Planning Goals and Planning Goals and Learning OutcomesLearning Outcomes

Professor: MavisProfessor: Mavis9610005M9610005MEric TienEric Tien

Key Assumptions About Key Assumptions About GoalsGoals

►People are usually motivated to pursue People are usually motivated to pursue certain goals.certain goals.

►The goals in teaching improve the The goals in teaching improve the effectiveness of teaching and learning.effectiveness of teaching and learning.

►A program will be effective that its A program will be effective that its goals are sound and clearly described. goals are sound and clearly described.

The debate of curriculum The debate of curriculum goalsgoals

► Is there any value in teaching students a Is there any value in teaching students a foreign language at school if they have no foreign language at school if they have no practical need for it?practical need for it?

► Should a language program for immigrants Should a language program for immigrants just teach practical life skills or should it just teach practical life skills or should it seek to prepare immigrants to confront seek to prepare immigrants to confront racial and other forms pf prejudice?racial and other forms pf prejudice?

► So on.So on.

Five curriculum ideologies: Five curriculum ideologies: Eisner, 1992Eisner, 1992

► 1. academic rationalism1. academic rationalism

► 2. social and economic efficiency2. social and economic efficiency

► 3. learner-centeredness 3. learner-centeredness

► 4. social reconstructionism 4. social reconstructionism

► 5. cultural pluralism 5. cultural pluralism

Academic rationalism Academic rationalism

► It stresses the intrinsic value of the subject It stresses the intrinsic value of the subject matter and its role in developing the matter and its role in developing the learner’s intellect, humanistic values, and learner’s intellect, humanistic values, and rationality. rationality.

► It is sometimes used to justify certain It is sometimes used to justify certain foreign language in school curricula where foreign language in school curricula where they are taught as social studies.they are taught as social studies.

► It is also sometimes used for literature or It is also sometimes used for literature or American or British culture. American or British culture.

The academic rationalism of The academic rationalism of United Kingdom: Clark, 1987United Kingdom: Clark, 1987

► The maintenance and transmission through eduThe maintenance and transmission through education of the wisdom and culture of previous gecation of the wisdom and culture of previous generations. nerations.

► The development for the elite of generalizable inThe development for the elite of generalizable intellectual capacities and critical faculties. tellectual capacities and critical faculties.

► The maintenance of stands through an inspectoThe maintenance of stands through an inspectorate and external examination boards controlled rate and external examination boards controlled by the universities. by the universities.

Social and economic Social and economic efficiency efficiency

► It emphasizes the practical needs of It emphasizes the practical needs of

learners and society and the role of an learners and society and the role of an

educational program in producing educational program in producing

learners who are economically learners who are economically

productive. productive.

Social and economic efficiencySocial and economic efficiency

►Critics: such a view is reductionist and preCritics: such a view is reductionist and pre

supposes that learners’ needs can be idesupposes that learners’ needs can be ide

ntified with a predetermined set of skills antified with a predetermined set of skills a

nd objectives. nd objectives.

Learner-centerednessLearner-centeredness

► It stresses the individual needs of It stresses the individual needs of

learners, the role of individual learners, the role of individual

experience, and the need to develop experience, and the need to develop

awareness, self-reflection, critical awareness, self-reflection, critical

thinking, learner strategies, and other thinking, learner strategies, and other

qualities and skills.qualities and skills.

Learner-centeredness: Marsh, 1986Learner-centeredness: Marsh, 1986

► Individualized teachingIndividualized teaching►Learning through practical operation Learning through practical operation

or doingor doing►Laissez faire- no organized curriculaLaissez faire- no organized curricula►Creative self-expression by studentsCreative self-expression by students►Practically oriented activities- needs of Practically oriented activities- needs of

societysociety►Not teaching-directed learningNot teaching-directed learning

Social reconstructionismSocial reconstructionism

► It stresses the roles of schools and It stresses the roles of schools and

learners can should play in addressing learners can should play in addressing

social injustices and inequality. social injustices and inequality.

►Curriculum development is not a Curriculum development is not a

neutral process. neutral process.

