GOALS AND OBJECTIVES

GOALS AND OBJECTIVES

1. The proces of needs analysis can generate a tremendous amount of nformation that must be sorted and used in some way within the curriculum

   • GETTING INSTRUCTIONAL OBJECTIVES ON PAPER
     • Working out the goals and objectives of a program based on the perceived needs of the students can be an interesting and productive process n itself. However, sooner or later, the results of these efforts must be formalized ond written down.
   • SOURCES OF IDEAS FOR OBJECTIVES
     • A number of sources are available to help formulate objectives from the goals of a program. These include other programs and their curriculums, the books and journals that constitute the language literature
   • OTHER LANGUAGE PROGRAMS
     • Any statements of goals and objectives or any course descriptons that those programs are willing to share can be very useful: redundancy of effort will de avoided, and new, creative ideas for sudents needs, goals and objectives may come to light.
   • THE LITERATURE
     • Examinaton of the books and journals devoted to language teaching, especially with an eye for topics like needs analysis, goals and objectives, and curriculum development, will lead to the realizaton that language teachers have been working on these issues for years.
   • TAXONOMIES
     • In sortiing through all the informaton on students's needs, and progra<m goals and objectives, the kinds of factors you are dealing with in language learning programs can be grouped into two broad categories.

2. GOALS

   • They are general statements of the program's purposes and they usually focus on what the program hopes to accomplish in the future. They can serve as one basis for developing more precise and observable objectves. Finally they should never be viewed as permanent, that is, they sould never become set in cement
     • FROM GOALS TOWARD OBJECTIVES
       • The process of converting perceptions of students' needs into goals and objectives provides the basic units that can in turn be used to define and organize all teaching activities into a cogent curriculum. Once objectives are in hand, the basc elements of the students' need can be analyzed, assessed, and clasified to create a coherent teaching/learning experience

3. OBJECTIVES

   • They are specific statements that descibe the particular knowledge, behaviors, and/or skills that the learner wll be expected to know or perform at the end of a course or program

4. SOUND INSTRUCTONAL OBJECTVES

   • Having broken down the perceptions of the ss needs into goals and potential objectives, and having organized them on the basis of all available informa<tion, the next step for planners is to state them as clear as unambiguous instructional objectives