Week 3b Goals

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Goals : 

Goals Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached, or "hit." Goals are statements which state the general change that a program seeks to bring about in learners Goals reflect the ideology behind the curriculum Goals provide a clear purpose, guidelines, and focus Goals are more than activities Goals generally reflect the information gathered during needs analysis

Objectives or outcomes : 

Objectives or outcomes Objectives are the smaller units of the goal and describe its specific components. Objectives are statements which specify the changes a course or program hope to bring about. Objectives should: Describe a learning outcome Be consistent with the aim and not outside it Be feasible or attainable in the time available

Goals & Objectives : 

Goals & Objectives Goal: Students will recognize specific phonemes or intonation patterns that may cause communication breakdowns with native-speakers and self-correct these elements if they lead to breakdowns. Objectives: SWBAT divide sentences into intonation segments SWBAT apply sentence prominence to the appropriate word SWBAT correctly pronounce the /l/ /n/ /δ/, /θ/ /s/ and /z/

Which is the aim goal? Which are objectives? : 

Which is the aim goal? Which are objectives? Students will be able to follow an argument, the theme, or thesis of a lecture. Students will learn how to recognize comparisons and contrasts. Students will learn how to understand lectures given in English.

Which is the goal? Which are objectives? : 

Which is the goal? Which are objectives? Students will be able to follow an argument, the theme, or thesis of a lecture. Students will learn how to recognize comparisons and contrasts. Aim/Goal: Students will learn how to understand lectures given in English.

Competency-Based Outcomes : 

Competency-Based Outcomes CBLT shifts the focus from the means in teaching (content or process) to the ends (outcomes and performance) “Competencies refer to observable behaviors that are necessary for the successful completion of real-word activities” (129). An example: Housing: Identify household furniture & rooms Report household problems & emergencies

Designing Language Courses Graves (2000) : 

Designing Language Courses Graves (2000) Chapter 5: Formulating Goals & Objectives

The Journey, the Destination, and the Stops along the Way : 

The Journey, the Destination, and the Stops along the Way Consider a class like a journey The goal one’s destination And the objectives the stops along the way

Goals : 

Goals Help to set priorities for the course Are general but not vague Are future oriented Are realistic given the constraints Help to determine if a course is successful Are not a wish list, but an assessment plan

Objectives : 

Objectives Are more specific and numerous than goals Describe how the goals will be achieved Can support more than one goal Are relatively short term whereas goals are more long term Are the learnable, teachable units of goals

SMART : 

SMART Specific – Objectives should specify what they want to achieve. Measurable – You should be able to measure whether you are meeting the objectives or not. Achievable - Are the objectives you set, achievable and attainable? Realistic – Can you realistically achieve the objectives with the resources you have? Time – When do you want to achieve the set objectives?

One Framework: KASA : 

One Framework: KASA Knowledge Address what Ss will know and understand Awareness Address what students need to be aware of when learning a language. Skills Address what students can do with the language. Attitude Address the affective and values-based dimension of learning.

Bad  Better  Best : 

Bad  Better  Best SWBAT to employ basic conversation skills in maintaining simple communication with native English speakers, while using appropriate turn-taking habits and effectively negotiating for meaning. SWBAT maintain simple conversations which demonstrate turn-taking and negotiation for meaning with native English speakers. SWBAT …

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