Social reconstructionism: CriticSocial reconstructionism: Criticss

►Freire, 1972: teachers and learners are a joFreire, 1972: teachers and learners are a joint process of exploring and constructing int process of exploring and constructing knowledge. knowledge.

► In addition, students are not the objects oIn addition, students are not the objects of knowledge.f knowledge.

►Therefore, they must find ways of recogniTherefore, they must find ways of recognizing and resisting. zing and resisting.

Cultural pluralismCultural pluralism

► It emphasizes school should prepare It emphasizes school should prepare

students to participate in several students to participate in several

different cultures, not just the different cultures, not just the

dominant one which means none dominant one which means none

culture group is superior to others. culture group is superior to others.

Cultural pluralismCultural pluralism

► ACTFL has recently identified three ACTFL has recently identified three

dimensions to intercultural competence in dimensions to intercultural competence in

foreign language program:foreign language program:

► 1. the need to learn about cultures.1. the need to learn about cultures.

► 2. to compare them2. to compare them

► 3. to engage in intercultural exploration 3. to engage in intercultural exploration

Stating curriculum outcomes: Stating curriculum outcomes: AimsAims

► It refers to a statement of a general change It refers to a statement of a general change

which a program seeks to bring about in which a program seeks to bring about in

learners. learners.

► It is the ideology of the curriculum and show It is the ideology of the curriculum and show

how the curriculum will seek to realize it.how the curriculum will seek to realize it.

Aims: purposesAims: purposes

► 1. clear definition of the purpose of a program1. clear definition of the purpose of a program

► 2. guidelines for teachers, learners, and 2. guidelines for teachers, learners, and materials writersmaterials writers

► 3. a focus for instruction3. a focus for instruction

► 4. describe important and realizable changes 4. describe important and realizable changes in learningin learning

The aims of teaching English at The aims of teaching English at the primary level in Singapore the primary level in Singapore

►Our pupils learn English in order to:Our pupils learn English in order to:

►1. communicate effectively1. communicate effectively

►2. acquire good reading habit to 2. acquire good reading habit to

understand, enjoyunderstand, enjoy

►3. so on…3. so on…

Aim statement: EXAim statement: EX

►A business English courseA business English course

►1. to develop basic communication 1. to develop basic communication

skills for use in business contextskills for use in business context

►2. to learn how to participate in casual 2. to learn how to participate in casual

conversation……so on..conversation……so on..

Aim statement: non-English-Aim statement: non-English-background studentsbackground students

► Studying in English-medium universitiesStudying in English-medium universities

► 1. understanding lectures 1. understanding lectures

► 2. participating in seminars 2. participating in seminars

► 3. taking notes during lectures3. taking notes during lectures

► 4. reading at adequate speed4. reading at adequate speed

► 5. presenting ideas and information in 5. presenting ideas and information in

written assignmentswritten assignments

Aim statementAim statement

►Bad one: Bad one:

►1. Students will learn about business-1. Students will learn about business-

letter writing in English.letter writing in English.

►2. Students will study listening skills.2. Students will study listening skills.

►So on…..So on…..

Aim statementAim statement

►Better oneBetter one

► 1. Students will learn how to write effective 1. Students will learn how to write effective

business letter for use in the hotel and tourism business letter for use in the hotel and tourism

industries. industries.

► 2. Students will learn how to listen effectively in 2. Students will learn how to listen effectively in

conversional interactions and how to develop better conversional interactions and how to develop better

listening strategies. listening strategies.

► 3. so on……3. so on……

Objectives Objectives

► It is a statement which have more It is a statement which have more specific purposes. specific purposes.

► It refers to a statement of specific It refers to a statement of specific changes, a program seeks to bring changes, a program seeks to bring about and results from an analysis of about and results from an analysis of the aim. the aim.

The characteristics of the The characteristics of the objectivesobjectives

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

►Provide a basis for the organization of Provide a basis for the organization of teaching activities.teaching activities.

►Describe learning in term of observable Describe learning in term of observable behavior and performance. behavior and performance.

The advantage of describing The advantage of describing objectivesobjectives

►1. they facilitate planning.1. they facilitate planning.

►2. they provide measurable outcomes 2. they provide measurable outcomes

and accountability. and accountability.

