Goals and objectives
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The document discusses the design of language courses, focusing on the differentiation between goals and instructional objectives, and their importance in effective teaching. It covers the derivation of goals from learner needs, critiques the use of objectives, and explores alternatives like competencies and standards. Additionally, it provides examples and components of objectives, emphasizing their role in curriculum development and assessment.
![Goals purpose and characteristics
Goals…
• are general statements of the program’s
purposes.
• focus on what the program hopes to accomplish
in the future […] what they students should be
able to do when they leave the program.
• serve as one basis for developing more precise
and observable objectives.
• should never be viewed as permanent.
Brown, 1995, pp.71-72](https://image.slidesharecdn.com/class4objectivesandcontent-130203134659-phpapp02/85/Goals-and-objectives-7-320.jpg)
Goals and objectives
- 1. Language Course Design: Goals and Objectives
- 2. Getting started • Are you familiar with the goals and objectives of the program you are currently teaching? • How about the textbook you are using? Does it state explicitly the goals and objectives? • When planning a lesson, do you usually refer to the list of goals and objectives of the program?
- 3. In this class • Definition of goals. • Definition of instructional objectives. • Differences between goals and objectives. • Components of objectives. • Deriving goals and objectives from needs. • Criticism to objectives. • Advantages of objectives. • Alternatives to goals and objectives. • Some exercises
- 4. Goals and Objectives: Definition
- 5. Goals …general statements concerning desirable and attainable program purposes and aims based on perceived language and situation needs. Brown, 1995, p.71
- 6. Goals …broad statements that provide general signposts for course development. Nunan & Lamb, 2001, p.39
- 7. Goals purpose and characteristics Goals… • are general statements of the program’s purposes. • focus on what the program hopes to accomplish in the future […] what they students should be able to do when they leave the program. • serve as one basis for developing more precise and observable objectives. • should never be viewed as permanent. Brown, 1995, pp.71-72
- 8. Instructional objectives specific statements that describe the particular knowledge, behaviors, and/or skills that the learner will be expected to know or perform at the end of a course or program. Brown, 1995, p.73
- 9. Instructional objectives Specifications of “what learners should be able to do as a result of instruction.” Nunan & Lamb, 2001, p.41
- 10. Difference between Goals and Objectives More general More specific Goals Objectives
- 11. Instructional objectives: Components • Performance • Condition • Criterion
- 12. Instructional objectives: Example Working in pairs, learners will provide enough information for their partner to draw a three generation family tree. Taken from Nunan & Lamb, 2001, p. 41
- 13. Instructional objectives: Example Working in pairs, learners will provide enough information for their partner to draw a three generation family tree.
- 14. Brown’s elements for sound objectives • Subject (who?) • Performance (what?) • Condition (where? How much time? What resources?) • Measure (How?) • Criterion (How well?)
