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Ch 6 and 7

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Ch 6 and 7

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  1. Chapter 6 Aims, Goals, and Objectives By: Nieshia Brown

  2. What are aims, goals, and objectives? • Aims are lifetime aspirations that provide long-term directions for students. • Aims are written for groups rather than individuals. • Goals are expectations for groups that could possibly take weeks, months, or years to attain. • Objectives are what is expected of students on a daily basis. • Performance objectives refers to the ability of students to perform selected tasks in one or more ways. • Objectives clarify the expectations that teachers hold for student performance.

  3. Steps Used to Write Performance Objectives • Objectives must be stated in terms of expected student behavior. • Objectives must specify the condition under which the students are expected to perform. • Objectives must specify the minimum acceptable level of performance.

  4. Performance Objective Terms • Below is a list of verbs that are specific and measurable for performance objectives. • classify • demonstrate • evaluate • measure • state • distinguish • interpret • identify • Below is a list of verbs that are too general and not measurable for performance objectives. • find interesting • know • see that • think • understand • want to • feel • learn

  5. Chapter 7 Selecting Content and Activities

  6. Problems in Content and Activities Selection • Pressure Groups Pressure groups often use mass media such as television, radio, and newspaper articles that influence the curriculum. • An Increasing Knowledge Base The increasing amount of information from which curriculum developers must choose has become a huge problem. • Overreliance of Textbooks • Personal Preference

  7. Content and Activities Selection • The selection of content should start by considering the aims and goals. The aim is for this content to become knowledge. • Teachers should selectcontent that students would find interesting. • Content selection should be based on its potential to help improve the quality of thinking and behavior of students. • Activities should be selected on the basis of teaching strategies and learning activities that actually enhance students’ learning.

  8. Empowerment • Teacher Empowerment • Teachers are the most powerful influence on students’ learning. • Teacher empowerment expands teachers’ professional field and allows them to extend their leadership skills beyond the walls of the classroom. • Student Empowerment • Students should be empowered to take risks. • Student empowerment requires a safe climate, providing a learning environment where students and teachers can work together effectively.

  9. To build students’ self-esteem, the teacher: • Enhances own self-concepts • Sets goals and objectives • Establishes positive student-teacher relationships • Uses student support groups in the classroom • Rewards effortand performance

  10. Reference • Henson, K. T. (2007). Curriculum planning (4th ed., 195-256). New York: McGraw Hill.

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