Nutrition
Michelleaprekua1
lessonplandoc.pdf
n o
t e
laning Perform ance Objectives
e lo
p in
g P
e
a n
in g
perform ance objectives
m e a n
s w
riting precise statem en
ts D
e
a b
w
h a t w
ill b e learn
ed . They define the purpose o
f instruction and ut w
h at w
i are helpful to
o ls in p
lan n
in g
, im plem
enting, and evaluating learning. T
he e d
u c a to
r n e e d
s to
d e c id
e w
h a t is to
b e le
a rn
e d
b e fo
re se
le c tin
g th
e
im al m
ethods, techniques, and tools to accom plish
it. T he term
n
e rfo
rm a n
c e o
b je
c tiv
e s
is u se
d in
th is ch
ap ter, b
u t th
e ed u
catio n
al
lteratu re a
lso in
te rc
h a n
g e a b
ly u
ses th e term
s "b eh
av io
ral" an d
"m ea-
su ra
b le
" o b
je c tiv
e s.
A w
ell-stated p erfo
rm an
ce objective com m
unicates the intended o u
t
c o
m e o
f in stru
c tio
n fo
r th e learn
er. It specifies th
e d
esired b
e h
a v
io r
o r
level o f c
o m
p e te
n c e to
b e a
tta in
e d
after in stru
c tio
n is com
plete. W riting
perform ance o
b jectiv
es h a s m
a n
y advantages. It re
su lts in
less am biguity
regarding w h
a t is to
b e le
a rn
e d
. A lso, clear perform
ance objectives m a k
e it
possible to design a
n d
im p
lem en
t in stru
ctio n
, se le
c t appropriate in
s tru
c
tio n
al m a te
ria ls, a
n d
a s s e s s o
r e
v a lu
a te
w h
e th
e r o
r n
o t th
e objectives
a r e
ach iev
ed . B
o th
th e te
a c h
e r a
n d
th e le
a rn
e r b
e n
e fit fro
m c
le a re
r in s tru
c tio
n s .
W h
e n
p eo
p le k
n o
w w
h a t they a
r e su
p p
o sed
to learn
, it d o
e s n
o t c
o m
e a
s a
surprise. T hey s
h o
u ld
n o
t b
e kept guessing a
b o
u t w
h a t s
h o
u ld
b e le
a rn
e d
or ab o
u t w
h a t is im
p o
rta n
t.
O b
jectiv es s
h o
u ld
fo c u
s o
n th
e p
e r s o
n learn
in g
, n o
t o
n th
e e
d u
c a to
p r.
T h
e follow ing o
b je
c tiv
e is p
o o
rly s
ta te
d : "T
h e d
ie titia
n w
ill te a c h
th e c
lie n
t
a b
o u
t h is d
ie t."
N o
te th
a t th
is s t a t e m
e n
t fo
c u
s e s o
n w
h a t th
e p
ra c titio
n e r
w ill d
o a
n d
n o
t o
n w
h a t th
e c
lie n
t o r le
a rn
e r w
ill d o
. T h
e fo
llo w
in g
is p re
-
fe rre
d b
e c a u
s e it fo
c u
s e s o
n th
e c
lie n
t: " A
fte r i
n s t r u
c t i o
n [w
hen], th e c
lie n
t
w h
o
w ill b
e a
b le
to p
lan a
p p
ro p
ria te
m e n
u s u
sin g
th e s
o d
i u
m - r e s t r i c t e d
diet as a reference [w h
at."
M a g
e r w
r o
t e o
n e o
f th
e m
o s t u
s e f u
l
g u
id e s fo
r w ritin
g p
e rfo
rm a n
c e o
b je
c
iv es.
A k
ey t
o w
ritin g
m
e a s u
r a b
l e
p e r to
r m
a n
c e o
b je
c tiv
e s is th
e s
e le
c tio
n
O n
e s h
o u
l d
c r e a t e a n
e n
v i r o
n m
e n
t
c o
n d
u c iv
e to
le a r n
in g
.
