Concerning Language Curriculum Design, this slide focuses on Goal and Objectives.

1. Goal & Objectives
Language Curriculum Design

2. What are they??
Goals
Obj
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Obj.
Ob
j
Obj
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Obj.

3. Goals
 A general statements concerning desirable and
attainable program purposes and aims based on
perceived language and situations needs.
 What the students should be able to do when
they leave the program.
(J. D. Brown 1995, p. 71).

4. Four points should be remember when
deriving goals from perceived needs
 Goals are general statements of the
program’s purposes, they are not vague.
 Goals should usually focus on what the
program hopes to accomplish in the
future.
 Goals serve as one basis for developing
more precise and observable objectives.
The Elements of
Language p. 71

5. Objectives
 A specific statement describing the particular
knowledge, behavior and/or skills that the learner will
be expected to know or perform at the end of the
program or course.
 Statements about how the goal will be achieved. By
achieving the objectives, the goal will be reached.
(J. D. Brown 1995, p. 76).

6. Cause and effect relationship between
goals and objectives
Obj.
Obj.
Obj.
Obj.
Obj.
IF THESE OBJECTIVES ARE
ACHIVED
THEN THIS GOAL WILL BE
REACHED

7. For every general goal, there are
multiple specific goals.
Goal 1
Goal 2
Goal 3
1 3
2
1
1
3
2
3
2

8. Having a successful class teachers
should formulate good goals and
Objectives
Formulating Goals and objectives

9. Formulating Goals and
objectives
 Formulating goals and objectives helps to build a
clear vision of what you will teach.
 Communicate proposes what you want
your students achieve and it outlines how to
make them clear

10. Setting goals and objectives
 Helps us see how a class fits in the
curriculum
 Explains what the learners will get from
a course
 Provides clearly support on
- materials
- methodology
- activities
 Provides a map for assessment

11. GOALS …
 Goals provide guidelines and should be flexible to
change ,if they are not appropriate.
 Clear goals help to make teaching purposeful
because what you do in class is related to your
overall purpose.
 Should keep in mind the audience for the goals.
 Describe the problem/need to be addressed and
how it will be accomplished through instruction.
 What components will be covered,
 What the learner will be able to perform.

12. cont…
 must consider context constraints
 should be achievable
 should measure how successful a course has been
 If we achieve X goals, will the course be
successful?

13. OBJECTIVES …
 Objectives guide the development of the lesson.
 Objectives help potential users determine lesson
appropriateness.
 Objectives give the learner to focus on important
learning tasks.
 Objectives define the evaluation of learner
performance.
 Objectives can be used to evaluate the success
of the lesson.

14. if objectives are achieved, so are goals
Will achieving this objective help to
reach ‘x’ goal?

15. OBJECTIVES …
 one objective may serve more than one goal
 objectives serve as a bridge between students’ needs
and goals

16. several objectives may serve to accomplish one goal
Goal: To develop writing skills and strategies transferable to
different types of texts.
 Objective 1 general:
By the end of the unit, Students will recognize the structure
of biographies and stories.
 Objective 2 specific:
By the end of the class Students will be able to explain the
structure of a story.
 Objective 3 more specific:
Students will have written, observing the right structure and
organization, a 100-word story of their own.

17. Specificity:
 Broad goals are the general aims of a course
 Specific goals make broad goals concrete
 General objectives specify wide-ranging results
 Specific objectives state particular knowledge and
skills
(Vale, Scarino, McKay 1996) for a syllabus module on
“self and others at the senior secondary level.

18. Well-written objectives should contain the
following elements:
According to Robert Magor’s 1962:
 Subject
 Observable
 Condition
 Criterion

19. EXAMPLE
 Without notes or references, the students should
be able to list in order the steps in troubleshooting
a BASIC computer program with no mistakes.
Subject?
Observable Behavior?
Condition?
Criterion?

20.  Without notes or references, the students should
be able to list in order the steps in troubleshooting
a BASIC computer program with no mistakes.
Subject?
Observable Behavior?
Condition?
Criterion?

21. FORMULATING AND
ARTICULATING GOALS
 organize your goals choosing a framework:
 KASA: Knowledge, awareness, skills,
attitudes (developed by faculty in department of
language teacher education at school international
training)
 ATASK: Awareness, Teacher, Attitude, Skills,
and Knowledge (David thomson)
 Language goals, Strategic goals,
Philosophical goals, and method or process
goals (Genesse and Upshur, 1996)

22. Cumulative Framework for
Objectives
 Coverage: material, textbook units, topics, etc.
 Activity: what the students will do with the
material
 Involvement: how learners will interact with the
material (activities)
 Mastery: what learners will do after a given class
or activity
 Generic thinking objectives (or critical thinking
objectives –Graves, 2000) describe the meta-
cognitive

23. Formulating Goals
 Check your list:
 Conceptualization of content ,
 your beliefs ,
 and your assessment of students’ needs
 Redundancies
 Establish priorities (of the course /yours)
 Classify goals according to the chosen framework

24. Guidelines to formulate goals
objectives
 Goals be generals , but not vague
 Goals should be transparent. Don’t use jargon
 A course is successful and effective if the goal
have been reach
 Objectives should be more specific than goal .
They are in a hierarchical
 Objectives should directly relate to the goals
 A clear goal and objective provide the basis for
evaluation of the course (goals)and assessment
of student learning (objectives)

25. Integrating Bloom Taxonomy in
Formulating Goals and Objectives

26. Blooms Taxonomy
 Cognitive-Knowledge
 Psychomotor-Skills
 Affective-Attitudes

27. Cognitive (Knowledge)
 Factual knowledge-recall and memorize
 Comprehension-translate from one form to
another
 Application-apply or use information in a new
situation
 Analysis-examine a concept and break it
down into parts
 Synthesis-put info together in a unique way
 Evaluation-make judgments using standards
of appraisal

29. Psychomotor (Skill)
 Perception
 Set
 Guided Response
 Mechanism
 Adaptation
 Organization

31. Affective (Attitude)
 Receiving
 Responding
 Valuing
 Organization
 Characterization by a Value or Value Complex

33. Integrating BT in
Making Goals &
Objectives
The extend of
detail
required in
the
curriculum
What the
teachers’
know about
learning style
Readiness of
the students

34. Example Goals by David Thomson:
Designing Language Course: A Guide for Teachers, p.80, 239-241
Course : Writing using computers
Level : Intermediate to high intermediate
Times : 30 hours over 4 weeks
Awareness
- By the end of the course, students will have become more
aware of their writing in general and be able to identify the
specific areas in witch improvement is needed.
Teacher
- Throughout this course, the teacher will clearly
communicate to students what his standards are for
successful completing tasks.

35. - By the end of the course, the teacher will have developed
a grater understanding of students needs and will make
adjustments to ensure these needs can be met the next
time he teaches the course.
Attitude
- By the end of the course, students will have developed a
positive attitude toward writing.
Skills
- By the end of the course, students will have developed the
ability to use the computer for a variety of purposes.
- By the end of the course, students will improve their writing
to the next level of the ACTFL Proficiency Guidelines
Writing Scale
Designing Language Course: A Guide for Teachers, p.80, 239-241

36. Knowledge
- By the end of the course, students will able to understand
the elements of and what constitutes “good writing”
- By the end of the course, students will be able to
understand the appropriateness of using computers for
different writing and research purposes
Designing Language Course: A Guide for Teachers, p.80, 239-241