7Objectivessetting.ppt

GoalsandObjectives AccordingtoJ C Richard 2008 thetermsgoalandaimareusedinterchangeablytorefertoadescriptionofthegeneralpurposesofacurriculum objectivetorefertoamorespecific concretedescriptionofpurposes Sobothgoalsandaimswillbeusedhere Needs goals objectives AccordingtoJ D Brown 2001 Programgoalsaredefinedasgeneralstatementsconcerningdesirableandattainableprogrampurposesandaimsbasedonperceivedlanguageandsituationneeds Instructionalobjectiveswillbedefinedasspecificstatementsthatdescribedtheparticularknowledge behaviors and orskillsthatthelearnerwillbeexpectedtoknoworperformattheendofacourseorprogram Inderivinggoalsfromperceivedneeds fourpointsshouldberemembered1 Goalsaregeneralstatementsoftheprogram spurposes 2 goalsshouldusuallyfocusonwhattheprogramhopestoaccomplishinthefuture particularlyonwhatstudentsshouldbeabletodowhentheyleavetheprogram 3 goalscanservedasonebasisfordevelopingmoreprecise observableobjectives 4 goalsshouldneverbeviewedaspermanent asforthelastpoint theneedsbeingaddressedareonlyperceivedneeds suchperceptionsmaychange Actualchangesmayoccurinbothlanguageneedsandsituationneedsifnewanddifferentstudentsentertheprogram Characteristicsofobjectives 1 objectivesdescribealearningoutcome 2 objectivesshouldbeconsistentwiththecurriculumaim 3 objectivesshouldbeprecise 4 objectiveshouldbefeasible J C Richard 2008 123 124 Moreexamples 3characteristicsofobjectivesindicatedbyMager 1975 citedinJDBrown 2001 74 1 performance whatlearnerwillbeabletodo 2 conditions importantconditionsunderwhichtheperformanceisexpectedtooccur 3 criterion thequalityorlevelofperformancethatwillbeconsideredacceptable Examplesofgoals objectives Bytheendofthecourse astudentwillbeabletodo 1 prepareatermpaper includingfootnotes bibliography titlepageandsoforth 2 takenotesonalecture 3 answerquestionsfollowingsuchatalk Relationshipbetweengoals objectives1 Statingthegoalshelpstobringintofocusyourvisions prioritiesforthecourse Theyaregeneralstatements butheyarevague Forexample thegoal studentswillimprovetheirwriting isvague Incontrast bytheendofthecoursestudentswillhavebecomemoreawareoftheirwritingingeneralandbeabletoidentifythespecificareasinwhichimprovementsisneeded whilegeneral isnotvague 2 Agoalsstatesanaimthatthecoursewillexplicitlyaddressinsomeway Forexample oneofthegoalsistohelpstudentsdeveloplearningstrategiesorinterpersonalskills thenclasstimewillbeexplicitlydevotedtothatgoal 3 Goalsarefutureoriented GoalsasproposedbyJ D Brownare whatthestudentsshouldbeabletodowhentheyleavetheprogram Forexample bytheendofthecoursestudentswillhavedevelopedtheabilitytousethecomputerforavarietyofpurposes 4 Goalsarethebenchmarksofsuccessofacourse Thecoursecanbedeemedsuccessfulandeffectiveifthegoalshavebeenachieved Stepsfromneedstogoals objectives 1 examinetheneedsofthestudentsasdiscovered presentedintheneedsanalysisdocuments 2 statetheneedsofthestudentsintermsofrealizablegoalsfortheprogram 3 narrowthescopeoftheresultinggoalsstatements a byanalyzingthemintotheirsmallerunits b byclassifyingthoseunitsintologicalgroupingsc bythinkingthroughexactlywhatitisthatthestudentsneedtoknoworbeabletodotoachievethegoals 4 statethesmallermorespecificgoalsasobjectiveswithasmuchprecisionasmakessenseinthecontextusingtheguidelinesgivenintheremainderofthischapter NeedsforEnglishforacademicpurpose 1 theneedtounderstandtheimplicitrelationshipsbetweentermsinatableoroutlinepresentedinlectures 2 theneedtobeable