S o
u r c e : U
S D
e p
a r t m
e n
t o
f A
g r ic
u itu
r e .
282 3
/ E
D U
C A
T I O
N S
K I L
L S
o f th
e v erb
th a t d
e s c rib
e s th
e d
e s ir
e d
o u
tc o
m e . S
o m
e
the follow ing objectives:
su b
ject to m
i s i n
t e r p
r e t a t i o
n , a
s in
the fo
llo w
in g
o h
io D
S are
To k
n o
w (is a
b le
to k
n o
w w
h ic
h f
o o
d s c
o n
ta in
p
o t a s s i m
i
To u n
d e rsta
n d
(is a b
le to
u
n d
e r s t a n
d th
a t fo
o d
s high in
sh o
u ld
b e c
o n
s u
m e d
daily w h
e n
c e r ta
in m
ed icatio
n s a
ra S
iu m
e verbs are
otassium To appreciate (is able to appreciate the im
portand of follow
the
d ie
ta ry
in s tru
c tio
n s )
It is n o
t clear w hen using "
to know
w
h e th
e r "know
ing"m means that the
client w ill p
u rch
ase fo o
d s h
ig h
in p
o tassiu
m , b
e ab le to
tell a frier
fo o
d s a
re high in
potassium , o
r recognize th
e m
o n
a list. " IIn
d h
derstandine rticle
could m ean being able to recall reasons, b
ein g
ab le to read ana
abo it, o
r b e in
g a
b le
to a
p p
ly k
n o
w le
d g
e to
o n
e 's
o w
n situ
a tio
n . T
he mea
o f "k
n o
w ," "
u n
d e rs
ta n
d ,
a n
d "
a p
p re
c ia
te
a re
v a g
u e a
n d
unclear
Instead, select verbs th at d
escrib e w
h a t th
e p
erso n
is able to lo aftva
leam ing has taken place. N
ote th at th
e p h
rase "after learning w henl tha
individual [w ho] is able to
[do w h
a t" is u
n d
ersto o
d to precede the nhro
since o n
e is describing w
h a t th
e person w
ill b e capable o
f doing. Anothm m
ethod involves starting w ith
th e actio
n v
erb . T
h e first tw
o examples a=
rew ritten from
th e unsatisfactory objectives in
th e previous list. Better ved
to u
s e a
re sum
m arized in
B ox 11-1 an
d incdude th
e following: T
o recall (is ab
le to n a m
e five good food
s o
u rc
e s o
f potassium )
To explain (is ab le to
explain w hy fo
o d
s high in potassium
should be consum
ed) To w
rite (is able to list th
e groups in th e U
SD A
m yPlate)
To com pare (is ab
le to com
pare th e nutrient n
eed s of a
n adult w
om au
w ith those of a pregnant w
om an)
To identify (is able to identify
o n
th e m
e n
u th
o se foods th
at are perm
itted) lo so
lv e o
r u s e (is able to
plan m
e n
u s th
at include five servings an
d v
eg etab
les daily) o
f fruits
lo dem onstrate (is able to
dem onstrate th
e u
s e of th
e m ixer or i
to select low
-fat foods a t th
e grocery store)
b le
To operate (is able to slice m
eat o n
th e m
eat slicer) M
ager noted that three characteristics im prove w
ritten objecuvw
m ance, (2) conditions, and (3) criterion. T
he "performance h a v
h a t the
learner w ill b
e able to do after a
n instruction is given. T
h e seco
istic describes under w hat "conditions" the performance
is be to
a "criterion tells how
good the individual's performance m usbit
ceptable. Table 11-1 summarizes the three-part system tor wit
C a u
r F
i n
a l l
b e t o
b e i
Conditions and criterion m ay n
o t be included in all o ified, the
g o
b j e c t i e s
in all objectiv ives. In: g
e n
e a t l
f i e d
t h
e
t e t r
a rt sy
stem for w
ritin detailed information is important. The m
o re re
that c a n
b e speci
the objective and the m ore likely that the learner w
ill learn w a
learn w h
at w as pla
3
w h
a t p o
t e n
t i a
n u
t r i t i o
n pro
h a s o b
s e r v
e d
a n
d g
ath ered
?
