Richards 5

PLANNING GOALS AND LEARNING OUTCOMES

Key assumption about goals

People are motivated to pursue certain goals.

The goals in teaching improving the effectiveness of teaching and learning.

A program will be effective when goals are sound and clearly.

GOALS DESCRIBES AIMS AND OBJECTIVES

CURRICULUM IDEOLOGIES

Academic rationalism

Social and economic efficiency

Learner-centeredness

Social reconstructionism

Cultural pluralism

Learners learners intellect, values and rationality.

Practical needs of learners, producing learners economically productive

Individual need of learners, individual experience, develop awareness, self-reflection, critical thinking, etc.

Role of schools and learners in addressing social injustices and inequality

Participate in several different cultures

CURRICULUM OUTCOMES

AIM

OBJECTIVE

Description of the general purposes of a curriculum, how it will seek to realize it.

More specific and concrete description of purposes.

Describe what the aims seek to achieve in terms of smaller units of learning.

Provide a basis for the organization of teaching activities.

Describe learning in terms of observable behavior and performance.

Criticism of the use of objectives

Turn teaching into a technology

Trivailize teaching and are produc-oriented

Unsuited to many aspects of lg use (critical thinking)

Competency-based program outcomes (describe learning in terms of competences). CBLT

Nature of competences: observable behavior, activities related to the field of work and social survival in a new environment.

Criticisms of the use of the competences

Definition: no valid procedures are available for competency specification, hidden values,

Nonlanguage outcomes and process objectives

Outcomes go beyond the content of linguistic syllabus. Describe experiences rather than learning outcomes (Process objectives).

categories of nonlanguage outcomes: social, psychological and emotional support in the new living environment, confidence and so on