Cognitive, affective,
and psychomotor
domains
Teaching strategies
related to domains
Characteristics of
outcomes
Specific and general
outcomes
Writing outcomes
Learning Outcomes
Overview of learning
outcomes
Outcomes
alignment
Designing activities
aligned to outcomes
Examples of
teaching strategies
for designing
activities aligned to
outcomes
•Curriculum
mapping-aligning
outcomes and
objectives
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Discussion(s) |
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Unit 5 Discussion (USLOs 2,3): In your initial post this week, you will practice writing objectives for one unit of instruction. You will develop and post 3-6 behavioral objectives for your peers to critique. In your peer responses, provide a critique of your classmates’ posted objectives. This discussion should be helpful in preparing you to develop your course syllabus and lesson plan. |
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Required Reading |
In order to assist the learner, Galen is providing a list of required readings in
the format below to allow links to be operational. This operational format may vary in presentation depending on the browser or device being used by the learner. The learner is expected to use the most current edition APA formatting for all coursework.
Bastable, S. B., & Capacci, N. M. (2023).. Behavioral objectives and teaching plans. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (6th ed., pp. 441-478). Jones & Bartlett Learning.
Iwasiw, C. L., Andrusyszyn, M., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning. Chapter 13: Creating Courses for an Evidence-Informed, Context Relevant, Unified Curriculum, pp. 341 – 386
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Optional Reading and Additional References |
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Anderson, L. W., & Sosniak, L. A. (Eds.). (1994). Bloom’s taxonomy: A forty year retrospective. University of Chicago Press. Gronlund, N. E., & Brookhart, S. M. (2008). Gronlund’s writing instructional objectives (8th ed.). Pearson Merrill. |
Topical Outline – Week Six
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Unit 6 |
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Unit Student Learning Outcomes (USLOs) 1. Identify the various components of a course syllabus. (CSLO 3) 2. Discuss the process for determining clock time per credit. (CSLO 3) 3. Develop a course syllabus that is consistent with the program’s foundational statements. (CSLO 3) 4. Identify the various components of a lesson plan. (CSLO 4) 5. Develop a lesson plan. (CSLO 4) |
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Topical Outline |
Written Assignments |
Activities |
The course design process
Components of a course syllabus
Syllabus Assignment Complete all activities in Unit 6
online module