C A
SE A N
A L
A L
Y S
IS
tial nutrition problem s do you think he m
ay have identified from w
hat he
V erbs to
U s e
D iscuss
Prepare A
nalyze
ApDly Assem
ble D
istinguish Produce
E valuate
R ecall
Explain ldentify
C alcu
late R
ecite
Recognize R
ecom m
end Cite
Illustrate Classify
Interpret Repair S
elect C
om pare
C om
plete L
ist
C onstruct
M easuree
Solve
C ontrast
N am
e S
tate
D efine
O perate
S um
m arize
D e m
o n
stra te
P
lan U
se
D escribe
Practice W
rite
Vague V erbs to
A void
A ppreciate
F eel
L earn
B elieve
G rasp
L ike
Com prehend
H ope
R ealize
Discern K
now
U n
d erstan
d
BOx 11-1 V
erbs D escribing P
erform ance
Part C
lient E xam
ple E
m ployee E
xam ple
Q uestion
Learner behavior D
o w hat?
M e a su
re s sa
n itiz
e r in a
P la
n s a
m e n
u fo
r b
u c k
e t
a day
Conditions G
iven a list of W
hen clean in
g th
e w ork
U n
d er w
h a t
a re
a
c o
n d
itio n
s?
p e rm
itte d
fo o
d s
Criterion U
sin g
th e e
x a c t
W ith
n
o e
r r o
r s
H o
w w
ell? c o
n c e n
tr a tio
n
re c o
m m
e n
d e d
P e rfo
rm a n
c e C
o m
p o
n e n
t
T h
e p e rfo
rm a n
c e c
o m
p o
n e n
t o f a
n o
b je
c tiv
e d
e s c rib
e s th
e a c tiv
it.
in d
iv id
u a l w
ill b e doing. T
h e p
e rfo
rm a n
c e m
a y
b e v
isib le o
r inuis
the
o v
e r t o
r v
isib le p
erfo rm
an ce m
a y
b e s
e e n
o r h
e a rd
su c h
a s listine ro
A n
explaining, o
r operating e
q u
ip m
e n
t. A
C
O v
e rt
o r in
v isib
le perform
requires th at th
e in
d iv
id u
a l b
e a sk
e d
to d
o so
m eth
in g
v isib
leo r a
u d
ie
d e te
rm in
e w
h e th
e r th
e o b
jectiv e is s
a tis
fie d
a n
d learning has tak
en ni
visible o
r invisible. An
In invisible p erfo
rm an
ce, an "in
d icato
r b eh
av io
r" is a d
d e d
to th
e jective:
Is ab le to
identify th e parts o
f th e m
e a t s
lic e r (o
n
a diagram
o r verball y)
Is a b
le to
plan a day's
m e n
u b
a s e d
o n
th e U
S D
A m
y P
late
id en
tifv in
g is in
v isib
le u n
til th e learn
er is ask ed
to id
en tify
th e p
arts. on
a d iag
ram o
r to recite th em
v erb
ally , w
h ich
are in d
ic a to
r b eh
av io
rs. The
m a jo
r in te
n t o
r p e rfo
rm a n
c e s
h o
u ld
b e sta
te d
u s in
g a
n a
c tiv
e v
erb , an
d
an indicator sh o
u ld
b e ad
d ed
if th e p
erfo rm
an ce can
n o
t b e seen o
r heard.
