Aims, Goals And Objectives 445rk

AIMS, GOALS AND OBJECTIVES By : HAFIZA BINTI KADIR MP 121303 ~ CURRICULUM FOUNDATION ~

THE PROBLEMS OF ENDS AND MEANS

Discourages the examinations of consequences and therefore the intelligent generation of alternate purpose

It renders men careless in their inspection of existing conditions

Fixing upon goals as terminal points outside the flow of human activity can in extreme cases result in arrogance and fanaticism

SOURCES OF AIMS, GOALS AND OBJECTIVES Empirical sources Philosophical sources

Subject matter sources

• Studies of the society • Studies of learners • Empirical sources told ‘what is’ but philosophical inquiry is necessary to help us decide what ‘ought to be’ • Open to rather serious criticism on the grounds that the objectives it generates tend to be exceedingly specialized, narrow and technical.

LEVELS OF OBJECTIVES

Relationships of aims, goals and objectives

Purposes and the anatomy of the target

Curriculum aims

Curriculum objectives

Curriculum goals

CURRICULUM AIMS Statements that describes expected life outcomes based on some value scheme either concious or unconciously borrowed from philosophy

Do not relate directly to school or classroom outcome, this is as targets.

The degree of their achievement is determinable only in the part of life well after the completion of school.

CURRICULUM GOALS While goals may refer to school outcomes specefied at the individual school level, they will more often reflect goals of a school system.

Will vary as to their degree of specificity but in general will tend to be long range in nature

As targets somewhat removed from what ordinarily is considered immediate classroom assessment

CURRICULUM OBJECTIVES The most immediate specific outcomes of classroom instruction

Refer to the everyday business of the operative currriculum and the degree to which they have been achieved is assessable

As targets, curriculum objectives are closed and quite visible

RELATIONSHIP OF AIMS, GOALS AND OBJECTIVES Can be considerable help in organizing a curriculum into a logical and coherent structure.

Distance between a curriculum objective and a curriculum goal is GREAT, between objective and aim is ENORMOUS

GREATEST PROBLEM : once commited, need to maintain a justifiable congruence from aims through goals to objective and to demonstrate the relationship of the required school tasks (objective and goals) and the desire life tasks (aims)

CLASSIFICATION OF AIMS, GOALS AND OBJECTIVES

Aims

Goals and objectives

AIMS

1. Central value pattern

2. A preferred social organization

3. An explication of preferred social rules

4. A preferred lifestyle

AIMS Health Command of fundamental process

Ethical character

Worthy use of leisure

7 Major Areas To Identify Curriculum Aims

Civic education

Vocational education

Worthy home hip

TAXONOMY OF EDUCATIONAL OBJECTIVES

Cognitive Domain • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

TAXONOMY OF EDUCATIONAL OBJECTIVES

Affective Domain • Receiving • Responding • Valuing • Organization • Characterization

TAXONOMY OF EDUCATIONAL OBJECTIVES

Psychomotor Domain • Observing • Imitating • Practicing • Adapting

THE USE OF TAXONOMIES Contributed most significantly to the refinement measurement techniques and thus to the evaluation of curriculum outcomes

To effect a balance in the curriculum with respect to intellectual, attitudinal and motor outcomes

Analyses provided help to maintain a logical consistency from general aims to specific objectives and

BEHAVIORAL OBJECTIVES

The Nature Of Behavioral Objectives Operationalism : The process of consciously specifying those unambigous observable indices that imply the existence of the construct wish to identify

Behaviorizing objectives : Simply objectives stated in term of the observable behavior expected of student after instruction

Uses and limitations of behavioral objectives

TRAINING VERSUS EDUCATION Perspectives on Training and Education Education : The Humanistic Model

Training : The Technical Model

EDUCATION : THE HUMANISTIC MODEL

Curriculum would be structured around openness

Outcomes would tend to be stated in humanistic rather than behavioral , and

The behavioral psychology of the training paradigm would be supplanted by the ‘self’ or ‘existential’ psychology of Abraham Maslow or Carl Rogers

TRAINING : THE TECHNICAL MODEL Specify objectives

Evaluate outcome

Preassess learners

Apply instruction

TRAINING : THE TECHNICAL MODEL Curriculum include a hierarchical, highly organized statement of outcomes framed in behavioral

Focus of training is efficient modification, behavioral psychology and reinforcement.

The motivation and behaviour change of learners , teacher would function in the role of skilled technician.

HOW AIMS, GOALS AND OBJECTIVES FUNCTION IN THE DETERMINATION OF CURRICULUM

Conceived and Operative Purposes

Intended and Unintended Outcomes

CONCEIVED AND OPERATIVE PURPOSES The resolution of the apparent contradiction has to do with an important distinction in curriculum goals : • Goals which schools in fact attempt to achieve • Goals at which schools think they ought to be aiming

Distinction between ‘is and ought’ in curriculum goals present two problems with which must wrestle: • Ensure the goals are consonant with all of its other components • Aware the process of implementation, goals which may represent the ‘ought’ are easily subverted in the direction of ‘is’

INTENDED AND UNINTENDED OUTCOMES

By concerning determining the degree to which stated purposes have been achieved, leave entirely in the dark with respect to a whole range of consequences unshered in by the implementation of curriculum

Eg : goal – specified level of reading proficiency. Evaluation indicates highly successful in attaining the goal, curriculum is judge to be effective

Evaluated for intended outcomes, might be an unintended(undesire d) consequence of the curriculum (aversion to reading)

THAT’S ALL FROM ME.. THANKS FOR LISTENING AND UNDERSTANDING.. Lots of appreciation…..