Objectives - Appendix

TEACHING TOOLS

G - Goal
O - Objectives
F - Framework
E - Evaluation
R - Revision

REFERENCE TABLES

Table 1: Example Action Verbs for Each Level of Learning

Level	Example Action Verbs
Knowledge (Recall and Understanding)	Associate Compare Contrast Define Describe	Differentiate Distinguish Identify Indicate List	Name Paraphrase Recognize Repeat Restate	Review Show State Summarize Tell
Application	Calculate Demonstrate Draw Employ Estimate	Give Example Illistrate Locate Measure Operate	Perform Prescribe Record Set up Sketch	Solve Trace Use
Problem Solving (Analyzing, Synthesizing, Evaluating)	Advocate Assess Challenge Choose Compose Conclude	Construct Create Criticize Debate Decide Defend	Derive Design Formulate Infer Judge Organize	Plan Propose Rank Recommend Suggest

Table 2: Presentational Strategies Best
Suited for Each Level of Learning

Desired Level of Thinking/Learning	Suggested Presentational Strategies
Knowing and Comprehending	Presentation, lecture, question-and-answer, small group discussion, development of learning issues, self-awareness exercises/tests, review sessions, teaching others.
Applying	Hands-on procedures, lab, demonstration, case study, role-playing, action plans, teaching others.
Analyzing	Question-and answer, brainstorming, case study, problem-solving, trouble-shooting, role-playing, journal article discussion.
Synthesizing	Case study, theory and model building, teaching others, developing research questions.
Evaluating	Case study, critical review, self and group assessment/reflection.

[Based on Bloom, B.S. (1956). Taxonomy of Educational Objectives: Cognitive Domain. New York: David McKay Co.]

Table 3: Levels of Thinking/Learning

Category	Level	Definition	Example Objectives
Knowledge	Recalling	Rote recall: Know common terms, specific facts, methods and procedures, basic concepts, principles	Name the side effects of the 3 most common antibiotics. List five causes of joint pain. Define 'hemianopsia."
Knowledge	Compre- hending	Interpolation or interpretation: Understand, estimate future implied consequences, justify methods and procedures	Explain the autoimmune mechanism. State the present problem in your own words. Describe the process of differential diagnosis. Given a patient's symptoms, compare and contrast x and y approaches to treatment/management. Provide example of appropriate use of x treatment/management.
Application	Applying	Using a concept in a new context: Apply theory, solve problems, construct charts and graphs, demonstrate method/procedure	Use the chart to calculate appropriate dosage for a 45-pound child. Apply genetic concepts to determine potential outcomes in a pregnant woman with x disease. Perform a physical exam according to established procedure.
Problem- Solving	Analyz- ing	Being able to break something down and understand it's structure, the relationship between parts, the organizational principles: Recognize unstated assumptions and logical fallacies, distinguish between facts and inferences, determine relevance	Diagram the mechanism leading to shortness of breath in interstitial lung disease. Determine which of the patient's symptoms can be explained by the primary diagnosis. Select lab test which should be done based on patient symptoms, history, and physical exam. Relate the patient's symptoms to side effects of the medicine she is taking. Distinguish between findings which are and are not significant to the presenting problem.
	Synthe- sizing	Building a structure or pattern from elements found in diverse sources: Write/give well-organized essay/speech, propose research question, develop plan for solving a problem, formulate a classification scheme	Rank order your differential diagnoses concerning the cause of this patient's symptoms. Diagnose the patient's problem. Construct a flow chart which ties together all the elements of the patient's findings. Create a care map for the treatment of a diabetic patient. Write an article describing a research project.
	Evaluat- ing	Making jedgments about the value of ideas, works, solutions, materials: Judge logical consistency, adequacy with which conclusions are supported by data, value of a work by internal and external criteria/standards	Select the most effective treatment from an array of options. Select the most qualified candidate for a specified position. Evaluate the reliability and validity of research claims/statistics.

[Based on Bloom, B.S. (1956). Taxonomy of Educational Objectives: Cognitive Domain. New York: David McKay Co.]