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 More
curriculum links:
 Curriculum -- What is it?
Backwards
design-an overview
Behavioral objectives
Holistic
objectives
Non-behavioral objectives
Problem solving objectives
Expressive activities that lead to
expressive outcomes
Cognitive Objectives
New
version of Bloom's Taxonomy
Affective Objectives
Psychomotor Objectives
Sample lessons
Samples
of Problem Solving Lessons
Other links to information about this topic:
More
on the cognitive domain
Back to
curriculum index
Professional
links
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�Leslie Owen Wilson
2005, restrictions
on usage
Aims, Goals, Objectives
A.G.O. -
In everyday English we tend to use the terms aims, goals, or objectives
interchangeably. Within the educational lexicon, for the past twenty years
curriculum scholars, planners and administrators have been trying to standardize
terms so that they refer to very specific curricular components. The following
definitions are broadly accepted by groups trying to standardize curricular
terms so that they are not confusing to readers and users. ( It might be
helpful to remember the acronym AGO in order to get the sequence straight.)
Schematically the process looks like this:
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Definition
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Aims
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Aims are general statements that provide direction or intent
to educational action. Aims are usually written in amorphous terms
using words like: learn, know, understand, appreciate, and these
are not directly measurable. Aims may serve as organizing principles of
educational direction for more than one grade. Indeed these organizing
principles may encompass the continuum of educational direction for entire
programs, subject areas or the district. |
Students will understand and become proficient at identifying
the different types of spoken English. |
Goals
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Goals are statements of educational intention which are more
specific than aims. Goals too may encompass an entire program, subject
area, or multiple grade levels. They may be in either amorphous language
or in more specific behavioral terms. |
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. 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 should specify how
the students will identify and use new knowledge.) |
Objectives
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Objectives are usually specific statements of educational intention
which delineate either general or specific outcomes.
There are advantages and disadvantages to different types of objectives.
*Note: The examples to the right
are meant to be a bit silly
intentionally as to help my
students remember them. Of
course I would not do this in a
classroom! |
Objectives can be written in a number of ways. Currently, most objectives
are written in behavioral terms. Behavioral objectives usually employ observable
verbiage and can be divided into specific domains -- cognitive, affective,
and physical.
Samples:
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Cognitive: Students will identify
and list 5 slang terms they have heard from their peers.
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Affective:
Student will choose 3 of
the most offensive slang terms from a list developed by the entire class.
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Physical:
Students will create expressive
gestures to go with their favorite slang terms.
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