This lesson explains about Planning, Aims, and Objectives in Language Program. it is also based on Jack C. Richards's book (2002)

1. Planning Goals and Learning
Outcomes
Group 3
Ery Dwi Sandhya
Ismail Tahir
Norisma Alif F
Ummi Q

2. Questions
• According to your opinion, how our current
curriculum relates to the ideology of curriculum?
• What are the different among aims, goals, and
objective? Give example!
• What do you know about CBLT?
• What are non-language outcomes and process
objective focus on? How we conduct effective
learning and develop student’s knowledge and skill?
Give the example of categories of process objective!

3. Planning goals and learning outcomes
(Richard, 2001)
• The ideology of curriculum
• Stating curriculum outcomes
– Aims
– Objectives
– Criticism of the use of objectives
– Competency-based program output
– The nature of competencies
– Criticisms of the use of competencies
– The standards movement
• Non-language outcomes and process
objectives
– Process objectives

4. The Ideology of The Curriculum
the practical needs of learners and society and the role of an educational program
in producing learners who are economically productive
the individual needs of learners, the role of individual experiences, and the need to
develop awareness, self reflection, critical thinking, learner strategies, and other
equalities, and skills
the roles schools and learners can should play in addressing social injustices and
inequality
schools should prepare students to participate in several different cultures
and not merely the culture of the dominant social and economic group
the intrinsic value of the subject matter and its role in developing the learner’s
intellect, humanistic values, and rationality
Academic
rationalism
Social and economic
efficiency
Learner-
centeredness
Social
reconstructionism
Cultural
pluralism

5. Stating Curriculum
Outcomes

6. Aims, Goals, Objectives
The most general level.
Made by institution / University
Made by each major -- Syllabus
More specific and Practical, contains
ABCD
Made by the lecturer/teacher --
Lesson Plan
Aims
Goals
Objectives

7. The definition of Aims, Goals and Objectives
Aims Goals Objectives
“General statement that
provide direction or intent to
educational action”, Wilson
(2004).
“A general change that a
program seeks to bring about
in leaners”, Richard (2002).
• written in amorphous
terms using words like:
learn, know, understand,
appreciate
• Aims are not directly
measurable.
Goals are statements
or intent to be
accomplished.
Goals are “the
statement of
educational intention
which are more
specific than aims”,
Wilson (2005).
• Goals too may
encompass an
entire program,
subject area.
• Goals use more
specific
behavioral terms.
Objectives are usually
specific statements of
educational intention which
delineate either general or
specific outcomes.
A statement of specific
changes a program seeks to
bring about and results
from an analysis the aim
into its different
component, Richard (2002).
Contains:
A : Audience
B : Behavior
C : Condition
D : Degree

8. For Example:
• Aims:
Students will understand and become proficient at
identifying the different types of English Texts.
• Goals :
Students will be able to identify and write
Descriptive Text.
• Objectives:
Given a descriptive text about person, the students
will be able to identify the characteristics of the
person correctly.

9. Competency-based program outcomes
• CBLT
 Seeks to make a focus on the outcomes of learning a central
planning stage in the development of language program
(Schneck 1978; Grognet and Crandall 1982).
 Seeks to improve accountability outcomes in teaching through
linking instruction to measurable outcomes and performance
standards.
The characteristics of CBLT – Schneck 1978
Competency-based Education
 Learning as performance based instruction, mastery learning
and individualized instruction
 Outcomes based

10. The nature of competencies
Competencies refer to observable that are
necessary for the successful completion of real world
activities
The process of developing a competency-based curriculum for a
refugee program designed to develop language skills for
employment.
• reviewing existing curricula, resource materials and textbooks
• need analysis (interviews, observations, surveys of employers)
•Identifying topic for a survival curriculum
•Identifying competencies for each of the topics
• grouping competencies into instructional units
(Mrowricki, 1986)

11. Criticism of the use of
competencies
Definition of
competencies
Hidden values
underlying
competency
specification
The standards
movement
Standard
 descriptions of the
targets students should be
able to reach in different
domains of curriculum
content
 stated in the form of
competencies

12. Non-language outcomes
Categories of non-language outcomes (Jackson,1993:2)
• Social, psychological and emotional support in the
new living environment
• Confidence
• Motivation
• Cultural understanding
• Knowledge of the Australian community context
• Learning about learning
• Clarification of goals
• Access and entry into employment, further study, and
community life
So, Non-language outcomes focus more about student’s
characteristic relate to the personal, social, cultural,
political needs and rights of learners

13. Curriculum should less
focus on the outcomes
of learning and more on
the knowledge and skills
learners need to
develop (Bruner, 1966)
Curriculum should focus on
activities which engage learners
in such processes investigation,
decision-making, reflection,
discussion, interpretation,
making choices, co-operation
with others, and so on.
(Stenhouse, 1975)
Process
objectives

14. Example in a course of study by Stenhouse (cited in Hanley, et.al
1970:5) that focus on activities and process
• to initiate and develop in youngsters a process of question-
posing
• to teach a research methodology where children can look for
information
• to help youngsters develop the ability to use a variety of first-
hand sources as evidence from which to develop hypotheses
and draw conclusions
• to conduct classroom discussions in which youngsters learn to
listen to others as well as to express their own view
• to encourage children to reflect on their own experiences
• to create a new role for the teacher, in which he becomes a
resources rather than an authority

15. The process to reach objective
 Create Effective Learning
 Develop student’s awareness in knowledge and skill

16. Effective learning involves
• Developing an integrated set of procedures and operation that can be
applied to different learning. i.e strategies
• Selecting strategies appropriate to different tasks
• Monitoring strategies for their effectiveness and replacing or revising
them if necessary
The course should develop student’s awareness of the learning process
and their role as learners by developing the following knowledge and skills
• Ways of organizing learning and dividing learning tasks into smaller sub-
tasks
• Familiarity with how to use reference words designs to assist them in
independent learning (e.g. dictionaries, reference grammars, study
guides)
• Awareness of their own learning styles and strengths and weaknesses
• Familiarity with various techniques of vocabulary learning and
identification of techniques that are particularly useful o themselves
• Awareness of the nature of learning strategies and the difference
between effective and ineffective strategies
• Ability to monitor their own learning progress and ways of setting
personal goals for language improvement

17. The English Language Syllabus for the teaching of English at Primary Level
(1991) explain example categories of process objectives as follows
1. Thinking skills
• At the end of the course, pupils should be able to
• Explore an idea, situation or suggested solution for a specific purpose
• Think creatively to generate new ideas to find new meanings and to
deal with relationships
• Analyze and/or evaluate an idea, a situation or suggested solution for
a specific purpose
2. Learning how to learn
• At the end of the course, pupils should be able to
• Apply the repertoire of library, information and study skills
• Take some responsibility for their own learning
• Use some of the basic skills relating to information technology
3. Language and Culture
• At the end of the course, pupils should be able to
• Appreciate that there are varieties of English reflecting different
cultures and use this knowledge appropriately and sensitively in
communication
• Adopt a critical but not negative attitude towards ideas, thoughts and
values reflected in spoken and written texts of local and foreign

18. References
Brown, J.D. 1995. The Elements of Language Curriculum. Boston: Heinle& Heinle
Pub.
Richards, J.C. and Renandya, W. A. 2002. Methodolgy in Language Teaching. An
Anthology of Current Practice. Cambridge: Cambridge University Press.
Richards, J.C. 2002. Planning Aims and Objectives in Language Programs.
Singapore: SEAMEO Regional Language Center.

19. Questions and Answers