- 15. Keypoints in objectives writing • Variability in specificity • Flexibility (they are not permanent) • Consensus-based in nature • Program specificity • Teacher-friendliness
- 16. Sources of ideas • Other language programs • The literature • Taxonomies
- 17. From Needs to Goals and Objectives
- 18. Developing goals and objectives from needs Narrow the scope of the goal statements Obj. 1,1 Goal 1 Obj. 1,2 Obj. 1,3 Needs Obj. 2,1 Goal 2 analysis Obj. 2,2 Obj. 2,3 Goal 3 Obj. 3,1 Obj. 3,2 Obj. 3,3 Identify what learners need State the needs of the students in English for. terms of realizable goals for the State context-suitable program. and precise objectives
- 20. Criticism • Association with behavioral psychology • Issues with quantifyability • Trivialization of instruction • Limitations in teachers’ freedom • inadequacy for expression of language learning Brown, 1995
- 21. Advantages Objectives help teachers to… • convert the perceived needs into teaching points. • clarify and organize those teaching points. • think through skills and sub-skills underlying instructional points. • decide what they want students to be able to do. • decide the level of specificity for teaching activities. Brown, 1995
- 22. Advantages Objectives help teachers to… • construct valid and reliable assessment tools. • adopt, adapt and develop teaching materials. • develop professionally • evaluate students’ progress and program effectiveness. • be part of the collective process of curriculum development. Brown, 1995
- 24. Competencies a performance outline of language tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function proficiently in the society in which they live Grognet & Candall, 1982, p. 3
- 25. Competencies Competencies refer to observable bahaviors (just like objectives), but differ in • a focus on successful functioning in society • a focus on life skills • task or performance centered orientations • modularization of instruction (behaviors are broken down into sub-behaviors to be mastered). Auerback, 1986, p. 411
- 26. Competencies …written descriptions of what a student is able to do with the language, usually in terms of target language performance. Richards & Schmidt, 2002, p. 94
- 27. Standards …comprehensive description of what language learners know in the target language at various levels of proficiency, at various grade levels, or both. …a clear definition of what is to be taught and what kind of performance is to be expected across the school curriculum. Richards & Schmidt, 2002, p. 511
- 28. Standards Descriptions (rather than prescriptions) of what people can actually do with the target language at different levels (stages) of competence which provide a framework to measure outcomes and set expectations in progress. Paraphrased from Omaggio, 1986
- 29. Standards Descriptions (rather than prescriptions) of what people can actually do with the target language at different levels (stages) of competence which provide a framework to measure outcomes and set expectations in progress. Paraphrased from Omaggio, 1986
- 30. Standards: An example Council of Europe, 2002.
- 31. Standards: Elements Nunan, 2001.
- 32. Practice
- 33. Practice You will read different statements of purpose from different language programs. • Determine if the statement refers to a goal or an objective. • If the statement is an objective, identify the main elements or components as described by Brown (subject, performance, condition, measure, criterion). • Is the statement conceived as a performance objective, a competency or a standard descriptor.
- 34. Practice The language program is designed to help students achieve the following learning objectives : 1. engage in interactions with speakers of the target language for a variety of purposes and in a variety of contexts, using socially and culturally appropriate forms for participating in conversations, establishing relationships with others, providing and obtaining information, expressing feelings and emotions, and expressing opinions. From the University of Pittsburg website
- 35. Practice At the end of the program, students should be able to: 1. Describe, narrate, and ask/answer questions in the foreign language in the present time about a variety of topics related to family, daily activities, eating, and traveling. From http://www.frenchanditalian.pitt.edu/undergrad/about/course-objective-prereqs.php
- 38. Practice • …every IUS student will be able to fully cope with the faculty programs. Students not only attain a high level of English Language proficiency at ELS, but also gain various study skills essential for successful participation in the academic activities of their faculties. From http://www.ius.edu.ba/Default.aspx?PageContentID=24&tabid=70
- 39. References • Auerback, E.R. (1986). Competency-based ESL: One step forward or two steps back? TESOL Quarterly, 20,3: 411-429 • Brown, J.D. (1995). The elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle Publishers. • Grognet, A. G. y Crandall, J. (1982). Competency-based curricula in adult ESL. ERIC/CLL News Bulletin, 6, 3-4. • Nunan, D. (2001). Syllabus design. En M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3º ed., pp. 55-65). Boston, MA: Heinle & Heinle.
- 40. References • Nunan, D & Lamb, C. (2001). Managing the learning process. In Hall, D. & Hewings, A. (Eds.) Innovation in English Language Teaching. A Reader (pp. 25-45) Oxford: Oxford University Press. London: Routledge. • Omaggio, A.C. (1986). Teaching language in context. Proficiency oriented instyruction. Boston: Heinle & Heinle Publishers, Inc. • Richards, J.C. & Schmidt, R. (2002). Longman Dictionary of language teaching and applied linguistics. Pearson Education Limited.