inreviewingthenotes tounderstandtheimplicitrelationshipinordertofillintheconnectingprosethattiesthemainpartsofanentireconcepttogether 3 theneedtobeabletodealsimultaneouslywithanewconcept newvocabularypresentedinalectureinordertoexpressthatconceptinhernotesinEnglish 4 theneedtobeabletoexpressgeneralizationsordefinitionsinanessayexam insteadofsimplygivinganexample 5 theneedtobeabletodoalloftheaboveundertimepressure GoalsforEnglishforacademicpurpose Bytheendoftheprogram studentswillbeableto 1 understandtheimplicitrelationshipsbetweentermsinatableoroutlinepresentedinlectures 2 understandtheimplicitrelationshipinordertofillintheconnectingprosethattiesthemainpartsofanentireconcepttogether 3 dealsimultaneouslywithanewconcept newvocabularypresentedinalectureinordertoexpressthatconceptinhernotesinEnglish 4 expressgeneralizationsordefinitionsinanessayexam insteadofsimplygivinganexample 5 doalloftheaboveundertimepressure ObjectivesforEnglishforacademicpurpose Breakingthegoalsdownintologicalsubunitswillhelptoclarifywhatitisthatthestudentsshouldbeabletodobytheendofthecourse Goals 1 understandtheimplicitrelationshipsbetweentermsinatableoroutlinepresentedinlectures 2 understandtheimplicitrelationshipinordertofillintheconnectingprosethattiesthemainpartsofanentireconcepttogether Objectives Bytheendofthecourse thestudentsshouldbeabletoidentifyimplicitrelationshipsbetweenpartsofaconcept inatable inanoutline orinanessay Cause effectrelationshipbetweengoals objectives IfstudentsachieveA B Cobjectives thentheywillreachYgoals Losingweight IfIworkoutatthegymandstopeatingjunkfood thenI mlikelytoachievemygoaloflosing10pounds 1stobjectiveistosetuparegulargymroutine 2ndobjectiveistostopeatingjunkfood Iftheseobj areachieved thenthisgoalwillbereached goal Foreverygeneralgoaltherearemultiplespecificobjectives obj 2 Oneobjectivecanservemorethanonegoal objectives Debatesinthecurriculumliterature 1 Isthereanyvalueinteachingstudentsaforeignlanguageatschooliftheyhaveopracticalneedforit 2 Shouldalanguageprogramforimmigrantsjustteachpracticalskillsorshoulditseektoprepareimmigrantstoconfrontracial formsofprejudice 3 Shouldlearnersparticipateintheshapingofthecurriculumorisitsomethingbestlefttoteachers 4 Shouldstudentsstudyliterature cultureofspeakersofthelanguagetheyarelearning orjusttospeak usethelanguageasatool 5 Isitthelanguageteacher sjobtoraisestudents awarenessofsocialinjustices 6 Shouldteachersjustpreparestudentstopassaflawedlanguageexam suchastheEnglishtestsusedaspartoftheentryexaminationatmanyuniversities orshouldteachers studentstogetherseekwaysoffindingfairermethodsofassessment 7 Whatroleshouldthelearners nativelanguageplayinthecurriculum intheclassroom Theideologyofthecurriculum 1 Academicrationalismtheaimsofthecurriculumstressestheintrinsicvaluesofthesubjectmatter itsroleindevelopingthelearners intellect humanisticvalues andrationality Thecontentmatterofdifferentsubjects isviewedasthebasisforacurriculum masteryofcontentisanendinitselfratherthanameanstosolvingsocialproblemsorprovidingefficientmeanstoachievethegoalsofpolicymakers Greek Latinaretaughtinthewestbecausetheyarebelievedtodevelop mentaldiscipline instudents Sometimesitisusedtojustifytheinclusionofcertainforeignlanguagesinschoolcurricula wheretheyaretaughtnotasatoolforcommunicationbutasanaspectofsocialstudies Andsometimesitisusedasajustificationforincludingcoursesonliterature orAmericanorBritishculture inlanguageprogram Clark 1987 