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-3- B. A BEHAVIORAL OBJECTIVE MUST HAVE AN ACTION VERB This means that the trainee must do something that we can see and measure. If we cannot observe what the trainee does, then how can we evaluate whether o.r not he is doing it correctly? Here are some examples of forms in which Behavioral Objectives are usually written: Trainee will be able to When presented with , trainee will Under the following conditions, the trainee will At the end of training, the trainee will After completing this book, the trainee will be able to In the black space there should be a verb indicating an observable measurable action. It must be a verb that describes exactly what the instructor wants the trainee to be able to da. Follcwin are two li.'ts of verbs. One List contains verbs which are observable, measurable actions and therefore appr-priate for use in BEHAVIORAL OBJECTIVES. The other list describes th'ngs which we cannot see or measure and are therefore unsuitable for behavioral '3ectives. Acticn Verbs Vague Verbs DO DE20CNSTRATE : KNOW TELL SEOW : UNDERSTAND WRITE ANSW'ER : APPRECIATE DESCRIBE CHO4SE :HAVE LIST ORGIZE . CChIPREHEMD WALK CONdUCT : BE AWARE RUN DRAW : FEEL EXPLAIN BELIEVE Sometimes, an objective seems to be written in the proper form, but it is not really a behavioral objective, because the verb used is not an ACTION verb and therefore not observable and measurable. Here is au =xanFle. Exaiple B-l Expunple of NON-Behavioral Objective: Trainee will be able to tuderstand the ,-auses of the pollution problem. The questicn here is what do we mean by "understand". Perhaps if we think about the ways that this cbjective might be tested, we can think of some of the verbs which would indicate actions by which we would measure this "imderstanding" 19 1'
Some of these actions might include list, explain, describe, write an essay on. Here is one possibility. E:ample 8-2 Exaple of a Behavioral Objective: Trainee will be able to list the main causes of the pollution problem as Siven in class. Of course, there are other ways of interpreting the mel:ning of "understanding". You may be able to think of several more than are given here. But that is exactly why the word "understand" cannot be used in behavioral objectives -- it is too vague. C. 14 A BLHAiORAL OBJECTIVE, THE TRAINEE MUST BE THE SUBJECT OF TFIE SENTENCE A. BEHAVIORAL OBJECTIVE is concerned with what the trainee will be able do do, not with what the instructor will do, Therefore, a BEHAVIORAL OBJECTIVE must have a subject for t.Ie sentence, as well as an action verb. If an objective hafi no subject, then we cannot be sure who is expected to do the action. The Fubject can be words like "trainee," "student", "you" ect. Exa-aple C-1 Example of NON--Bhavioral Cbective: To discuss the pollution problem and its im-plications. Who is going to discuss the pollution problem? The instructor? lhe trainees? A guest speaker? The Radio? From this objective it is not clear, because no subject is stated. Therefore, it cannot be called a Behavioral Objective. Exampie C-2 E-ample of a BEHAVIORAL OBJECTIVE: Trainee will be able to explain the pollution problem and list icplicacions to a group of high school students. Again this is only one possible way of inLterpreting the previous exa.ple in order to make it a BEF.VIORAL OBJECTIVE. Notice that the Trainee has become the subject of the sentence. Also the action called for will be at the end of the training. Let's look at one more example of a BEHAVIORAL OBJECTIVE. It fulfills all the three requirements for a properly written Behavioral Objective. D-1 The trainee will be able to prepare 2 lesson plan whtch incorporates all of the five teaching learning principlesi A. It describes what the trainee should 'e able to do at the end of the crain ing: "Thea trainee will-be able to pre,. ra a lesson plan..." n
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WATER AND SANITATION FORHEALTHPROJE
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WASH FIELD REPORT NO. 99 TRAINING I
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4.6 Evaluation ... . ... ..........
