chapter 9- aims, goals, objectives. aims of education general statements that provide shape and...
TRANSCRIPT
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Chapter 9- Aims, Goals, Objectives
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Aims of Education
• General statements that provide shape and direction
• Starting points that suggest an ideal or inspirational vision of the good
• Guides for the educational process
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Sources of Aims
• Spencer’s Report• Cardinal Principles of Secondary Education• The Purpose of Education in American
Democracy• Education for All American Youth• The Central Purpose of American Education• A Nation at Risk
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Goals of Education
• Statements of purpose with some outcome in mind
• Address certain characteristics of the learner who attains the goals
• Desired outcomes for students as a result of experiencing the curriculum
• Derived from various aims
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Levels of Goals
• Aims become goals when they become more specific and refer to a particular school or school system and to a specific subject area of the curriculum
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Formulating Goals
• Timelessness
• Address the needs of society, of students, or the particular community
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Objectives
• More specific statements of the outcomes of the curriculum or project being considered
• Statements that enable curriculum decision makers to identify the particular intent of a particular action
• Philosophy Aims Goals Objectives
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Types of Educational Objectives
• Program Objectives– Address subjects at particular grade levels
• Course Objectives– Relate to particular courses within grade levels
• Classroom Objectives– Divided into unit objectives and lesson plan
objectives
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Conceptions of Objectives
• Taba– School-wide outcomes
– Unit, course or grade level program outcomes
• Ornstein– program objectives
– course objectives
– classroom objectives
• Posner and Rudnitsky– Intended Learning Outcomes
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Behavioral Objectives
• precise statements of outcomes in terms of observable behavior expected of students after instruction
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Nonbehavioral Objectives
• Examples: Appreciate, Know, Understand
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Guidelines for Formulating Educational Objectives
• Matching
• Worth
• Wording
• Appropriateness
• Logical Grouping
• Periodic Revision
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Taxonomic Levels
• Cognitive Domain
• Affective Domain
• Psychomotor Domain
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Cognitive Domain
• Bloom’s Taxonomy– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
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Affective Domain
• Krathwohl’s Taxonomy– Receiving– Responding– Valuing– Organization– Characterization
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Psychomotor Domain
• Harrow’s Taxonomy– Reflex Movements– Fundamental Movements– Perceptual Abilities– Physical Abilities– Skilled Movements– Nondiscursive Communication
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Approaches to Educational Objectives
• Behaviorist
• Managerial
• Systems
• Humanistic
• Reconceptualist
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Behavioral
• technical/scientific
• concern for specificity
• we can identify essential learnings
• compartmentalization of curriculum
• defined scope and sequence
• convergent emphasis on curricular learnings
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Systems/Managerial
• Systems and organizational Theories
• Interrelatedness of the parts of the organization
• Objectives are part of the total process of decision making and curriculum implementation
• Management by objectives
• Curriculum as a system of related components
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• Focus on the person
• Personal growth, joy of learning, respect for others
• Curriculum seen as divergent
• Opportunities for students to explore, to become self-directed
Humanistic
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• Political and social posture with a theoretical critique
• Empower individual to be more fully human, socially sensitive, and existential
• Curriculum is emergent- concern with those processes that allow for control of one’s learning
Reconceptualists