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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

Discussion(s)

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.

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

Optional Reading and Additional References

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

Unit 6

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)

Topical Outline

Written Assignments

Activities

The course design process

Components of a course syllabus

Syllabus Assignment Complete all activities in Unit 6

online module

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