goals and objectives

How to formulate goals and objectives

Formulating goals and objectives help to build a clear visions of what you will teach.

They provide a basis for making decisions about what to teach and how.

Objectives serve as a bridge between needs and goals.

Formulating goals

Formulating goals

• List all the possible goals based on your conceptualization of content, beliefs and /or needs assessment.
• Look for redundancies
• Identify priorities based on the content and students needs

Organizing goals

Once you have your list of your goals, how do yu organize them into a coherent plan? There are several framworks that allow this organization. One of them is called KASA which stands for Knowledge, Awareness, Skills and Attitudes; and the other one is proposed by H. H. Stern (1992) that includes cognitive, proficiency, affective and transfer goals. There is one more framework by Genesee and Upshur (1996) which include language, strategic, socioaffective, philosophical and process goals.

The KASA framework

Knowledge goals: These goals address what students will know and understand. They include knowledge about the language, culture and society. Awareness goals: These refer to what students need to be aware of when learning a language. Skills goals: What can students do with the language? Attitude goals: Attitudes towards the target language and culture,

Stern's framework (1992)

Cognitive goals: Explicit knowledge, information and conceptual learning about the language and culture.Proficiency goals: These include what students will be able to do with the language (mastery of skills and functions) Affective goals: their purpose is to reach a positiv attitude toward the language and culture, as well as to students' own learning process. Transfer goals: Learning how one learns in the classroom and how it could be transferred outside the classroom to continue learning.

Genesee and Upshur (1996)

Language goals: Language skills that learners are expected to acquire in the classroom.Strategic goals: Strategies that learners use to learn the language. Socioaffective goals: Changes in learners' attitudes or social behaviours that result from language instruction. Philosophical goals: Changes in values, attitudes and beliefs of a more general nature. Process goals: The activities learners will engage in.

Formulating objectives

Formulating Objectives

Robert Mager (1962) suggested that for an objective to be useful it should contain three components:

Performance

Condition

Criterion

Hover the mouse pointer on the elements to see what they refer to.

"Students will be able to interact (orally) confortably with each other in English"

Hover the mouse pointer on the sentence to see the elements.

To those three components Brown (1995) added: Subjects: who will be able to do someting Measure: how the performance will be observed or tested.

Brown's Components of Performance Objectives, adapted from Mager:

• Subject - Who will achieve the objective
• Performace - What the subject will be able to do
• Condition - The way in which the subject will be able to perform
• Measure - The way the performance will be observerd or measured.
• Criterion - How well the subject will be able to perform.

End presentation