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Identifying and Selecting Aims

Identifying and Selecting Aims. E. Lowry 2007. Identifying and selecting aims is the FIRST stage in lesson planning. E. Lowry 2007. What is an aim?. What we want students to be able to learn or be able to do at the end of: A lesson A sequence of lessons A whole course. E. Lowry 2007.

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Identifying and Selecting Aims

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  1. Identifying and Selecting Aims E. Lowry 2007

  2. Identifying and selecting aims is the FIRST stage in lesson planning E. Lowry 2007

  3. What is an aim? • What we want students to be able to learn or be able to do at the end of: • A lesson • A sequence of lessons • A whole course E. Lowry 2007

  4. What do aims focus on? • Functions • Grammatical structures • Skills • Vocabulary • Etc. E. Lowry 2007

  5. Choosing Appropriate Aims • To identify and select the most appropriate aims we need to ask ourselves two questions: • What do my learners already know? • What do they need to know? E. Lowry 2007

  6. Main Aims are the same as… • Instructional objectives • Performance objectives • Behavioral objectives • Objectives E. Lowry 2007

  7. Main Aims • Describes the most important thing we want to achieve at the end of a lesson or sequence of lessons • Should include an example of the target language we plan to teach E. Lowry 2007

  8. Subsidiary Aims • Show the language or skills a learner must be able to use well in order to achieve the main aim of the lesson E. Lowry 2007

  9. Main and Subsidiary Aims • Main aims and subsidiary aims… • Are specific, outcome-based, measurable and describe the student’s behavior • Let us make sure our lesson plans focus on what we want our students to be able to do • Let us see how the lesson should develop from one part to the next E. Lowry 2007

  10. Specific • Aims are very specific (not too general) • This means that they should describe precisely what the learner is expected to do E. Lowry 2007

  11. Outcome-Based • Aims are outcome-based • This means that the aim is going to state what the learner should be able to do after the instruction is complete • The process of how the instruction happens is not considered an aim E. Lowry 2007

  12. Measurable • Aims are measurable • This means that aims should describe learning outcomes that can be measured • Aims should be seen or heard E. Lowry 2007

  13. Describe Student Behavior • Aims describe student behaviors • This means that aims should relate what the student should be able to do after the instruction E. Lowry 2007

  14. Personal Aims • Show what we would like to improve or focus on in our own teaching E. Lowry 2007

  15. Why care about aims? • Serve as a guide for students • Serve as a basis for the selection of instructional media and materials and instructional procedures • Determine the appropriate ways to evaluate E. Lowry 2007

  16. …guide for students • Aims alert students to what is expected of them • They eliminate the “guess work” • Expectations are very clearly defined. E. Lowry 2007

  17. .. selection of instructional media, materials and procedures • Aims allow the instructor to determine the media and materials that will facilitate the learning • The procedures to be used to teach the new information become clearer once the aim is defined E. Lowry 2007

  18. ..appropriate ways to assess • Assessment should always be based on each instructional aim • Determining the aim classification will assist you in determining the appropriate methods for assessing your students E. Lowry 2007

  19. HOW DO I WRITE AN INSTRUCTIONAL AIM? E. Lowry 2007

  20. ABCDs of Aims • Audience • Behavior • Condition • Degree E. Lowry 2007

  21. AUDIENCE • The audience is the group of learners that the objective is written for E. Lowry 2007

  22. BEHAVIOR • The behavior is the verb that describes what the learner (audience) will be able to do at the end of instruction. It’s the heart of the objective and it MUST be measurable and observable, these verbs MUST be specific. E. Lowry 2007

  23. CONDITION • Conditions are the circumstances under which the objective must be completed. What will the instructor allow the student to use in order to complete the instruction. What equipment or tools can the student have access to such as a map, the book, class notes, etc. E. Lowry 2007

  24. DEGREE • Identifies the standard that the learner must meet to reach acceptable performance • What degree of accuracy does the learner have to meet in order that his/her performance be judged proficient? E. Lowry 2007

  25. WATCH OUT! • Aims ARE NOT procedures • Aims = what the learners will be able to do with the language • Procedures = what the teacher and learners do at each stage of the lesson E. Lowry 2007

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