiin iithis iidomain iiinvolves iiacquisition
iiof iiinformation iibased iion iithe iilearner's iiintellectual iiabilities iiand iithinking iiprocesses.
-Methods iimost iioften iiused iito iistimulate iilearning iiin iithe iicognitive iidomain iiinclude:
ii- iiLecture
ii- iiOne-to-one iiinstruction
ii- iiComputer-assisted iiinstruction
-Cognitive-domain iilearning iiis iithe iitraditional iifocus iiof iimost iiteaching.
-Cognitive iiknowledge iiis iian iiessential iiprerequisite iifor iilearning iiaffective iiand
iipsychomotor iiskills.
affective iidomain iiteaching ii- iiAnswers ii--stimulate iilearning ii
-increase iiinternalization iior iicommitment iito iifeelings
psychomotor iidomain iiteaching ii- iiAnswers ii--Learning iiin iithis iidomain iiinvolves
iiacquiring iifine iiand iigross iimotor iiabilities iiwith iiincreasing iicomplexity iiof
iineuromuscular iicoordination
- iiPsychomotor iiskill iidevelopment iiis iivery iiegocentric iiand iirequires iilearner
iiconcentration.
-Asking iiquestions iithat iidemand iia iicognitive iior iiaffective iiresponse iiduring
iipsychomotor iilearning iiinterferes iiwith iipsychomotor iiperformance.
-The iiability iito iiperform iia iiskill iiis iinot iiequivalent iito iilearning iia iiskill ii(performance iiis
iitransitory; iilearning iiis iimore iipermanent).
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