Chapter 9- Aims, Goals, Objectives

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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

• Spencers 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

• Blooms Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Affective Domain

• Krathwohls Taxonomy
• Receiving
• Responding
• Valuing
• Organization
• Characterization

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Psychomotor Domain

• Harrows 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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Humanistic

• 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

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Reconceptualists

• 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 ones
  learning