►3. they are prescriptive. 3. they are prescriptive.

The characteristics of the The characteristics of the statement of the objectivesstatement of the objectives

► 1. Objectives describe a learning outcome. 1. Objectives describe a learning outcome. (will have, will learn how to…..)(will have, will learn how to…..)

► 2. Objectives should be consistent with the 2. Objectives should be consistent with the curriculum aims. (be related)curriculum aims. (be related)

► 3. Objectives should be precise. (learn 3. Objectives should be precise. (learn something something forfor …..) …..)

► 4. Objectives should be feasible (work). 4. Objectives should be feasible (work).

Example of aims and Example of aims and objectivesobjectives

► A short English course of traveling and A short English course of traveling and tourism tourism

► Aim: to prepare students to communicate in Aim: to prepare students to communicate in English at a basic level for purposes of travel English at a basic level for purposes of travel and tourism. and tourism.

►Objectives: 1. the students will have a Objectives: 1. the students will have a reading vocabulary of 300 common words……reading vocabulary of 300 common words……so on.so on.

Example of aims and objectivesExample of aims and objectives►For first-year university students in Thai. (FFor first-year university students in Thai. (F

rankel, 1983) rankel, 1983)

►Aim: to read authentic, nonspecialist, nonfiAim: to read authentic, nonspecialist, nonfiction text in English……..ction text in English……..

►1. to use linguistic information in the texta1. to use linguistic information in the textas clues to meaning, including: a……b….c….s clues to meaning, including: a……b….c….

Example of aims and objectivesExample of aims and objectives►Listening comprehension course in Listening comprehension course in

Singapore Primary Syllabus: Singapore Primary Syllabus:

►At the end of the course, pupils should At the end of the course, pupils should

be able to demonstrate listening be able to demonstrate listening

competence in the following ways: competence in the following ways:

1….2….3….4….1….2….3….4….

Objectives Objectives

►Objectives cannot be regarded as Objectives cannot be regarded as

fixed. As instruction proceeds, we fixed. As instruction proceeds, we

have to revise some, drop some, or have to revise some, drop some, or

add some for addressing gaps. add some for addressing gaps.

Criticisms of the use of Criticisms of the use of objectivesobjectives

►1. 1. Objectives turn teaching into a Objectives turn teaching into a technology.technology. (meaningful and (meaningful and worthwhile may be lost)worthwhile may be lost)

►Comment: this is more applicable for Comment: this is more applicable for the behavioral objectives. (appendix the behavioral objectives. (appendix 1.) 1.)

Criticisms of the use of objectivCriticisms of the use of objectiveses

►2. 2. Objectives trivialize teaching and Objectives trivialize teaching and are product-oriented.are product-oriented. (every purpose (every purpose in teaching can be described as an in teaching can be described as an objective)objective)

►Comment: objectives need not be Comment: objectives need not be limited to be observable outcomes. limited to be observable outcomes.

Criticisms of the use of objectivCriticisms of the use of objectiveses

►3. 3. Objectives are unsuited to many Objectives are unsuited to many aspects of language use.aspects of language use. (ex: critical (ex: critical thinking)thinking)

►Comment: objectives can be written in Comment: objectives can be written in domains, such as critical thinking. domains, such as critical thinking.

Competency-based program Competency-based program outcomesoutcomes

►Competency-Based Language Competency-Based Language Teaching (CBLT) Teaching (CBLT)

► It seeks to make a focus on the It seeks to make a focus on the outcomes of learning.outcomes of learning.

The nature of competencies The nature of competencies

►They refer to observable behaviors They refer to observable behaviors that are necessary for the successful that are necessary for the successful completion of real-world activities. completion of real-world activities.

►These activities may be related to the These activities may be related to the field of work and social survival in a field of work and social survival in a new environment. new environment.

The process for refugee program to deThe process for refugee program to develop language skills: Mrowicki, 1986velop language skills: Mrowicki, 1986

►Reviewing existing curricula, resource Reviewing existing curricula, resource materials, and textbooks. materials, and textbooks.

►Needs analysisNeeds analysis

► Identifying topic for a survival Identifying topic for a survival curriculum. curriculum.