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Staffing and transport requirements
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Malawi =area .,-Osok a . asama / '
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only one consultant) and by the Gov
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3.1 Introduction Chapter 3 THE TRAI
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Wednesday Afternoon 1:30-5:30 pm -
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A cadre of trainers, some of them w
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1. Learning by Doing; The workshop
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4.5 Agenda The agenda for each of t
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The written examination on workshop
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5.4 Production of Visual Aids Tangi
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Chapter 6 OUTCOMES AND CONCLUSIONS
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APPENDIX A WATER AND SANITATION FOR
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t+,I: IV W." M4 pl, FfOi€ AC +-,
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Tl\I' ING COLBULTAT TEIS OF REFERE1
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Participants: Leaders: Visitor: APP
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IoB.C& Vumbe J.W. Kanthalo A-It Chi
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APPENDIX E MAILYASTMES kIWMAYztix U
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SUPPLEMENT TO WASH FIELD REPORT NO.
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CONTENTS PAGE 1. INTRODUCTION 1. 1.
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1.4 Site The TOT was held at Msamba
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2.1 Tuesday Morning (Continued) Act
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2.2 Wednesday Morning (Continued) T
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2.3 Wednesday Afternoon (Continued)
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2.4 Thursday Morning (Continued) Di
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2.5 Thursday Afternoon (Continued)
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2.7 Friday Afternoon (Continued) Th
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3.1 Participant Responses to Evalua
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4. Recommendations 4.1 More Time Du
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Participants: Leaders: Visitor: TRA
Page 65 and 66: THE LECTURETTE Description This is
Page 67 and 68: CASE STUDY AND CRITICAL INCIDENTS D
Page 69 and 70: Description INSTRUMENTATION Instrum
Page 71 and 72: Determine the number of role player
Page 73 and 74: GROUP DISCUSSION Description Center
Page 75 and 76: Don't allow one or more members to
Page 77 and 78: In a leadingquestion, the answer is
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Page 81 and 82: ABOUT DEMONSTRATIONS What A demonst
Page 83 and 84: When and Where Plan when and where
Page 85 and 86: 8 Here is an outline for planning a
Page 87 and 88: CONDUCTING YOUR DEMONSTRATION E' 'T
Page 89 and 90: EVALUATE YOUR DEMONSTRATION Everyon
Page 91 and 92: WHO IS A LEADER? Anyone in the viil
Page 93 and 94: Some people have one kind and some
Page 95 and 96: ho meaning of "responsibility" fort
Page 97 and 98: joyed it. If you train leaders to d
Page 99 and 100: EXPER ,NTIAL TRAlLiG IETHODOLOGY Th
Page 101 and 102: D£.zing this phase it is not possi
Page 103 and 104: The Role of The Trainer in Experien
Page 105 and 106: Task Analysis (Ccnt'd) -2- Much of
Page 107 and 108: 7aak-Ana.&sis (Cont 'd) -4- The nex
Page 109 and 110: Task Analysis (Cont'd) This, obviou
Page 111 and 112: 1. ORDERS: "Don't do that anymore !
Page 113 and 114: MIN TASK: or = ±\owedereuie Codecs
Page 115: A Behavioral Objective is not conce
Page 119 and 120: -6- MAIN POINTS ABOUT FEH{VIORTL O3
Page 121 and 122: CONTENTS 1. INTRODUCTION 2. TRAININ
Page 123 and 124: Chapter 2 TRAINING SESSIONS 2.1 Int
Page 125 and 126: Project Background and Strategy (Co
Page 127 and 128: Village Leadership (Continued) NOTE
Page 129 and 130: 2.4 Co-ordination with Water Depart
Page 131 and 132: 2.5 Village Inspection Skills 3 hou
Page 133 and 134: Village Inspection Skills (Continue
Page 135 and 136: Review of Village Inspection Visit
Page 137 and 138: Evaluation of the workshop (Continu
Page 139 and 140: 2.9 Sanitation Technology 5 hours O
Page 141 and 142: 2.10 Introduction to Village Health
Page 143 and 144: 2.11 What HE - 3 Adults to Learn 1
Page 145 and 146: What helps Adults to Learn (Continu
Page 147 and 148: 2.12 Effective Questioning 1 hour O
Page 149 and 150: Effective Questioning (Continued) 3
Page 151 and 152: 2.13 Leading a Discussion 3 1/2 hou
Page 153 and 154: Leading a Discussion (Continued) 4.
