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aims ang gools of English ...TRANSCRIPT
ENS Constantine
Soulef Boulmerka
TEFL
1 st Year LMD
Lecture 1 Learning Objectives
I Definitions Aims- Goals- Objectives (A.G.O)
In everyday English we incline toward the use of the
terms aims, goals, or objectives interchangeably. Within
the educational lexicon, curriculum scholars, have aimed
to standardize terms so that they refer to very specific
curricular components. The following definitions are
broadly accepted.
I.1Aims
General statements that give direction or intent to
educational action. Aims are usually written in shapeless
terms using words like: learn, know, understand,
appreciate, and these are not straight measurable. Aims
may serve as organizing principles of educational
direction. Indeed these organizing principles may include
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the scale of educational direction for entire programs, or
subject areas.
Example:
Students will understand and become proficient at
identifying the different types of spoken English.
I.2 Goals
Statements of educational intention which are more
specific than aims. Goals too may encompass a whole
program, or subject area. They may be in either
amorphous language or in more specific behavioural
terms.
Example:
Students will be able to identify and use American slang
terms and phrases.
(This example is a subset of the aim above, but the
area becomes more specific. This goal moves from
generic spoken English to the more detailed area of
American slang. ( slang is informal language) . One
verb used is still identify, although this goal does not
specify how students are to identify, and the verb use
has been added. The objectives related to this goal
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should specify how the students will identify and use
new knowledge.)
I.3 Objectives
Objectives are usually specified statements of
educational intention which outline either general or
specific outcomes.
Objectives can be written in a number of ways. At present
most objectives are written in behavioural terms.
Behavioural objectives usually employ observable words
and can be divided into specific domains - cognitive,
affective, and physical.
Samples:
Cognitive: Students will identify and list 7 slang terms
they have heard from their classmates.
Affective: Student will choose 5 of the most offensive
slang terms from a list developed by the entire class.
Physical: Students will make expressive gestures to go
with their best slang terms.
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2- The significance of Learning Objectives
Learning objectives help in:
1-Providing a mechanism in selecting content
2-Developing an instructional strategy.
3 – Developing and selecting instructional materials
4-Conducting assessments and evaluating learners.
4- Writing Learning Objectives
In writing learning objectives, emphasis is placed on:
1- Learner performance not teacher performance
2- Intended result, not the instructional process.
3- Terminal behaviour ,not subject matter
4- Each objective incorporates only one general
learning outcome.
A learning objective is a statement which typifies
competency or performance capability to be learned and
developed by the student.
Learning objectives are clearly stated if they :
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1- Describe the competency to be learned in performance
terms. The verb used in stating an objective identifies an
observable learner behaviour.
2-Make clear how well the learner must perform to be
considered adequate. This is usually done through a
statement indicating the degree of accuracy, a quantity,
or a proportion of correct answers , etc
3- Describe conditions under which the student will be
expected to perform in the evaluation situation. I t is
essential to make clear what tools or references will be
supplied or refused.
I t is sometimes necessary to specify in detail each
element of the objective, though, sometimes one or two
the characteristics stated above are implied in one
statement.
5 Checklists for Writing a Specific Instructional
Objective
1 – Each statement a specific learning outcome begins
with a verb that describes definite observable behaviour.
2-Each statement meets the criteria of good learning
objective stated above.
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( section 4 Writing learning objectives)
3- Each statement includes complex objectives( problem
solving- appreciation, etc)
6 – Guides to Writing Learning Objectives
Many psychologists ,interested in the learning theory,
produced considerable research on the different types of
learning in schools. Undoubtedly, Benjamin Bloom’s
Taxonomy is the most known description of educational
objectives. Bloom’s taxonomy gives a coherent means of
developing the most powerful tool in instruction and the
assessment of the learner learning outcomes. The
taxonomy differentiates between three important groups
of objectives called The Cognitive Domain, the
Psychomotor Domain, and the Affective Domain.
The following list of process –oriented behaviours related
to the six categories of the taxonomy serve as a useful
guide to preparing objectives.
Basic Knowledge To recall and memorise- Assess by
direct questions. The object is to test the students’ ability
to recall facts , and to identify and to repeat the
information provided.
Recall- identify- acquire- distinguish
Comprehension Ton translate from one form to
another. Assess by having learners 1- restate material in
their own words, 2-Reorder or extrapolate ideas, predict
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or estimate. Assessments must prove that learners have
some comprehension of what they are saying.
Translate- extrapolate-convert- transform –
interpret- abstract.
