Sex Education: Learning Objectives, Components, and Evaluation

This report delves into the learning objectives of sex education, focusing on sexual harassment awareness. It defines objectives as measurable outcomes, emphasizing their specificity and learner-centric approach. The report explores matching content to learning objectives, stressing the teacher's role in aligning instructional strategies and assessments with desired skills. It further examines Bloom's learning domains, including cognitive, affective, and psychomotor domains, to categorize educational objectives based on complexity. The cognitive domain covers intellectual skills, while the affective domain focuses on emotions and attitudes, and the psychomotor domain addresses motor skills and physical movement. The report highlights the importance of learning activities, such as the use of visual aids and interactive sessions, and emphasizes the evaluation process to measure the achievement of learning objectives. It concludes by advocating for evaluation as an integral part of the learning process, promoting continuous improvement for both learners and educators.

Running Head: SEX EDUCATION: LEARNING OBJECTIVES
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Title: Sex Education: Learning Objectives
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Running Head: SEX EDUCATION: LEARNING OBJECTIVES
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Introduction
Objectives can be defined, in the context of this course, as detailed descriptions of what students
can master, or be able to achieve upon completion of the learning activity. They are not overly
concerned with the process used in achieving it but are rather concerned with the outcomes. The
objectives are specific; this means they have a specific target and not just a broad focus. They are
also measurable meaning that they can be quantified since they are tangible. The objectives are
solely focused on the learner rather than the teacher. In this paper, we look at the learning
objectives of sexual harassment education and its main components. This should work as a
preliminary guide for planning learning exercises.
Matching content:
Matching content requires students to test, contrast and finally, match different sets of data based
on their relationship to a specific topic, in this case, sexual harassment. This task required a
strong understanding of the content and the ability to apply deductive reasoning to situations
(Adesoji, 2018).
When matching content to learning objectives, the teacher has to have the learning objectives in
mind that are by knowing the skills the learners should acquire, to be deemed to have completed
the course. Besides, the teacher should master the instructional strategies to be used to reinforce
the learning objectives, deliver the content to the students and prepare them for the assessments.
The teacher also has to know the kind of tasks that will be used to find out whether the students
have achieved the learning objectives that were identified; the assessment should be in line with
the content delivered to avoid student turmoil.
Blooms learning domains

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Bloom's learning domain consists of three models, used to categorize educational objectives.
They are tiered in nature. They classify the learning objectives using their complexity and
specificity levels. The first of these models is cognitive, as well as effective, and psychomotor.
Cognitive domain
The cognitive domain includes a wide array of skills that can be developed, including acquiring
knowledge, and the capacity and opportunity to develop intellectual skills (Gershom, 2018. In
many cases, recognizing procedural patterns, and having the ability to recall, are instrumental in
cognitive development. This is because of the important part these skills play in developing
intellectual skills and abilities.
The six categories of cognitive processes are arranged in light of their increasing complexity.
The first is order, followed by knowledge, then comprehension, application, analysis, synthesis,
and lastly, evaluation. These categories are, in other words, increasing degrees of difficulties.
They need to be comprehended linearly, one after the other, instead of cherry-picking or a
spontaneous process.
Affective domain
When describing the affective domain, it is crucial to talk about emotions, feelings, and attitudes.
In this domain, the mode in which we respond to things from an emotional standpoint is
assessed. Things such as feelings, appreciation, as well as motivation, are included. Also
included are values, attitudes, among others. This domain can additionally be classified into five
sub-classes, which are associated with the receipt and response to stimuli, attachment of value,
organization, and classification or categorization (Gershom, 2010)
psychomotor domain

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The apply the cation of motor skills, as well as coordination and physical movement, are all
referred to as the motor domain. To evaluate learning, respond to the speed and strength of
executing tasks, as well as stamina and precision. Also involved are coordination, agility, and
fundamental as well as manipulation of physical movements to achieve an objective.
Learning activity
When teaching sexual harassment, the teacher has to have the material on the topic, the statistics
on sexual harassment from movements like the #metoo movement and visual aids, through these
learning activities, students can answer or ask questions and interact with the material, therefore,
being able to retain most of the information delivered (Miller, 2010).
Evaluation
Evaluation is the process of making a decision to determine the extent to which students have
achieved educational objectives. Through evaluation, the teacher can assess if the students have
achieved the learning objectives set and if they have achieved the skills or knowledge required.
Different evaluation techniques are depending on the information that needs to be assessed.
Formative evaluation, where evaluations occur during the process and are used to measure how
well the process is going on and if changes need to be done. Summative or collective evaluation
occurs at the end of the program and measures the effectiveness of the process and how it can be
improved. To evaluate a process, one measures the activities of the program, its activities, and
the possibility of it connecting with the target audience. The impact of a program is also
evaluated, to find out the immediate impact of the program, and whether this impact aligns with
the program’s objectives. The outcome is also evaluated to establish how sufficiently an
objective has been realized (Miller, 2010).

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Conclusion
Teachers should look at evaluation not as the ends of a learning exercise, but just as part of the
learning process. Through evaluation, it is possible to see not just whether the learners can grasp
whatever they have been taught, but it is also an important avenue for the teacher to appraise
himself as well, and take corrective action as possible.
References;
Gershom, M. (2018). How to Use Bloom's Taxonomy in the Classroom the Complete Guide.
New York: Learning Sciences International.
Miller, F., (2010). Bloom's Taxonomy, New York: VDM Publishing.

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Adesoji, F. A. (2018). Bloom taxonomy of educational objectives and the modification of
cognitive levels. Advances in Social Sciences Research Journal, 5(5).