Goals, Objectives, Outcomes

• Goals—general purpose of curriculum

• Objectives—more specific purposes that describe a learning outcome

• Outcomes—what learner will be able to do upon completion of unit, course, etc.

Goals

• Reflect the ideology of the curriculum

• Provide guidelines for teachers

• Provide focus for instruction

Example:– Develop students’ ability to read

and understand academic texts.

Objectives

• Specific statement that focuses on changes a program seeks to bring about

• Describes the goal in smaller units of learning

• Provides basis for the organization of activities

• Describes learning in terms of observable performance

Example:– Student will read and identify main

ideas and supporting details.

Outcomes

• What students will be able to do at the end of unit, course, etc.

• Can develop thinking skills, influence how students go about learning, impact how they perceive/use language

Example:Students will be able to– Identify main ideas and paraphrase

those ideas with 80% accuracy.– Identify specific details supporting

main ideas with 80% accuracy.– Describe the organization of a reading

with 80% accuracy.

GOALS AND OBJECTIVES

Identify Objectives: Proficiency level or behavioral objectives

What proficiency level the learners will obtain?

What language skills for learners to master?

What content knowledge for learners to master?

Four competence criteria:

1. Grammar/Linguistic competence2. Communicative competence3. Socio-cultural competence4. Content competence

POINTS FOR SETTING OBJECTIVES

Objectives help teachers:

• To convert the perceived needs of the students.

• Clarify and organize their teaching points.

• To think through the skills and subskills underlying different instructional points.

• To decide on what they want the students to be able to do at the end of instruction.

• To decide on the appropriate level of specificity for the teaching activities that will be used.

• By providing a blueprint for the development of tests and other evaluation instruments.

• To adopt, develop, or adapt teaching materials that maximally match the students’ needs.

• To develop professionally by letting them focus on just what it is that they are trying to accomplish in the classroom.

• To evaluate each learner’s progress, as well as overall program effectiveness, by permitting the systematic study, modification, and improvement of their perceptions of students’ needs, course objectives, tests, materials, teaching, and evaluation procedures.

• To contribute to and learn from an ongoing process of curriculum development that draws on the collective energy and strengths of all of the teachers in a program to lesson the load of each individual.

ADVANTAGES OF SETTING OBJECTIVES

• Objectives can range in type and level of specificity.

• Objectives are not permanent. They must remain flexible enough to respond to changes in perceptions of students’ needs and to changes in the types of students who are being served..

• Objectives must be developed by consensus among all of the teachers involved. Be this agreement ever so grudging, each teacher must have some stake in the success of the objectives.

• Objectives must not be prescriptive in terms of restricting what the teacher does in the classroom to enable students to perform well by the end of the course.

• Because of all of the above, objectives will necessarily be specific to a particular program.

• Above all else, the objectives must be designed to help the teachers, not hinder their already considerable efforts in the classroom.

(Adapted from Brown, 1995)

OBJECTIVE CHECKLIST

• Is each goal sufficiently comprehensive?

• Is each goal justified?

• Will each goal actually be addressed during instruction?

• Does each goal express what the learner will achieve?

• Can each goal be achieved?

• Have both the content and process of learning been addressed?

• Do the goals reflect the program’s view of language proficiency?

• Have both cognitive and affective goals been specified?

The checklist serves as a useful reference when thinking about objectives

Have program goals been specified?

Have instructional objectives been developed?

• Have the instructional objectives been specified clearly?

• Are there distinct differences in the level of specificity between the program goals and the instructional objectives?

• Have each of the following elements been considered in developing the objectives: Subject? Performance? Measures? Conditions? Criterion?

Have the objectives been reviewed?

• By a second party? By a team of objectives writers?

• By the teachers who must ultimately teach them?

TESOL English Language

Standards for P-12

Standard 1ELLs communicate for social, intercultural, and instructional purposes within the school setting. Standard 2ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3ELLs communicate information, ideas, and concepts necessary for academic success in the areas of mathematics.Standard 4ELLs communicate information, ideas, and concepts necessary for academic success in the area of science.Standard 5ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies.

Components of TESOL

Standards for P-12

Grade-Level Clusters

Language Domains

Native Languages and Cultures

Content Topics

Levels of Language Proficiency

Sample Performance Indicators

TESOL Standards for P-12

Grade-Level Clusters

Grade Level ClustersPreK-K: Equips teachers to create learning environments that nurture the language development of young ELLs. In this grade-level cluster, L1 and L2 may coexist as instructional languages.

1-3

4-5

6-8

9-12

TESOL Standards for P-12

Language Domains

Listening•Students need to develop active listening and purposeful listening skills

Speaking•Students need to use language in purposeful and meaningful interactions with others

Reading•Literacy in L1 may enhance or hinder process of learning to read in L2

Writing•Writing styles may be influenced by writing styles from their home cultures

Native Languages and Cultures– Should be tapped and integrated into

instruction and assessment

Content Topics– Drawn from national and state content

standards– Spiral in nature/repeat over grade-level

clusters– In PreK-K they are thematic

TESOL Standards for P-12Native Languages & CulturesContent Topics

Level 1– STARTING

• Little or no understanding of English• Writing is marked with errors

Level 2– EMERGING

• Can understand and read phrases and short sentencesLevel 3

– DEVELOPING• Can understand more complex speech but may need some

repetition• Can speak in simple sentences with some errors• Can understand most texts if they have background

knowledgeLevel 4

– EXPANDING• Can communicate with minimal errors• Can comprehend most texts• Errors do not get in the way of meaning

Level 5*– BRIDGING

• Can express ideas fluently• Need some modification of grade-level material

*Level 5 is representative of the highest grade level in the cluster.

TESOL Standards for P-12Levels of Language Proficiency

Sample Performance Indicators • Examples of observable, measurable

language behaviors ELLs are expected to demonstrate

• Descriptive and dynamic NOT prescriptive and static

• Consist of 3 elements– Content– Language function– Support or strategy

• E.g. Discuss and give examples of uses of (language function) natural phenomena (content) from collections or pictures (support or strategy)

TESOL Standards for P-12Sample Performance Indicators

Clear defined content objectives:

Identify objectives, their achievability, accountability, students’ understanding the objectivesgive a pick to hanging onstandards descriptions/indicatorstie up standards to content objectiveshow to teach language

Clear defined language objectives:

Language support from content area teacherBoston School District: content teachers design language development lessonsConcepts appropriate for age and educational levelDevelopmental strategies/Accelerated instruction/curriculum

SIOP Approach in Setting Objectives

Language objectives may start as Process –oriented to accommodate SL development, then move to more Performance oriented ones.

Process-orientedSWBAT (Students will be able to)ExploreListen to recognize, discuss

Performance orientedSWBATDefineWriteGive an oral presentation

Determine key contentVocabulary, concept words and other words (however, should, any more) as needed

SWBAT define key terms (e.g chemicals)Consider the language functions student will use in the lesson (TESOL standards)

SWBAT formulate questions, and predictions (hypotheses) before conducting an experiment.Decide which language skills are needed to accomplish the lesson activities

Developing language objectives for ELLs