Cognitive, affective,  and psychomotor  domains  Teaching strategies  related to domains  Characteristics of  outcomes  Specific a

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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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