Planning goals and learning
outcomes
Dec 09, D. Zupanec
Planning goals and learning
outcomes
• People are generally motivated to pursue specific
•
•
goals.
The use of goals in teaching improves the
effectiveness of teaching and learning.
A program will be effective to the extent that its
goals are sound and clearly described.
a) Aims
• Statements of a general change a program
•
•
seeks to bring about in learners
Reflect the ideology of the curriculum and show
how the curriculum will seek to realize it.
Usually derived from information gathered
during a needs analysis stage.
a) Aims
Aim statements include more than the
activities learners will take part in.
1. Students will learn about
business letter writing in
English.
2. Students will study
listening skills.
1. Students will learn how to
write effective business
letters for use in the hotel
and tourism industries.
2. Students will learn how to
listen effectively in
conversational
instructions and how to
develop better listening
strategies.
a) Aims
The purposes of aim statements:
– To provide a clear definition of the purposes
of a program
– To provide guidelines for teachers, learners
and materials writers
– To help provide a focus for instruction
– To describe important and realizable changes
in learning
b) Objectives
• Statements of more specific purposes
• Refer to a statement of specific changes a
•
program seeks to bring about
Result from analysis of the aims into their
different components
b) Objectives
– Describe what the aim seeks to achieve in
terms of smaller units of learning
– Provide the basis for the organization of
teaching activities
– Describe learning in terms of observable
behaviour or performance
b) Objectives
Characteristics of statements of objectives:
•
•
•
•
Describe a learning outcome
Should be consistent with the curriculum aim
Should be precise
Should be feasible
b) Objectives
Advantages:
– Facilitate planning
– Provide measurable outcomes and thus
provide accountability
– They are prescriptive
Behavioral objectives =
performance
Components (Mager, 1975):
Performance: an objective says what a learner is
expected to be able to do
Conditions: an objective describes the important
condition(s), if any, under which performance
is to occur
Behavioral objectives =
performance
Criterion: wherever possible, an objective
describes the criterion of acceptable
performance, how well the learner must be able
to perform
Behavioral objectives =
performance
Given an oral request the learner will say
his/her name, address and telephone
number to a native speaker of English as
spell his/her name, street, city so that an
interviewer may write down the data with
100% accuracy.
Behavioral objectives =
performance
1. The student as subject
2. An action verb that defines behavior or
performance to be learned
3. Conditions which the student will
demonstrate what is learned
4. Minimum level of performance required
after instruction
Objectives
Aim:
Ss will learn how to write effective formal letter for….
Objectives:
Ss will be able to:
– organize ideas in line with the genre,
– express complex ideas clearly by using correct simple and complex
tenses,
– use appropriate phrases for thanking, apologizing, complaining….
– differentiate between formal and informal language used in letter
writing,
– ….
– ….
Nonlanguage outcomes/process
objectives
Objectives relate to the personal, social,
cultural and political needs and rights of
learners (e.g. confidence, motivation,
learning about learning etc.)