C onditions C
o m
p o
n en
t
O n
ce th e p
erfo rm
an ce is clearly
stated , it m
a y
b e n
ecessary to
state w h
eth er
there are specific circum stances o
r conditions u n
d er w
h ich
th e perform
ance w
ill b e observed. T
h e co
n d
itio n
s d escrib
e th e settin
g , eq
u ip
m en
t, o r aids
associated w ith th
e behavior. W ith
w h
at resources w ill th
e individual be provided? W
h at w
ill b e w
ith h
eld ? C
o n
d itio
n s are in
p aren
th eses in the
follow ing exam
ples: (G
iven th e d
isassem b
led p
arts of a m e a t slicer) is ab
le to reassem
b le
th e parts in co
rrect seq u
en ce.
(G iv
en a
stan d
ard m
enu) is ab le to
calcu late th
e appropriate carbohy-
d rate in th
e fo o
d s.
(G iven
a list of foods including b
o th
good an d
poor s o
u rc
e s of potasS
sium ) is able to
identify th e good
so u
rc e s.
(G iven
a standard m enu)
is ab le to
select low -sodium
fo o
d s for a com
- plete day. (W
ithout looking a t th
e diet instruction form )
is able to describe
a n
a p
propriate dinner m
enu. (W
ithout th e assistance of th
e practitioner) is able to explain the fo0ds
d pregnant w
o m
an should e
a t o
n
a daily basis. A
lthough every objective m ay n
o t have conditions, there should be enoug"
inform ation to
m ake it clear exactly w
hat perform ance is expected.
C riterion C
om ponent
A criterion m
ay b e added o
n c e the end perform
ance and the condito s, if
any, under w hich it w
ill be observed a re
described. T he criterion desc
11/PLA N
N IN
G LEA
RN IN
G
285
a le
v e
L vel o
f achievem ent m
easuring h o
w w
ell th e individual sh
o u
ld b
e ab
le D
erform . P
ossible stan d
ard s fo
r m easuring perform
ance in clu
d e speed,
t o
aC C
U racy
, q u
a lity
, a n
d p
e rc
e n
ta g
e o
f c o
rre c t a
n s w
e rs
.2
A tim
e lim
it c a n
b e
ased to describe th
e speed criterio
n . T
h e follow
ing a r e exam
ples: .
Is ab le to
se t a
ta b
le (in 8
m in
u tes
o r less)
. Is able to reassem
b le th
e m eat slicer (in 5 m
in u
tes or less)
. Is ab
le to co
m p
lete a
d ie
t history (in 2
0 m
inutes) F
or o b
jectiv es th
a t re
q u
ire th
e d
e v
e lo
p m
e n
t o f sk
ill o v
er a p erio
d o
f tim e, o
n e
m u
st d e te
rm in
e h
o w
m u
c h
tim e is re
a so
n a b
le in
th e in
itia l le
a rn
in g
p e rio
d
as o p
p o
se d
to th
e u
m e w
h e n
th e sk
ill is w e ll d
e v
e lo
p e d
. A n
e w
e m
p lo
y e e
c a n
n o
t b e e
x p
e c te
d to
p e rfo
rm a ta
s k
a s ra
p id
ly a
s a n
e x
p e rie
n c e d
p e rs
o n
.