60pointedoutthatinUnitedKingdomacademicrationalismisconcernedwith 1 themaintenance transmissionthrougheducationofthewisdom cultureofpreviousgenerations Thishasledtothecreationofatwo tiersystemofeducation onetoaccordwiththe higher culturaltraditionsofanelite andtheothercaterforthemoreconcrete practicallifestylesofthemasses 2 thedevelopmentfortheeliteofgeneralizableintellectualcapacities criticalfaculties 3 themaintenanceofstandsthroughaninspectorate externalexaminationboardscontrolledbytheuniversities 2 Social economicefficiencyThisphilosophyemphasizesthepracticalneedsoflearners society theroleofaneducationalprograminproducinglearnerswhoareeconomicallyproductive Social economic otherneedsofsocietycanbeidentified plannedfor bytaskanalysis byformingobjectivesforeachtask byteachingskillsasdiscreteunits Itisanends meansapproach Inlanguageteaching thisphilosophyleadstoanemphasisonpractical functionalskillsinaforeignorsecondlanguage Social efficiencyapproacharguethatthecurriculumshouldaboveallfocusonknowledge skillsthatarerelevanttothelearner severydaylifeneedsandthatthecurriculumshouldbeplannedtomeetpracticalneedsofsociety 3 Learner centerednessThisphilosophystressesthattheindividualneedsoflearners theroleofindividualexperience theneedtodevelopawareness self reflection criticalthinking learnerstrategies otherqualities skillsthatarebelievedtobeimportantforlearnerstodevelop Constructivistsemphasizethatlearninginvolvesactiveconstruction testingofone sownrepresentationoftheworld accommodationofittoone spersonalconceptualframework Alllearningisseentoinvolverelearning reorganizationofone spreviousunderstanding representationofknowledge Constructivismhashadastronginfluenceonlanguagecurriculumdesign influencingtheway forexample reading listeningcomprehensionaretaughtwithanemphasisonthepriorknowledge belief expectationthatlearnersbringtolistening reading Marsh 1986 201 pointedoutthatthislearner centeredcurriculacanrefertoanyofthefollowing individualizedteaching learningthroughpracticaloperationordoing laissezfaire noorganizedcurriculaatallbutbasedonthemomentaryinterestsofchildren learners creativeself expressionbystudents practicallyorientedactivitiesdirectedtowardtheneedsofsociety acollectivetermthatreferstotherejectionofteaching directedlearning Inlanguageteaching Clarkseesthisasleadingtoanemphasisonprocessratherthanproduct afocusonlearnerdifferences learnersstrategies learnerself direction autonomy 4 SocialreconstructionismThisperspectiveemphasizestherolesschools learnerscan shouldplayinaddressingsocialinjustices inequality Teachersmustempowertheirstudentssothattheycanrecognizeunjustsystemsofclass raceorgender andchallengethem Thecurriculumderivedfromthisphilosophyfocusesondevelopingknowledge skills attitudeswhichwouldcreateaworldwherepeoplecareabouteachothers theenvironment thedistributionofwealth Tolerance theacceptanceofdiversity peacewouldbeencouraged Inlanguageteaching Auerbach 1992 stressesthatteachingmustseektoempowerstudents helpthembringaboutchangeintheirlife 5 CulturalpluralismThisphilosophyarguesthatschoolsshouldpreparestudentstoparticipateinseveraldifferentcultures notmerelythecultureofthedominantsocial economicgroup Thismeansthatoneculturalgroupisnotseenassuperiortoothers thatmultipleperspectivesrepresentingtheviewpointsofdifferentculturalgroupsshouldbedevelopedwithinthecurriculum Culturalpluralismseekstoredressracism toraisetheself esteemofminoritygroups andtohelpchildrenappreciatetheviewpointsofothercultures