HLST 320- Teaching and Learning for Health Professionals Faculty of Health Disciplines Assignment 2, Athabasca University

HLST 320- Teaching and Learning for
Health Professionals Faculty of Health
Disciplines Assignment 2, Athabasca
University
lOMoAR cPSD|19857451
2
Writing Learning Objectives- Category 1; Case 2
Writing learning objectives
Assessing client learning needs and creating learning objectives will allow me to expand on
my knowledge of the teaching-learning process. In this assignment I will assess my clients
learning needs and articulate three learner-centered objectives for each domain of learning
(cognitive, affective, and psychomotor). I will demonstrate theoretical knowledge by inclusion of
evidence-based practice to support each objective as well as citations from the revised learning
domains of Bloom’s taxonomy. I will discuss my personal teaching-learning philosophy as well
as client learning style. motivation of the client will be discussed as well as resources and
strategies that I will use to ensure learning needs and goal outcomes are met.
Cognitive Domain Objective
By the conclusion of our teaching session, Janice will be able to explain the components of
Canada’s Food Guide and discuss which food groups will she need to increase her intake in, as
well as recommended servings. Bloom’s Revised Taxonomy has six levels of cognitive learning
(remember, understand, apply, analyze, evaluate, and create). Each category of cognitive skills
ranges from lower-order skills that require less cognitive processing to higher-order skills (J Med
Libr Assoc, 2015). A learning objective is created containing a verb and an object. The verb
refers to actions associated with the intended cognitive process, the object would then describe
the knowledge that is expected to be acquired (Iowa State University, 2012). In the objective I
created for Janice, the term “explain” falls into the second level of cognitive learning, understand
(University of Saskatchewan, 2018). “Explain” relates to this level in the hierarchy as it involves
determining the meaning of instructional messages, including oral, written, and graphic
communication (University of Saskatchewan, 2018). The model that best applies to this learning