►So on……So on……

Examples of competencies: MrowicExamples of competencies: Mrowicki, 1986ki, 1986

► Topic: housingTopic: housing

► 1. identify common household 1. identify common household furniture/rooms. furniture/rooms.

► 2. answer simple questions about basic 2. answer simple questions about basic housing needs. housing needs.

► 3. so on………….3. so on………….

The Australian program The Australian program competenciescompetencies

►Divide competencies into smaller components .Divide competencies into smaller components .

► Specify the minimal performance in order to Specify the minimal performance in order to achieve a competency. achieve a competency.

► Set limits for the performance of the Set limits for the performance of the competency.competency.

► Sample texts and assignment tasks with Sample texts and assignment tasks with examples that relate to the competency. examples that relate to the competency.

Criticisms of the use of the Criticisms of the use of the competencies competencies

► 1. 1. Definition of the competencies:Definition of the competencies: no valid no valid procedures are available for competency procedures are available for competency specifications. specifications.

► 2. 2. Hidden values underlying competency Hidden values underlying competency specifications: specifications: for example:for example:

► A refugee resettlementA refugee resettlement training program in training program in Philippines: it encourages refugees to Philippines: it encourages refugees to consider themselves fortunate to find consider themselves fortunate to find minimum-wage employment. minimum-wage employment.

Nonlanguage outcomes and proceNonlanguage outcomes and process objectivesss objectives

►Eight broad categories of nonlanguage ouEight broad categories of nonlanguage outcomes in teaching:tcomes in teaching:

► 1. Social, psychological, and emotional support in the new living en1. Social, psychological, and emotional support in the new living environment vironment

► 2. Confidence2. Confidence

► 3.3. MotivationMotivation

► 4. Cultural understanding 4. Cultural understanding

► 5. So on……..5. So on……..

Nonlanguage outcomes and proceNonlanguage outcomes and process objectivesss objectives

►The on-arrival program for immigrants:The on-arrival program for immigrants:

► 1. to assist students to identify major local 1. to assist students to identify major local providers of services.providers of services.

► 2. to assist students to identify the main 2. to assist students to identify the main functions of the services. functions of the services.

► 3. so on…………..3. so on…………..

Process objectives: ExampleProcess objectives: Example

► 1. to initiate and develop in youngsters a 1. to initiate and develop in youngsters a process of question posing. process of question posing.

► 2. to teach a research methodology where 2. to teach a research methodology where children can look for information. children can look for information.

► 3. to help youngsters develop the ability to 3. to help youngsters develop the ability to use a variety of firsthand information.use a variety of firsthand information.

► 4. so on…………4. so on…………

Learning strategy theoryLearning strategy theory

►Effective learning: Effective learning:

►1. develop a skill which can be applied 1. develop a skill which can be applied to different learning.to different learning.

►2. select appropriate strategies for 2. select appropriate strategies for different tasks. different tasks.

►3. monitoring strategies: change if 3. monitoring strategies: change if don’t work. don’t work.

Learning strategies Learning strategies

► Effective organization and time Effective organization and time management: (Jackson, 1993)management: (Jackson, 1993)

► 1. make students understand the concept of time of 1. make students understand the concept of time of studying.studying.

► 2. help them to make the good use of time at home 2. help them to make the good use of time at home and learning center of studying. and learning center of studying.

► 3. help them prioritize the study, activities, and 3. help them prioritize the study, activities, and others. others.

► 4. help them create a timetable for studying. 4. help them create a timetable for studying.

The categories of process The categories of process objectives at primary level in objectives at primary level in

Singapore Singapore

►Thinking skills:Thinking skills: at the end of the at the end of the course, pupils should be able course, pupils should be able to…………to…………

►Learning how to learn:Learning how to learn:

►Language and culture:Language and culture:

The philosophy of cultural The philosophy of cultural pluralismpluralism

► For example: For example:

► 1. students can show their understanding of 1. students can show their understanding of culture via comparison of culture studies and culture via comparison of culture studies and their own. their own.

► 2. students get information and recognize the 2. students get information and recognize the different viewpoints that are only available different viewpoints that are only available through the foreign language and its culture. through the foreign language and its culture.

Thank youThank you