religious InmulticulturalsocietiessuchasCanada theUSA culturalpluralismhasmotivateddemandsforabilingualapproachtoEnglish languageteaching AuerbachhasquestionedtherationalefortheexclusiveuseofEnglishinESLclassrooms arguesthatliteracyinfirstlanguageisasignificantfactorinthelearningofasecondlanguage Collingham 1988 alsoemphasizestheimportanceofvaluinglearner slanguageknowledge Classificationofobjectives 3broadareasor domains psychomotor cognitive affectivelearning Bloom1956 Krathwohletal 1964 Harrow 1972 Languageteachingobjectives TheAmericanlinguistRebeccaValettewastheforemostinseeingtherelevanceofBloom staxonomiesforlanguageteachingandtesting Inthelate1960s shedevelopedaseriesoftaxonomiestofitlanguagelearningintothecategorieswhichhadbeendevisedbyBloomandhiscolleagues Behaviorobjectivesin2ndlanguageteaching Valettearrangedtheobjectivesin5stages 1 Mechanicalskills studentsperformsviarotememory ratherthanbyunderstanding 2 Knowledge studentsdemonstrateknowledgeoffacts rules datarelatedtoforeignlanguagelearning3 Transfer studentsusetheirknowledgeinnewsituation4 Communication studentsuseforeignlanguage culturalvehiclesforcommunication5 Criticism studentsanalyzeorevaluatetheforeignlanguageorcarryoutoriginalresearch Cognitive AffectiveGoals AccordingtoJ D Brown goalscanbegroupedinto2broadcategoriesinlanguageprogram Cognitivedomain languageknowledgeandlanguageskillsthestudentswillbelearningintheprogram Cognitivegoalsorlanguagegoalsrefertothelanguagelearningcontentoftheprogram 6majorclasseswereidentifiedincognitivedomain knowledge comprehension application analysis synthesis evaluation Affectivedomain referstothoseaspectsoflearningthatrerelatedtofeelings degreesofacceptance values biasandsoforth 5classeswereidentifiedinaffectivedomain receiving attending responding valuing organization characterizationbyavalueorvaluecomplex Hauenstein staxonomy CognitivedomainAffectivedomainPsychomotordomainBehaviordomain Reasonsforusinginstructionalobjectives 1 theyhelpteachersfocusontheirrealintentions 2 theyprovideacleardirectionforteachersintermsofwhatistobetaught 3 theyassistteachersinselectingrelevantcontent methods assessment resources 4 theycanbecommunicatedeasilytoparentsandstudents 5 theyenableateachertojudgethequalityofhis herteaching 6 theyenableateachertoprovideassessmentprocedureswhicharedirectlyrelatedtoobjectives Problemsinusinginstructionalobjectives 1 It snotpossibletospecifyalltheoutcomesforaclassintermsofalimitednumberofinstructionalobjectives 2 Unintendedoutcomescannotbeaccommodatedinobjectiveswhicharespecifiedinadvance 3 Specifyingonlysomeobjectivescanleadtotheexclusionofotherequallyimportantareasofteaching 4 Theyaremoreconducivetosomesubjectareas forexample mathematics science butnotothers forexample art poetry Criteriaforeffectiveobjectives Comprehension havetobesufficientlybroadtoincludealllearningoutcomes Suitability mustberelevanttostudentsatparticulargradesorclasslevels Validity mustreflecttherealitytheypurporttoreflect Feasibility shouldbeattainablebystudentsintermsoftheirsources Specificity mustbephrasedclearlyandpreciselysothattheywillnotbemisunderstoodbyteachersorbystudents Compatibility shouldbeconsistentwithotherstatedobjectives Guidelinesforsettinggoals objectives 1 goalsshouldbegeneral butnotvague 2 goalsshouldbetransparent Don tusejargon 3 Acourseissuccessful effectiveifthegoalshavebeenreached 4 Goalsshouldberealistic Theyshouldn tbewhatyouwa