Planning goals and learning outcomes

Planning goals and learning outcomes

1. Most language programs describe their goals in terms of aims and objectives

   • Objectives describe learning outcome
     • Objectives
       • Objectives should be precise. Vague and ambiguous are not useful.
       • Objectives can be described with phrases like will have, will learn, will be able to.
       • Objectives should be consistent with the curriculum aim
       • Objectives should be feasible. Describe outcomes that are attainable in the time available during a course
   • Curriculum planners take in consideration present and long-term needs of learners and of society.
     • Cultural pluralism
       • As well as the planners beliefs and ideologies about schools, learners and teachers.
       • One cultural group is not seen superior to others
       • Multiple perspectives representing the viewpoints of different cultural groups should be developed within the curriculum.
   • Learner-centeredness
     • All learning is seen to involve relearning and reorganization of one’s previous understanding of knowledge.
     • There is no intellectual growth without some reconstruction or some reworking.
     • self-reflection, critical thinking, learner strategies and other qualities and strategies that are important for learners to develop
     • Individual needs of learners, the role of individual needs, individual experiences and the need to develop awareness…
     • Education should be seen as a means of providing children with learning experiences from which they can learn by their own efforts.
       • Teaching must seek to empower students and help them bring about change in their lives
   • They refer to knowledge, skills and values that educational planners believe learners need to develop
     • Planners choose among alternatives based on assumptions about the role of teaching and of a curriculum when deciding goals.