Formulating Goals and objectives
Goal & ObjectivesLanguage Curriculum Design
What are they??
GoalsA general statements concerning desirable and attainable
program purposes and aims based on perceived language and
situations needs.What the students should be able to do when they
leave the program.
(J. D. Brown 1995, p. 71).
Four points should be remember when deriving goals from
perceived needs Goals are general statements of the programs
purposes, they are not vague.Goals should usually focus on what the
program hopes to accomplish in the future.Goals serve as one basis
for developing more precise and observable objectives.
The Elements of Language p. 71
ObjectivesA specific statement describing the particular
knowledge, behavior and/or skills that the learner will be expected
to know or perform at the end of the program or course. Statements
about how the goal will be achieved. By achieving the objectives,
the goal will be reached.
(J. D. Brown 1995, p. 76).
Cause and effect relationship between goals and objectives
Obj.Obj.Obj.Obj.Obj.
GOALSIF THESE OBJECTIVES ARE ACHIVEDTHEN THIS GOAL WILL BE
REACHED
6
For every general goal, there are multiple specific goals.
Goal 1Goal 2Goal 3132113232
Having a successful class teachers should formulate good goals
and Objectives Formulating Goals and objectives
Formulating Goals and objectives
Formulating goals and objectives helps to build a clear vision
of what you will teach.Communicate proposes what you want your
students achieve and it outlines how to make them clear
Setting goals and objectivesHelps us see how a class fits in the
curriculum Explains what the learners will get from a
courseProvides clearly support on - materials - methodology -
activitiesProvides a map for assessment
GOALS Goals provide guidelines and should be flexible to change
,if they are not appropriate.Clear goals help to make teaching
purposeful because what you do in class is related to your overall
purpose.Should keep in mind the audience for the goals.Describe the
problem/need to be addressed and how it will be accomplished
through instruction.What components will be covered, What the
learner will be able to perform.
contmust consider context constraints
should be achievable
should measure how successful a course has been
If we achieve X goals, will the course be successful?
OBJECTIVES Objectives guide the development of the
lesson.Objectives help potential users determine lesson
appropriateness.Objectives give the learner to focus on important
learning tasks.Objectives define the evaluation of learner
performance.Objectives can be used to evaluate the success of the
lesson.
if objectives are achieved, so are goals
Will achieving this objective help to reach x goal?
OBJECTIVES one objective may serve more than one goal
objectives serve as a bridge between students needs and
goals
several objectives may serve to accomplish one goalGoal: To
develop writing skills and strategies transferable to different
types of texts.Objective 1 general: By the end of the unit,
Students will recognize the structure of biographies and
stories.Objective 2 specific: By the end of the class Students will
be able to explain the structure of a story.Objective 3 more
specific: Students will have written, observing the right structure
and organization, a 100-word story of their own.
Specificity:
Broad goals are the general aims of a course
Specific goals make broad goals concrete
General objectives specify wide-ranging results
Specific objectives state particular knowledge and skills
(Vale, Scarino, McKay 1996) for a syllabus module on self and
others at the senior secondary level.
Well-written objectives should contain the following
elements:According to Robert Magors 1962:Subject Observable
ConditionCriterion
EXAMPLEWithout notes or references, the students should be able
to list in order the steps in troubleshooting a BASIC computer
program with no mistakes.
Subject?Observable Behavior?Condition?Criterion?
Without notes or references, the students should be able to list
in order the steps in troubleshooting a BASIC computer program with
no mistakes.
Subject?Observable Behavior?Condition?Criterion?
FORMULATING AND ARTICULATING GOALS organize your goals choosing
a framework:KASA: Knowledge, awareness, skills, attitudes
(developed by faculty in department of language teacher education
at school international training)ATASK: Awareness, Teacher,
Attitude, Skills, and Knowledge (David thomson) Language goals,
Strategic goals, Philosophical goals, and method or process goals
(Genesse and Upshur, 1996)
Cumulative Framework for Objectives
Coverage: material, textbook units, topics, etc.Activity: what
the students will do with the materialInvolvement: how learners
will interact with the material (activities)Mastery: what learners
will do after a given class or activityGeneric thinking objectives
(or critical thinking objectives Graves, 2000) describe the
meta-cognitive
Saphier and Gowers (1987)
Formulating Goals Check your list:Conceptualization of content
,your beliefs ,and your assessment of students needs
RedundanciesEstablish priorities (of the course /yours)Classify
goals according to the chosen framework
Guidelines to formulate goals objectives Goals be generals , but
not vague Goals should be transparent. Dont use jargonA course is
successful and effective if the goal have been reach Objectives
should be more specific than goal . They are in a
hierarchicalObjectives should directly relate to the goalsA clear
goal and objective provide the basis for evaluation of the course
(goals)and assessment of student learning (objectives)
Integrating Bloom Taxonomy in Formulating Goals and
Objectives
Blooms
TaxonomyCognitive-KnowledgePsychomotor-SkillsAffective-Attitudes
Cognitive (Knowledge)Factual knowledge-recall and
memorizeComprehension-translate from one form to
anotherApplication-apply or use information in a new
situationAnalysis-examine a concept and break it down into
partsSynthesis-put info together in a unique wayEvaluation-make
judgments using standards of appraisal
Psychomotor (Skill)PerceptionSetGuided
ResponseMechanismAdaptationOrganization
Affective
(Attitude)ReceivingRespondingValuingOrganizationCharacterization by
a Value or Value Complex
Integrating BT in Making Goals & ObjectivesThe extend of
detail required in the curriculumWhat the teachers know about
learning styleReadiness of the students
Example Goals by David Thomson:Designing Language Course: A
Guide for Teachers, p.80, 239-241Course: Writing using
computersLevel: Intermediate to high intermediateTimes: 30 hours
over 4 weeks
AwarenessBy the end of the course, students will have become
more aware of their writing in general and be able to identify the
specific areas in witch improvement is needed.TeacherThroughout
this course, the teacher will clearly communicate to students what
his standards are for successful completing tasks.
By the end of the course, the teacher will have developed a
grater understanding of students needs and will make adjustments to
ensure these needs can be met the next time he teaches the
course.AttitudeBy the end of the course, students will have
developed a positive attitude toward writing.SkillsBy the end of
the course, students will have developed the ability to use the
computer for a variety of purposes.By the end of the course,
students will improve their writing to the next level of the ACTFL
Proficiency Guidelines Writing ScaleDesigning Language Course: A
Guide for Teachers, p.80, 239-241
KnowledgeBy the end of the course, students will able to
understand the elements of and what constitutes good writingBy the
end of the course, students will be able to understand the
appropriateness of using computers for different writing and
research purposesDesigning Language Course: A Guide for Teachers,
p.80, 239-241
