Introduction to Objectives Introduction to Objectives Writing and Lesson planningWriting and Lesson planning

Miguel Carranza, MsE Miguel Carranza, MsE University of Kansas University of Kansas graduategraduate

Yesterday´s objectivesYesterday´s objectives Can you list at least two of the Can you list at least two of the

course objectives?course objectives? Can you tell at least two major areas Can you tell at least two major areas

of the course contents?of the course contents? Can you list one characteristic of Can you list one characteristic of

good objectives?good objectives? Others?Others?

Today´s objectivesToday´s objectives To tell the importance of objectives To tell the importance of objectives

in the classroom.in the classroom. To mention some historic facts To mention some historic facts

about objectives.about objectives. To list other names under learning To list other names under learning

objectives go by.objectives go by. Others?Others?

Learning Objectives:Learning Objectives:

Writing Writing

Beginning With The End In MindBeginning With The End In Mind

Beginning With The End In Beginning With The End In MindMind

Where do we go from here?Where do we go from here? Alice:Alice: Would you tell me, please, Would you tell me, please,

which way I ought to go from here?which way I ought to go from here?The Cat:The Cat: That depends a good deal That depends a good deal on where you want to get toon where you want to get toAlice:Alice: I don't much care where. I don't much care where.The Cat:The Cat: Then it doesn't much Then it doesn't much matter which way you go.matter which way you go.

Alice in WonderlandAlice in Wonderland

Don´t get lost !Don´t get lost !

What are objectives?What are objectives?

Objectives are statements which describe what the learner is expected to achieve as a result of instruction.

Because they direct attention to the student and the types of behaviors they should exhibit, sometimes these statements are called “behavioral” objectives.

Some other names you will see for Some other names you will see for behavioral objectives include:behavioral objectives include:

••Learning objectivesLearning objectives ••OutcomesOutcomes ••Enabling objectivesEnabling objectives ••Terminal objectivesTerminal objectives ••Educational objectivesEducational objectives ••Performance objectivesPerformance objectives ••Instructional objectivesInstructional objectives ••AimsAims ••CompetenciesCompetencies

Historical facts about objectivesHistorical facts about objectives Objectives were conceptualized and usedObjectives were conceptualized and usedduring WWII as a way to make teaching andduring WWII as a way to make teaching andlearning more efficient, similar to the way learning more efficient, similar to the way

they work in the industry ( or maquilas).they work in the industry ( or maquilas). In the late 1950s and in the 1960s this In the late 1950s and in the 1960s this

approach was applied to the public schools.approach was applied to the public schools. By the 1960s health professions schools By the 1960s health professions schools

were were developing behavioral objectives.developing behavioral objectives. 1962 = publication of Preparing 1962 = publication of Preparing

Instructional Objectives by Robert F. MagerInstructional Objectives by Robert F. Mager

To define your lesson's objectives, considerthe following questions:

What will students accomplish during this lesson? To what specific level (i.e. 75% accuracy) will the

students perform a given task in order for the lesson to be considered satisfactorily accomplished?

Exactly how will the students show that they understood and learned the goals of your lesson?

(list, name, define, tell, describe, present, explain,

My love and hate relationshipMy love and hate relationship

My love & hate relationship with My love & hate relationship with objectives!objectives!

Analize the complexity of the Analize the complexity of the objectiveobjective

(some can be achieved faster and (some can be achieved faster and easier than others).easier than others).

See the forest and not the trees!See the forest and not the trees!We need clarity and visionWe need clarity and vision

Never forget where you want to go orNever forget where you want to go or take your sts (educationally speaking). take your sts (educationally speaking).

Beliefs on planningBeliefs on planning   Rate the following statementsRate the following statements 0 (totally disagree) to 5 (totally agree).0 (totally disagree) to 5 (totally agree). Lesson plans restrict teachers when they are in the Lesson plans restrict teachers when they are in the

classroom.classroom. Teachers should spend more time making good plans than Teachers should spend more time making good plans than

actually teaching.actually teaching. If an activity is worth doing ( e.g. an enjoyable language If an activity is worth doing ( e.g. an enjoyable language

drill, or a game), It´s worth spending some time doing it- drill, or a game), It´s worth spending some time doing it- e.g. for 30 to 40 or more minutes (playing monopoly).e.g. for 30 to 40 or more minutes (playing monopoly).

It does not matter what’s in the plan so long as there is lots It does not matter what’s in the plan so long as there is lots of variety in it.of variety in it.

The most important thing about an activity in the plan is The most important thing about an activity in the plan is that it should have the potential to amuse (entertain) the that it should have the potential to amuse (entertain) the students.students.

Why is Lesson Planning Important?Why is Lesson Planning Important? Forces us to think through WHAT we want the Forces us to think through WHAT we want the

students to learn. students to learn.

Forces us to think through HOW we will teach it. Forces us to think through HOW we will teach it.

Allows us to decide in advance what equipment, Allows us to decide in advance what equipment, supplies, and materials we will need to assemble for supplies, and materials we will need to assemble for the class. the class.

Provides structure for both teacher and students. Provides structure for both teacher and students.

Increases likelihood that learning will occur.Increases likelihood that learning will occur.

gives the teacher the opportunity to predict gives the teacher the opportunity to predict possible problems and therefore consider possible problems and therefore consider solutions solutions

makes sure that lesson is balanced and makes sure that lesson is balanced and appropriate for class appropriate for class

gives teacher confidence gives teacher confidence planning is generally good practice and a sign of planning is generally good practice and a sign of

professionalism professionalism But what if the textbook tells you what to do..But what if the textbook tells you what to do..

Effective lesson planning is the basis Effective lesson planning is the basis of effective teaching. A plan is a of effective teaching. A plan is a guide for the teacher as to where to guide for the teacher as to where to go and how to get there. However - go and how to get there. However - don't let the plan dominate - be don't let the plan dominate - be flexible in your planning so that when flexible in your planning so that when the opportunities arise you can go the opportunities arise you can go with the flow.with the flow.

º UNIT PLAN ADVANCED ISCHOOL OF ARTS AND SCIENCES FAMILY, FRIENDS AND COLLEAGUES TIME: 8 HOURSFOREIGN LANUGAGE DEPARTMENT

Unit

ObjectivesContent Methodology Materials Evaluation Bibliography

Students will (be able to)

Language functions

Language forms

Vocabulary

Students’ activities

Teacher’s activities

Formal Assessment

Informal assessment

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