W h
en th
e p
e rso
n is e
x p
e c te
d to
p e rfo
rm w
ith a d
e g
re e o
f accu racy
, in
clu d
e th is in
th e o
b je
c tiv
e . A
c c u
ra c y
s h
o u
ld c
o m
m u
n ic
a te
h o
w w
ell
th e p
erso n
n e e d
s to p
e rfo
rm fo
r h is o
r h e r p
e rfo
rm a n
c e to
b e c
o n
sid e re
d
co m
p eten
t. E x
am p
les in clu
d e th
e fo
llo w
in g
:
Is a b
le to
s e t fiv
e ta b
le s (w
ith n
o e
rro rs)
I s a
b le
to id
en tify
g o
o d
so u
rc e s o
f p o
ta ssiu
m (w
ith 8
0 %
accu racy
), w h
en
given a list o
f fo o
d s in
clu d
in g
b o
th g
o o
d a
n d
p o
o r so
u rc
e s
Is a b
le to
p la
n a
m e n
u fo
r a c o
m p
le te
d a y
(w ith
n o
e rro
rs) w h
e n
g iv
en a
copy o f a so
d iu
m -restricted
d iet
Is a b
le to
c a lc
u la
te th
e c
a rb
o h
y d
ra te
in th e d
ia b
e tic
d ie
t (w ith
in 5 g)
P erfo
rm an
ce o b
jectiv es sh
o u
ld also
in d
ic a te
a q u
a lity
in d
ic a to
r to assess
w h
at c o
n stitu
te s a
n a
c c e p
ta b
le p
e rfo
rm a n
c e . It is easier to
c o
m m
u n
ic a te
q
u ality
w h
e n
o b
jectiv e sta
n d
a rd
s are av ailab
le to b
o th
th e in
d iv
id u
a l a
n d
th
e p ractitio
n er. A
n y
accep tab
le d e v
ia tio
n fro
m th
e stan
d ard
s c a n
th e n
b e
d eterm
in ed
. T h
e fo llo
w in
g are ex
am p
les o f su
ch stan
d ard
s:
Is a b
le to
re a sse
m b
le th
e m
e a t slic
e r (a
c c o
rd in
g to
th e s
te p
s in th
e ta
s k
analysis) Is ab
le to m
e a su
re th
e a
m o
u n
t o f sa
n itiz
e r (acco
rd in
g to
th e d
ire c tio
n s
o n
th e lab
el o f th
e container)
Is ab le to
su b
stitu te
fo o
d s o
n a d
iab etic m
e n
u (u
sin g
carb o
h y
d rate
counting) ab
le to p
a ss th
e C
o m
m issio
n o
n D
ietetics R eg
istratio n
's cred en
tialin g
ex
am in
atio n
(by attain in
g a
t o r ab
o v
e th e s
e t criterio
n sco
re)
CASE ANALYSIS 4
A
n e o
r m o
re o f th
e p
o te
n tia
l n u
tritio n
p ro
b le
m s y
o u
id en
tified in th
e p
rio r c
a s e
Using one or m
o analysis exercise, w
rite : a p
e rfo
rm a n
c e objective.
286 3
/ E
D U
C A
T I O
N S
K I L
L S
le when they inha th
e e
s s e n
t i a l c o
m p
o n
e n
t o
f p
e rto
rm a n
c e a
n d
orm
ance an d
option cor
and quality. c o
n d
itio n
a n
d c
r ite
r io
n to
c la
rity q
u a n
tity a
n d
a P
e r f o
r m
a n
c e o
b j e c t i v
e s a r e clear a
n d
m
e a s u
ra b
le .
S E
L F
- A
s S
E S
S M
E N
T 1
P la
n s
e v
e ra
l p e rfo
rm a n
c e o
b je
c tiv
e s fo
r c lie
n ts
o
r e
m p
l o
v e e c
in clu
d in
g s
o m
e w
ith c o
n d
i t i o
n s a
n d
c r ite
r ia
.
D om
ains o f L
earn in
g
Learning c a n
b e organized into dom
ains, taxonom ies,
o r classificati
objectives: (1) cognitive (know ledge),. (2) affective (attitudes and náins oí
system s to focus o
n p
recisio n
in w
ritin g
. T h
ere are th ree basic d
o io
values and (3) psychom
otor (skills). E ach is a hierarchy from
the s com
plex. F igure 11-1 sh
o w
s th e ir in
te rre
la tio
n sh
ip .
C ognitive D
om ain
T he cognitive dom
ain involves the acquisition an d
utilization of knowledoe o
r inform
ation and the developm ent o
f intellectual skills and abilities taxonom
y of educational perform ance objectives in the cognitive domain,
coG N
ITIV V
E
Knowledge
Inform ation
AFFECTIVVE PSY
C H
O M
O TO
R
Attitudes M
anual skills
Values Perform
ance
Figure 11-1 T
h e interrelationship of objectives.
