Planning goals and learning outcomes


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Planning goals and learning outcomes

  1. 1. Group 2:Rini mairaniOkmi AstutiNova linda
  2. 2.  People are usually motivated to pursue certain goals. it means that by defining goals, people have targets to be achieved and be motivated to do any ways to achieve the targets. The goals in teaching improve the effectiveness of teaching and learning. A program will be effective that its goals are sound and clearly described.
  3. 3.  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.
  4. 4.  1. academic rationalism 2. social and economic efficiency 3. learner-centeredness 4. social reconstructionism 5. cultural pluralism
  5. 5.  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.
  6. 6.  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.
  7. 7.  It emphasizes the practical needs of learners and society and the role of an educational program in producing learners who are economically productive.
  8. 8.  Critics: such a view is reductionist and presupposes that learners’ needs can be identified with a predetermined set of skills and objectives.
  9. 9.  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.
  10. 10.  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
  11. 11.  It stresses the roles of schools and learners can should play in addressing social injustices and inequality. Curriculum development is not a neutral process.
  12. 12.  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.
  13. 13.  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.