Page 155 and 156: Problem Analysis - Introduction, Pr
Page 157 and 158: 2.15 Review of Problem Analysis Vil
Page 159 and 160: Review of Problem Analysis Village
Page 161 and 162: Communicable Diseases (Continued) 5
Page 163 and 164: 2.17 infestations 50 minutes Object
Page 165 and 166: Diarrhea, Dehydration and Rehydrati
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Lesson Planning (Continued) LUNCH 7
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2.20 Giving Training Lessons 7 hour
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2.22 Final Review of Recording and
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1983 Project Objectives (Continued)
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Last Day (Continued) Activities: (C
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Newsprint - 500 sheets APPENDIX B T
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C-1 REPORT ON NATIOI&L SEMINAR FOR
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14 INTRODUCT ION _HEALTH OUCATION A
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4e RESOURCE PIMONS -3 A variety o
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-5-. OPINGQ SPEicII Seminar Partici
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-7- Participants then marked a pape
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-9- Each group should then discuss
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9 In addition to the.,alrcZy S; ' c
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0 FIRST R' P% ' par SC ticipation L
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* *o 0 *b. 0b. 10. PerSonaI-;l T'11
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T1 t S T ,aionsGrat rpit>~ inaon~ 0
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- 19 6a12 Deve len a Framiework
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- 21 - Question 6: How relovant wor
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4.4 Goais of the Workshop C-2 By th
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NAIE STATION c-4 1R&H DUOAION AND I
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C-6 FIGURE 6.3.1: STEPS IN PROJECT
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It should be kept in mind that the
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*.i 55.no4 S "5',01A W r'I ~ s- s.A
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5,6 Village Health Committee Traini
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5.8 VHC Follow-up Visits After the
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5.13 Continued Follow-up Visits To
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13 VIT4 AGINS)PC,I01T '13.1 Pupose
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13.4 What to Inspect There are thre
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13.4.1.6 Dish RacKs -5- Cccasionall
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13.4.3.1 .A.ellin7 Houses: The cond
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The number of households is very im
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TASK 14 Why People Behave in Unheal
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IUMDWCTION II- 1. Excreta-related d
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-3 9. Mosquitoes. Wet pits encourag
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- 20 35. The pit dimensions are
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C-12 LOOKING AT COMMUNITY LEADERSHI
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C-13 WHAT HELPS ADULTS TO LEARN? IN
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Refs No. -WSS/21/24 C-15 MINISTRY O
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C-16 MISTRy OF HEALTH HOSP. WORKSHO
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CONJUNCTIVIT IS ~c-i 7 Conjunctivit
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R=IYfRAT ION DehYdrati6n is a serio
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0 LESSON PLANNING What (Content) Ho
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C-22 CHAPTER 13 Janaki and Saraivwa
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So Janaki discussed the!se customs
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STORY TELLING AS A TOOL FOR TEACHIN
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In this book we use ,alot of storie
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S. Acting out stories In Lardin Gaa
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TASK 15 The Village Health Game STA
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C-25 HESP PROJECT OBJECTIVES By 31s
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PERCENTAGE RECKONER NUMBER OF LATRI
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HEALTH EDUCATION AND SANITATION PPC
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- - - - -- - - - - - - - - - - - -
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~*4~~ 7 co-, * a 0 0 0 Submitted by
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Nearest Health Unit (name, type) Vi
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Name__ SUNDAY -1 L MONDAY L L k'LHI
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- 2 6. Which of the following disea
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