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- 1. Presented by Hiba Armouche
- 2. Aims Goals Objectives Outcomes Output Standards Benchmarks Competencies
- 3. Sequencing Aims, Goals, and Objectives AGO Aim Goal 1 Goal 2 Objective 1.1 Objective 1.2 Objective 2.2 Objective 2.3 Objective 2.1
- 4. An aim means foresight in advance of the end or possible termination. Aims are general statements that provide direction or intent to educational action. Aims are generally written in amorphous terms using the words know, appreciate, understand... and these are not directly measurable.
- 5. 1- Educate students who can communicate effectively 2- Educate students who work well as members of teams. 3- Educate students who are skilled in analysis and critical thinking. 4- Educate children who are flexible in face of change.
- 6. Usually the translation from aims to goals is made in the context of subject matter disciplines for example in mathematics, language, science, and other subjects. Goals are statements of educational intentions which are more specific than aims. Goals are linked to the course description e.g. it tells what the course is about.
- 7. Goals The goal of a learning activity is like a target.
- 8. An objective describes an intended result of instruction, rather than the process of instruction itself. An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. Behaviors for educational objectives fall into three categories, called domains. Specific measurable objectives tell what the learner will be able to do upon successful completion of the course (Begin with the end in mind).
- 9. 1 - Cognitive domain : Dealing with intellectual abilities. 2- Affective domain : Relating to the expression of feelings. 3- Psychomotor domain: The easiest objectives to write as the behavior is easily observed and monitored.
- 10. On a paper and pencil test, students will add fractions with different denominators up to 12, with at least 80% accuracy.
- 11. Objectives The objectives are the arrows that help the learner reach the target and demonstrate mastery.
- 12. How Are goals and objectives Different? Goals Objectives Broad statements Specific General intentions. Precise Intangible Tangible Abstract Concrete Generally hard to measure. Measurable
- 13. Standard is a level or degrees of quality which is considered acceptable. Standards are guidelines that serve multiple purposes in education. Standards are the what of education while curriculum and instruction are the how. Standards provide an accessible roadmap for teachers, parents, and students. Standards are helpful criteria to evaluate the quality of academic programs and instructions.
- 14. Benchmarks provide detail in identifying the knowledge and skills that students should acquire in the classroom. Benchmarks provide a learning target for a span of grades. While standards are broad definitions, the supporting benchmarks provide detail in identifying the knowledge and skills that students should acquire in the classroom.
- 15. Standards in Math 2 – Students can understand and apply concepts in estimation. 3- Students can solve a variety of math problems. 1- Students can understand and apply a variety of math concepts.
- 16. Grade 3 – 5 Benchmarks in Math 1- Students can understand and apply a variety of math concepts. A- Students can understand and apply number properties and operations. B- Students can understand and apply concepts in geometry. C- Students can understand and apply concepts in measurement.
- 17. 2- Students can understand and apply concepts of estimation. A – Students can understand and apply concepts and procedures of standard rounding, order of magnitude, and number sense.
- 18. Outcomes and Outputs An outcome is a final product or end result; consequence; issue; result. An outcome is a level of performance or achievement Outcomes are the actual impacts, benefits or changes to your students, usually stated in terms of new knowledge, skills or behaviors. It is a level of performance or achievement. It may be associated with the process of the output.
- 19. Processes deliver outputs. What pops out of the end of a process is an output. It is usually stated as a number. Outputs are measures of the volume of a project's activity: products created or delivered, people served, activities and services carried out; the "things" of a project. They are almost always expressed in numerical formats.
- 20. Outcomes are the "people" part of the project. What was the change or benefit to people because of the outputs. They are almost always expressed as a statement of change or benefit to your target.
- 21. 1 - At the end of an activity or a course, students will demonstrate information literacy skills.
- 22. Competencies are the outcome of integrated learning experiences, in which skills, abilities, and knowledge are focused on the performance of a task.
- 23. Examples 1- The teacher knows the ways in which learning takes place, and knows the appropriate levels of intellectual, physical, and emotional development of the students he/she teaches. 2-The teacher Knows the history of his/her discipline. 3-The teacher knows the specific uses of technology in his/her discipline.
- 24. 5- The teacher uses a variety of methods to teach students, including cooperative learning techniques, to promote content knowledge, critical thinking, and problem-solving skills. 4- The teacher practices effective classroom management (Pedagogical skill).
- 25. Aim can be defined as the thing that you hope to achieve by doing something. Goals are statements of educational intention which are more specific than aims. Objectives represent the aspirations or what is intended to be achieved.
- 26. Aim Goal Objective Outcome What is intended to achieve What is intended to achieve What is intended to achieve What is achieved Summary
- 27. An objective is a measurable, observable behavior of less than a day's duration; a goal is the outcome of a series of successfully completed objectives possibly measured over a series of days; while an aim is an expression of a long-term purpose, usually over the course of one or more years.
- 28. Objectives represent the aspirations or what is intended to be achieved Learning outcomes represent what is achieved and assessed at the end of a course of study. Outcomes are the actual impacts, benefits or changes to your students. usually stated in terms of new knowledge, skills, behaviors Processes deliver outputs. What pops out of the end of a process is an output. It is usually stated as a number.
- 29. Standards are guidelines that serve multiple purposes in education. Benchmarks provide a learning target for a span of grades.
- 30. Competencies are the outcome of integrated learning experiences, in which skills, abilities, and knowledge are focused on the performance of a task.
- 31. Thank You

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