The document discusses formulating goals and objectives for courses. It defines goals as general aims that reflect priorities and the course vision, while objectives make goals more specific by detailing what students will do and learn. The document provides frameworks for writing goals and objectives, emphasizing they should be specific, measurable, achievable and consider students' needs and context. Overall, the key points are that goals and objectives help design the course, map assessments, and provide flexibility if written appropriately.

1. FORMULATING GOALS AND
OBJECTIVES
• Define what goals and objectives are
• Distinguish between goals and objectives
• Analyze some frameworks to write goals and objectives

2. Setting goals andSetting goals and
objectivesobjectives
 Helps us see how a class fits in theHelps us see how a class fits in the
curriculumcurriculum
 Explains what the learners will getExplains what the learners will get
from a coursefrom a course

3.  Provides support to decide onProvides support to decide on
- materials- materials
- methodology- methodology
- activities- activities
 Provides a map for assessmentProvides a map for assessment
Setting goals and objectivesSetting goals and objectives

4.  If they are not flexible, they may constrainIf they are not flexible, they may constrain
the coursethe course
 If they are not appropriate, they mayIf they are not appropriate, they may
deviate the coursedeviate the course
 A deficient design may deviate the courseA deficient design may deviate the course
DisadvantagesDisadvantages

5. GOALS …GOALS …
 are not a ‘wish list’are not a ‘wish list’
 are general but not vagueare general but not vague
 are what we want our students to achieveare what we want our students to achieve
 reflect priorities and vision of a coursereflect priorities and vision of a course
 reflect what will happen in the classroomreflect what will happen in the classroom

6.  must consider context constraintsmust consider context constraints
 should be achievableshould be achievable
 should measure how successful a course hasshould measure how successful a course has
beenbeen
 If we achieve X goals, will the course beIf we achieve X goals, will the course be
successful?successful?
GOALS …GOALS …

7. OBJECTIVES …OBJECTIVES …
 are goals broken down into teachableare goals broken down into teachable
and learnable unitsand learnable units
 are more particularare more particular
 are in a hierarchical position to goalsare in a hierarchical position to goals

8. OBJECTIVES …OBJECTIVES …
 if objectives are achieved, so areif objectives are achieved, so are
goalsgoals
 specify what the students will actuallyspecify what the students will actually
do and learn by the end of a class,do and learn by the end of a class,
unit, etc.unit, etc.

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

10. OBJECTIVES …OBJECTIVES …
 one objective may serve more than one goalone objective may serve more than one goal
 objectives serve as a bridge between students’objectives serve as a bridge between students’
needs and goalsneeds and goals
 Will achieving this objective help toWill achieving this objective help to
reach ‘x’ goal?reach ‘x’ goal?

11. SpecificitySpecificity
 Broad goals are the general aims of aBroad goals are the general aims of a
coursecourse
 Specific goals make broad goals concreteSpecific goals make broad goals concrete
 General objectives specify wide-rangingGeneral objectives specify wide-ranging
resultsresults
 Specific objectives state particularSpecific objectives state particular
knowledge and skillsknowledge and skills

12. FORMULATING AND ARTICULATINGFORMULATING AND ARTICULATING
GOALSGOALS
 organize your goals choosing aorganize your goals choosing a
framework:framework:
 KASA: knowledge, awareness,KASA: knowledge, awareness,
skills, attitudesskills, attitudes
 ATASK Awareness, Teacher,ATASK Awareness, Teacher,
Attitude, Skills, and KnowledgeAttitude, Skills, and Knowledge

13.  Language goals,Language goals,
Strategic goals,Strategic goals,
Philosophical goals,Philosophical goals,
and method or process goalsand method or process goals
(Genesse and Upshur, 1996)(Genesse and Upshur, 1996)

14. Formulating goalsFormulating goals
 Consider course content and contextConsider course content and context
 Beliefs: institution and yoursBeliefs: institution and yours
 Students’ needsStudents’ needs
 List all possible goalsList all possible goals

15. Formulating goalsFormulating goals
 Check your list:Check your list:
- redundancies- redundancies
- SS’ expectations- SS’ expectations
- establish priorities (of the course /yours)- establish priorities (of the course /yours)
 Classify goals according to the chosenClassify goals according to the chosen
frameworkframework

16. Formulating objectivesFormulating objectives
Brown’s components of Performance Objectives,Brown’s components of Performance Objectives,
Adapted from Mager, 1962:Adapted from Mager, 1962:
 Subject:Subject: who will achieve the objectivewho will achieve the objective
 Performance:Performance: what the subject will bewhat the subject will be
able to doable to do

17. Formulating objectivesFormulating objectives
 Conditions:Conditions: the way in which the subjectthe way in which the subject
will be able to performwill be able to perform
 Measure:Measure: the way the performance willthe way the performance will
be observed or measurebe observed or measure
 Criterion:Criterion: how well the subject will behow well the subject will be
able to performable to perform

18. Cumulative Framework forCumulative Framework for
ObjectivesObjectives
 Coverage:Coverage: material, textbook units,material, textbook units,
topics, etc.topics, etc.
 Activity:Activity: what the students will do withwhat the students will do with
the materialthe material
 Involvement:Involvement: howhow learners will interactlearners will interact
with the material (activities)with the material (activities)

19. Cumulative Framework forCumulative Framework for
ObjectivesObjectives
 Mastery:Mastery: what learners will do after awhat learners will do after a
given class or activitygiven class or activity
 Generic thinkingGeneric thinking objectives (or criticalobjectives (or critical
thinking objectives –Graves, 2000)thinking objectives –Graves, 2000)
describe the meta-cognitivedescribe the meta-cognitive
Saphier and Gower’s (1987)Saphier and Gower’s (1987)