Transcript Planning Goals and Learning Outcomes - I

Planning Goals and
Learning Outcomes
Professor: Mavis
9610005M
Eric Tien
Key Assumptions About Goals
► People
are usually motivated to pursue
certain goals.
► The
goals in teaching improve the
effectiveness of teaching and learning.
►A
program will be effective that its goals are
sound and clearly described.
The debate of curriculum goals
► Is
there any value in teaching students a foreign
language at school if they have no practical need
for it?
► Should
a language program for immigrants just
teach practical life skills or should it seek to
prepare immigrants to confront racial and other
forms pf prejudice?
► So
on.
Five curriculum ideologies: Eisner,
1992
► 1.
academic rationalism
► 2.
social and economic efficiency
► 3.
learner-centeredness
► 4.
social reconstructionism
► 5.
cultural pluralism
Academic rationalism
► It
stresses the intrinsic value of the subject matter
and its role in developing the learner’s intellect,
humanistic values, and rationality.
► It
is sometimes used to justify certain foreign
language in school curricula where they are taught
as social studies.
► It
is also sometimes used for literature or
American or British culture.
The academic rationalism of United
Kingdom: Clark, 1987
► The
maintenance and transmission through
education of the wisdom and culture of previous
generations.
► The
development for the elite of generalizable
intellectual capacities and critical faculties.
► The
maintenance of stands through an
inspectorate and external examination boards
controlled by the universities.
Social and economic efficiency
► It
emphasizes the practical needs of
learners and society and the role of an
educational program in producing learners
who are economically productive.
Social and economic efficiency
► Critics:
such a view is reductionist and
presupposes that learners’ needs can be
identified with a predetermined set of skills
and objectives.
Learner-centeredness
► It
stresses the individual needs of learners,
the role of individual experience, and the
need to develop awareness, self-reflection,
critical thinking, learner strategies, and
other qualities and skills.
Learner-centeredness: Marsh, 1986
► Individualized
teaching
► Learning through practical operation or
doing
► Laissez faire- no organized curricula
► Creative self-expression by students
► Practically oriented activities- needs of
society
► Not teaching-directed learning
Social reconstructionism
► It
stresses the roles of schools and learners
can should play in addressing social
injustices and inequality.
► Curriculum
process.
development is not a neutral
Social reconstructionism: Critics
► Freire,
1972: teachers and learners are a
joint process of exploring and constructing
knowledge.
► In
addition, students are not the objects of
knowledge.
► Therefore,
they must find ways of
recognizing and resisting.
Cultural pluralism
► It
emphasizes school should prepare
students to participate in several different
cultures, not just the dominant one which
means none culture group is superior to
others.
Cultural pluralism
► ACTFL
has recently identified three dimensions to
intercultural competence in foreign language
program:
► 1.
the need to learn about cultures.
► 2.
to compare them
► 3.
to engage in intercultural exploration
Stating curriculum outcomes: Aims
► It
refers to a statement of a general change which
a program seeks to bring about in learners.
► It
is the ideology of the curriculum and show how
the curriculum will seek to realize it.
Aims: purposes
► 1.
clear definition of the purpose of a program
► 2.
guidelines for teachers, learners, and materials
writers
► 3.
► 4.
a focus for instruction
describe important and realizable changes in
learning
The aims of teaching English at the
primary level in Singapore
► Our
pupils learn English in order to:
► 1.
communicate effectively
► 2.
acquire good reading habit to understand,
enjoy
► 3.
so on…
Aim statement: EX
►A
► 1.
business English course
to develop basic communication skills for
use in business context
► 2.
to learn how to participate in casual
conversation……so on..
Aim statement: non-Englishbackground students
► Studying
in English-medium universities
► 1.
understanding lectures
► 2.
participating in seminars
► 3.
taking notes during lectures
► 4.
reading at adequate speed
► 5.
presenting ideas and information in written
assignments
Aim statement
► Bad
► 1.
one:
Students will learn about business-letter
writing in English.
► 2.
► So
Students will study listening skills.
on…..
Aim statement
► Better
►
one
1. Students will learn how to write effective business letter
for use in the hotel and tourism industries.
►
2. Students will learn how to listen effectively in
conversional interactions and how to develop better
listening strategies.
►
3. so on……
Objectives
► It
is a statement which have more specific
purposes.
► It
refers to a statement of specific changes,
a program seeks to bring about and results
from an analysis of the aim.
The characteristics of the objectives
► Describe
what the aims seek to achieve in
terms of smaller units of learning.
► Provide
a basis for the organization of
teaching activities.
► Describe
learning in term of observable
behavior and performance.
The advantage of describing
objectives
► 1.
they facilitate planning.
