Chapter 5: Planning goals and learning outcomes

Chapter 5: Planning goals and learning outcomes

1. Academic Rationalism

   • The content of different subjects is the basis for a curriculum
     • It is used to justify the inclusion of certain foreign languages in school curricula
       • Greek and latin promoted memorization and analysis

2. Social and Economic Efficency

   • It's emphasized on learners and society needs
     • Produces productive learners
       • Learners can improve by using rational planning process

3. Learner Centeredness

   • Educational Philosophies are grouped as a whole
     • They develop awarness critical thinking, self- reflection, learning strategies, etc.
       • Constructivism: involves background knowledge. "There is no intellectual growth without some reconstruction, some reworking." - John Dewey.
         • Progressivism: children are involved and provided with a vast number of learning experiences
           • Child Centered issues: laissez faire, individualized teacher, collective terms of teaching direction and autonomy, creative self expressive students, etc.
             • MANUEL ALEJANDRO GUERRERO MARTÍNEZ ANA KAREN ALANIS PIÑA

4. Social Reconstructionism

   • Schools and learners' roles are emphasized in this curriculum perspective
     • Teacher and students must be engaged by schools in order to find a way to improve personal problems and find different ways to adress them

5. Cultural Pluralism

   • A cultural group is not superior nor inferior to others
     • Its objective is to avoid racism, raise self- esteem on minority groups and create consciousness about other relgions and cultures as well

6. Stating Curriculum Outcomes

   • Aim: refers to a statment of a general change that a program seeks to bring about in learners
     • Aim Statments Purposes are :
       • - Providing a clear definition of the purposes of a program
         • To help provide a focus for instruction
           • To describe important and realizable changes in learning
             • Aim Statements: reflect curriculum's ideology. It also shows how the curriculum will seek to realize
               • Acquire good reading habits in order to understand and enjoy including the literature of other cultures.
                 • Objectives have some characteristics e.g. describe the unit's purpose, they describe learning in terms of behaviour and performance

7. Criticism of the use of objectives

   • the objective must be meaningful and be a worthwhile meaningful experience
     • The Nature of Competencies
       • It focuses on the behaviors to succeed in the real world activities
         • These activities can be any task, role or function where thinking process, attitudes physical skills are involved
           • Criticism of the use of competences
             • There are no valid procedures to develop competency specifications. As a result, competencies related to performance on a job will tend to include stuff like: " reading directions or following orders on a job."
           • The standards movement
             • they are descriptions of the targets Ss. should be able to reach in different domains of curriculum current content
               • They are stated in the form of competencies
                 • The standars specify the competencies to learners to become fully proficient in them
           • Non Language Outcomes and Process Objectives
             • It's called non language outcomes when it goes beyond the content of a linguistically oritnted syllabus
               • The outcomes of the content describing the learning experiences are called process objectives
                 • The planning of learning outcomes for a language course is closely related to the course planning process