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Chapter 9- Aims, Goals, Objectives

Chapter 9- Aims, Goals, Objectives. 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. Sources of Aims. Spencer’s Report

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Chapter 9- Aims, Goals, Objectives

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  1. Chapter 9- Aims, Goals, Objectives

  2. 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

  3. 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

  4. 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

  5. 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

  6. Formulating Goals Timelessness Address the needs of society, of students, or the particular community

  7. 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

  8. 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

  9. 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

  10. Behavioral Objectives precise statements of outcomes in terms of observable behavior expected of students after instruction

  11. Nonbehavioral Objectives Examples: Appreciate, Know, Understand

  12. Guidelines for Formulating Educational Objectives Matching Worth Wording Appropriateness Logical Grouping Periodic Revision

  13. Taxonomic Levels Cognitive Domain Affective Domain Psychomotor Domain

  14. Cognitive Domain Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

  15. Affective Domain Krathwohl’s Taxonomy Receiving Responding Valuing Organization Characterization

  16. Psychomotor Domain Harrow’s Taxonomy Reflex Movements Fundamental Movements Perceptual Abilities Physical Abilities Skilled Movements Nondiscursive Communication

  17. Approaches to Educational Objectives Behaviorist Managerial Systems Humanistic Reconceptualist

  18. Behavioral technical/scientific concern for specificity we can identify essential learnings compartmentalization of curriculum defined scope and sequence convergent emphasis on curricular learnings

  19. 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

  20. 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

  21. 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

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