Objectives

            All along I thought teaching was pretty simple. Although a lot of preparation and reading are needed before every teaching session, only through the instructional design workshop did I realize that teaching is not as easy as it seems.

            Formulating the objectives for my instructional design was probably the hardest part of the activity. I knew what I wanted to teach my clients. I knew how I wanted them to learn, but putting together an appropriate objective was still difficult. The realization of how words are so powerful and important in teaching was even more emphasized through the workshop. Even a simple verb can change the whole meaning and direction of the teaching session. Although the verbs may actually feel like they mean the same, not all of them can be appropriate to use for your client. I became cognizant to the fact that in making objectives I have to ensure a good "verb-patient" match. The objective that I should be giving my client should be measurable, simple, attainable, realistic and appropriate to the level of the learner. I also learned that my objectives should be congruent to each other, that is, they should all make sense when planned to be achieved together in one session.

            When I finally made decent objectives for all three domains (cognitive, psychomotor, affective), completing the table was not as difficult. Having a clear picture of what you want your patient to achieve directs the planning of the activities, strategies and evaluation tools a teacher can use.

           

            In the future, PTs would need to teach their clients whether it be a cognitive, psychomotor, affective or even the combination of the three. I learned that I should always have the end in mind. An end that is best and appropriate for every one of my patients.