Reducing Adolescent Sexual Risk: A Theoretical - ETR Associates

For example, not having sex at a particular time orwith a particular person may involve: deciding notto have sex, communicating personal limits aboutsex, suggesting alternative activities to sex, avoidingsituations that might lead to sex and refusing to havesex. Similarly, using condoms may involve: makingthe decision to use condoms, buying or obtainingcondoms, carrying condoms, negotiating their useand using condoms.Associated with each of these more specific behaviorsare multiple learning objectives that will affectstudents’ intention and ability to perform thesebehaviors. Because there are learning objectivesassociated with each of the sexual psychosocial factorsdiscussed in the following chapters, examplesof learning objectives are presented in a matrix withthe specific behaviors down the left-hand side andthe psychosexual factors across the top. (See Tables2-2 to 2-6.)Taxonomies of learning (Bloom, Englehatt et al.1956; Krathwohl, Bloom et al. 1964; Anderson andKrathwohl 2001) are among the most well-usedtools to help shape objectives and reflect a continuumof learning ranging from lower levels (e.g.,remembering key facts) to actually synthesizing andconstructing new learning. There are taxonomies forthe cognitive, affective, and psychomotor domains,descriptions of which are available on the Internet.These taxonomies also have lists of “learning verbs”associated with each level to help developers shapeobjectives. (See examples for the cognitive processingdomain in Table 2-1.) Ideally, students shouldbe challenged to reach higher levels of learning (e.g.,applying, analyzing, evaluating or creating) ratherthan just recalling information. Indeed, researchhas shown that students who work with content athigher levels of a taxonomy retain more than thoseworking only at lower levels (Garavalia, Hummel etal. 1999). For example, students who learn strategiesTable2-1 Bloom’s Revised Taxonomy of Learning—Cognitive Processing Domain *LowerLevelRevisedTaxonomyLevelBrief Decription of Level*Examples of Learning VerbsExamples of Behavioral ObjectivesRememberRecall facts or bits ofinformationList, memorize, identify,cite, recallStudents will be able to list 5 factsabout HIV transmission.UnderstandConstruct meaning from theinformation rememberedExplain, describe, illustrate,clarify, restate, discussStudents will be able to describe howcondoms protect against HIV.ApplyUse the information in agiven situationApply, use, demonstrate,show, practiceStudents will be able to use refusalskills correctly when faced withpressure to have sex.AnalyzeBreak material into smallerparts and see how the partsrelate to each other and thebigger pictureAnalyze, examine, compare,contrast, debate, appraiseStudents will be able to compareand contrast the pros and cons ofhaving sex.EvaluateMake judgments based onthe informationEvaluate, judge, decide,appraise, recommendStudents will be able to decide onthe most effective form of protection(abstinence and contraception) for3 pairs of students in relationships.HigherLevelCreateSynthesize the information andput it together to apply it in anew wayCreate, design, construct,present, compose, hypothesize,generate* Note: Details regarding the revised taxonomy can be found in Anderson and Krathwohl 2001.Students will be able to composea response to an anonymous callerseeking advice on what to do aboutsome STD symptoms he/she isexperiencing.Chapter 2 Creating a Logic Model and Learning Objectives 13