► 2.
they provide measurable outcomes and
accountability.
► 3.
they are prescriptive.
The characteristics of the statement
of the objectives
► 1.
Objectives describe a learning outcome. (will
have, will learn how to…..)
► 2.
Objectives should be consistent with the
curriculum aims. (be related)
► 3.
Objectives should be precise. (learn something
for …..)
► 4.
Objectives should be feasible (work).
Example of aims and objectives
►A
short English course of traveling and tourism
► Aim:
to prepare students to communicate in
English at a basic level for purposes of travel and
tourism.
► Objectives:
1. the students will have a reading
vocabulary of 300 common words……so on.
Example of aims and objectives
► For
first-year university students in Thai.
(Frankel, 1983)
► Aim:
to read authentic, nonspecialist,
nonfiction text in English……..
► 1.
to use linguistic information in the textas
clues to meaning, including: a……b….c….
Example of aims and objectives
► Listening
comprehension course in
Singapore Primary Syllabus:
► At
the end of the course, pupils should be
able to demonstrate listening competence in
the following ways: 1….2….3….4….
Objectives
► Objectives
cannot be regarded as fixed. As
instruction proceeds, we have to revise
some, drop some, or add some for
addressing gaps.
Criticisms of the use of objectives
► 1.
Objectives turn teaching into a
technology. (meaningful and worthwhile
may be lost)
► Comment:
this is more applicable for the
behavioral objectives. (appendix 1.)
Criticisms of the use of objectives
► 2.
Objectives trivialize teaching and are
product-oriented. (every purpose in
teaching can be described as an objective)
► Comment:
objectives need not be limited to
be observable outcomes.
Criticisms of the use of objectives
► 3.
Objectives are unsuited to many aspects
of language use. (ex: critical thinking)
► Comment:
objectives can be written in
domains, such as critical thinking.
Competency-based program
outcomes
► Competency-Based
(CBLT)
► It
Language Teaching
seeks to make a focus on the outcomes of
learning.
The nature of competencies
► They
refer to observable behaviors that are
necessary for the successful completion of
real-world activities.
► These
activities may be related to the field
of work and social survival in a new
environment.
The process for refugee program to
develop language skills: Mrowicki, 1986
► Reviewing
existing curricula, resource
materials, and textbooks.
► Needs
analysis
► Identifying
► So
on……
topic for a survival curriculum.
Examples of competencies: Mrowicki,
1986
► Topic:
► 1.
housing
identify common household furniture/rooms.
► 2.
answer simple questions about basic housing
needs.
► 3.
so on………….
The Australian program
competencies
► Divide
competencies into smaller components .
► Specify
the minimal performance in order to
achieve a competency.
► Set
limits for the performance of the competency.
► Sample
texts and assignment tasks with examples
that relate to the competency.
Criticisms of the use of the
competencies
► 1.
Definition of the competencies: no valid
procedures are available for competency
specifications.
► 2.
Hidden values underlying competency
specifications: for example:
►A
refugee resettlement training program in
Philippines: it encourages refugees to consider
themselves fortunate to find minimum-wage
employment.
Nonlanguage outcomes and process
objectives
► Eight
broad categories of nonlanguage
outcomes in teaching:
►
1. Social, psychological, and emotional support in the new living
environment
►
2. Confidence
►
3. Motivation
►
4. Cultural understanding
►
5. So on……..
Nonlanguage outcomes and process
objectives
► The
on-arrival program for immigrants:
► 1.
to assist students to identify major local
providers of services.
► 2.
to assist students to identify the main functions
of the services.
► 3.
so on…………..
Process objectives: Example
► 1.
to initiate and develop in youngsters a process
of question posing.
► 2.
to teach a research methodology where children
can look for information.
► 3.
to help youngsters develop the ability to use a
variety of firsthand information.
► 4.
so on…………
Learning strategy theory
► Effective
► 1.
learning:
develop a skill which can be applied to
different learning.
► 2. select appropriate strategies for different
tasks.
► 3. monitoring strategies: change if don’t
work.
Learning strategies
► Effective
organization and time management:
(Jackson, 1993)
►
1. make students understand the concept of time of
studying.
►
2. help them to make the good use of time at home and
learning center of studying.
►
3. help them prioritize the study, activities, and others.
►
4. help them create a timetable for studying.
The categories of process objectives
at primary level in Singapore
► Thinking
skills: at the end of the course,
pupils should be able to…………
► Learning
how to learn:
► Language
and culture:
The philosophy of cultural pluralism
► For
example:
► 1.
students can show their understanding of
culture via comparison of culture studies and their
own.
► 2.
students get information and recognize the
different viewpoints that are only available through
the foreign language and its culture.
Thank you