Application To apply or use information in a new
situation- Assess by presenting the learners with a unique
situation (different to the one used during the
instruction) and have them apply their knowledge to
solve the problem or use the same procedure .
Apply- operate- sequence –generalise- carry out –
plan- solve –repair-prepare- explain
Analysis To examine a concept and to break it down
into its parts. Assess by presenting a unique situation of
the same type but not identical to the one used during
the instruction, and have them analyse the situation and
describe the appropriate procedure or solution to the
problem.
Analyse- classify-distinguish- recognise-estimate-
discover- catalog- determine- compare-
discriminate-investigate-outside-observe-identify-
breakdown-detect-explore-order.
Synthesis To put information together in a unique or
new way to solve a problem. Assess by presenting
learners with a unique situation not of the same type
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used during instruction and have them solve a problem
by selecting and using appropriate information.
Write- specify- build-plan-produce –systematise-
integrate-organise- formulate-theorise-propose-
design.
Evaluation To make quantitative and qualitative
judgments using standards of appraisal. Assess the
learners by presenting a situation which includes a
problem and a solution to the problem and have them
justify or critique the solution. Evaluate- rank- verify-
measure-assess- appraise-test-select-judge- check.
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Lecture 2: Content Selection and Organisation
1- Definition
Historically, the word content has changed its meaning
in language teaching. Content used to refer to the
methods of grammar-translation, audio-lingual
methodology, and vocabulary or sound patterns in dialog
form. Recently, content is interpreted as the use of
subject matter as a vehicle for second or foreign
language teaching/learning.
Three major features make up content:
-Linguistic competence: phonetic knowledge,
phonological knowledge, morphological knowledge,
syntactic knowledge, semantic knowledge and pragmatic
knowlege
- Cultural knowledge about the foreign language
culture
- The objectives to be attained by the learner at the
end of the course.
2- Finding Content
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The following tips help teachers decide about the time
–consuming task of finding the content to be taught.
- Check in your department for past syllabi if you
are offering a pre-existing course. Be sure to check
your institution’s course calendar and read the course
description to ensure that your course meets that
stated description.
- Locate similar courses at other institutions if
your course is new ( or would like some new ideas).
Talk to your colleagues in your discipline area
- Review textbooks in your discipline area . This
can be a very easy way to locate not only possible
content to cover but also ready-made organisational
structures. Keep your students in mind when choosing
texts-not only their abilities and past experience with
the topic areas but also their time limitations.
- If texts are not available or not appropriate, you
may need to create a reading package or course
notes. It will take more time to compile this type of
resource, so set aside a few months for this activity .
3- Selecting Content
Course design literature suggest the following criteria to
help select appropriate content for your course. Course
content should :
-Fit with your course learning goals.
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-Have importance in the discipline
-Be based on or related to research
- Appeal to students interests
-Not overlap excessively with student past experience or
knowledge
-Be multi –functional( help teach more than one concept,
skill, or problem)
- Stimulate search for meaning
-Encourage further investigation
- Show interrelationships between concepts
4-Organising Content
Many variations on concept mapping techniques exist to
help decide on the organisational structure of the
content. The key idea is to name, in a word or two, the
major topics or concepts of the course, then try to
visually place them on the page. You can use a
hierarchical approach or put the concept in the centre of
the page and workout from there. Put the words into
boxes or bubbles and connect them with lines or arrows
to show how the material connects. You may also want to
put the verbs on the connectors to clarify the
relationships between ideas. For more linear thinkers,
creating lists of headings and subheadings is equally
effective.
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The following suggestions help the teacher to order the
topics or concepts:
Topic by topic There are no set relationships among the
topics, so the ordering is not critical. This works well for
courses that revolve around current issues, for example.
Chronological Moving from past to present is a very
common and easy to implement organisational pattern.
Causal The course presents a number of events or issues
that culminates in some final effect or solution.
Cumulative Each concept builds on the previous one (s)
Problem- centred problems, questions, or cases
represent the principal organising features of the course.
Spiral Key topics or concepts are revisited through the
course, with new information or insight developing each
time.
Within each class, consider how to organise you material
so that learners can both learn and retain it. Different
philosophies of learning are represented. Some ideas to
consider are:
- Start with what students already know and then
move to the abstract model or theory.
- Start with concrete examples, such as cases, new
items, or other real- world situations, then generate
the abstract concepts.
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- Start with a solution, conclusion, or model and
work backwards to the question.
- Give learners time to reflect, individually or
through discussion, on what and they are learning.
- Build in practice time, with feedback, either in class
or assignments so that students learn to work with the
concepts and can receive assistance with problem
areas.
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