PLANNING

PLANNING

1. TASK

   • Ellis
     • workplan
       • action
       • process
     • primary focus on meaning
     • real-world processes of language use
     • can involve any of the four language skills
     • cognitive processes
     • communicative outcome
     • A holistic type of pedagogical activity
       • a task is used to create some challenge aimed at promoting language development
         • process
         • product
       • language education
         • non-linguistic outcome

2. AIMS

   • 'Educational goals' are clear and concise statements that describe what the teacher hopes to achieve
   • General and all-embracing
   • May be provided by an examination syllabus, by a programme of study, or by the awarding body for a qualification

3. LEARNING OUTCOMES - OBJECTIVES

   • - specific objectives - behaviourist objectives - competencies
   • What the teacher intends the students to learn
   • Suggest learning activities
   • Help evaluate how successful the lessons have been
   • Describe observable learner performance
   • Characteristics
     • short-term
     • Drawn byt the teacher to suit the resources, the teacher and the students
     • Written in such a way that it is possible to determine whether or not the objective has been achieved
     • Specify precisely and in concrete terms what the student should be able to do
     • Define the circumstances under wich the objective is to be demonstrated (optional)
   • Bloom's classification
     • Cognitive domain
     • Affective domain
     • Psychomotor domain

4. GENERAL OBJECTIVES

   • Between an aim and a specific learning outcome
     • Include in each statement the content itself and what will be done with such content
   • Two types
     • Mastery objectives
       • Knowledge and comprehension
       • Skills or abilities attained in a short timescale
       • Opportunity to give weaker students the success, reinforcement and motivation
     • Developmental objectives
       • General objectives, may never be fully achieved
       • Highly dependent on previous learning - high-order thinking skills - take considerable time and effort