1. Educational Aims Goals & Objectives
State of Kuwait
Ministry of Education
ELT General Supervision
Educational
Aims
Goals
& Objectives
M.Nagib & Molai A. Aziz

2. Aims
Goals
Objectives
How does each serve in the educational process ?

3. Aims They are the final results aimed at in an educational process.
The most comprehensive and abstract.
Indicate the rational behind an educational program.
Constitute the frame work in an educational program.
Represent the philosophy adopted by educationalists in a society.
Derived from the society, learners and subject.

5. The General Aim of Education in Kuwait
To create suitable opportunities for the individuals to help them develop spiritually ,morally, mentally and physically to the utmost of their readiness and abilities, according to the nature of Kuwaiti society ,its philosophy and ambitions ,and according to the principles of the Arab heritage and culture to participate in the progress of the Kuwaiti society , in particular ,and the Arab and international world in general.

6. Goals
These stand half way between aims , purposes and learning objectives. They are:
Less abstract and general
Describe the final educational outcome of a certain
stage and its curricula .
Represent the framework for teachers.
New terminology ?

7. Reading Benchmarks ( Primary stage )
1-Determine meaning for a variety of grade-level words related to topics taught
2-Use context clues to determine word meaning.
3-Recognize function of punctuation marks. ( . ? “ ” : )
4-Make predictions from pictures and titles.
5-Derive meaning from picture clues.
6-Generate questions about the text.
Task

8. Objectives Phases that describe the performance of students after
They are:
Phases that describe the performance of students after
a given lesson.
Direct and immediate.
Instructional ,observable, specific , and can be evaluated .
They are SMART
What does SMART stand for?

9. five leading measures of a strong program.
“ SMART Objectives” refers to an acronym built around the
five leading measures of a strong program.
This acronym can be very helpful in writing
objects .
Specific – What exactly are we going to do, with or for whom?
The program states a specific outcome, or a precise objective to
be accomplished.
Measurable – Is it measurable & can WE measure it?
This means that the objective can be measured and the
measurement source is identified.
Achievable – Can we get it done in the proposed timeframe/
Relevant – Will this objective lead to the desired results?
Time-framed – When will this objective be accomplish?
This means stating clearly when the objective will be achieved.

10. Why are learning objectives important?
Stating behavioural objectives allows the teacher
to:
• Select appropriate teaching methods , skills and
strategies.
• Choose needed equipment and suitable materials.
• Select an appropriate schedule for program
presentation.

11. ELT general goals of teaching English:
1- Proficiency goals: - Promoting the four language
skills.
2- Cognitive goals: It comprises the mastery of
linguistic knowledge.
- It comprises the areas of
intellectual abilities.
3- Affective goals: - It comprises achieving positive
attitudes, values and principles.
4-Transfer goals: -Transferring is the carrying over
of learnt behaviour from one
learning situation to another.

12. A) Bloom The Cognitive Domain
divided the way people learn into three domains A)
The Cognitive Domain
This domain is concerned with the achievement of linguistic knowledge and mastery of cultural knowledge. Bloom categorized it into six levels from the simple recall or recognition of facts ,as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

13. Levels of the cognitive domain
I am able to judge
I can create my piece of work
I can think and compare
I can apply
I can understand
I know

14. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

15. Verbs used
Comment
Level
List – define – tell – describe – show – label – collect – examine – quote – name – select – match – choose – omit – discover – arrange – recognize- repeat – recall.
Learner observes and recalls information of dates ,events places ,knows major ideas .
Knowledge
Summarize – describe – contrast – predict- associate – distinguish – estimate – differentiate – discuss – extend – classify – explain – express – identify – locate – indicate – recognize – report – select - translate
Understand information –grasp meaning – translate knowledge to a new context –compare – contrast – order – group – infer causes- predict consequences
Comprehension
Apply – demonstrate – calculate – complete – illustrate – show – solve – examine – modify – change – relate – experiment – choose – dramatize – employ –practice – use .
Use information – use methods –concepts – solves problems – use required skills or knowledge
Application
Analyze – separate – order – explain – connect – classify - arrange – divide – compare – select – categorize – compare – contrast – criticize – differentiate – discriminate – question – test.
See patterns ,organize the parts – recognize hidden meanings – identify components .
Analysis
Combine – integrate – modify – rearrange – plan – create – design – invent – generalize – rewrite – compose – prepare – set up .
Use old ideas to create new ones – generalize from given facts –relate knowledge from several areas – predict –draw conclusion
Synthesis
Assess – decide – rank – grade – test – measure – convince – select – judge – explain – discriminate – support – compare – appraise – argue – choose – compare – defend – predict – value – evaluate.
Compare ,discriminate between ideas –assess value of theories – make choices based on arguments.
Evaluation

16. Learning Objectives Pupils will be able to:
Knowledge
Read a guide to eating places and list the healthiest and the least healthy menus .
Plan their own online guides and recommend healthy eating places for visitors .
list
synthesis
Evaluation
Plan
recommend

17. 3)Read a notice and discuss the pros and cons of a vegetarian menu and compare your answers with those of other pupils .
4)Prepare their talk and report their ideas to their group or to the rest of the class.
Comprehension
discuss
compare
Analysis
report
Comprehension

18. Learning Objectives Pupils will be able to: Analysis Comprehension
Discuss
Discuss the common uses of mobile phones .
Read an article about using mobile phones and compare their answers with those in the article.
Listen to three conversations and list the uses of mobiles which are mentioned .
Listen to the conversations again ,decide if the statements are true or false and justify their answers .
Analysis
compare
Knowledge
list
Evaluation
decide
justify
Evaluation

19. How to write a good objective?

20. 1. Create a stem. Stem Examples:
At the end of the lesson, the students should be able to…
After completing the lesson, the students will be able to…
After this unit, the students will have …
By completing the activities, the students will …

21. 2. After you create the stem, add an action verb:
Classify
Compose
Construct
Decode
Define
Demonstrate
Describe
Diagram
Distinguish
Estimate
Evaluate
Identify
Interpret
Label
List
Locate
Measure
Name
Order
Reproduce
Solve
State (a rule)
Translate
use,
identify,
compare,
provide,
list,
re-tell, etc.

22. 3. Once you have a stem and a verb, determine the actual product, process, or outcome:  
At the end of this lesson, students will be able to re-tell the story in their own words.

23. To define your lesson's objectives, consider the following questions:
Does the objective define a learning outcome?
Will it help YOU to decide whether the pupils have learned anything at the end of the lesson?
Is it something that you will be able to see, hear or read?

24. 4. What will students accomplish during this lesson?
5. 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?

25. 6. Exactly how will the students show that they understood and learned the goals of your lesson? Will this occur through a worksheet, group work, presentation, illustration, etc?

26. Guidelines for writing learning objectives

27. Follow these rules when writing instructional objectives:
1.Be Concise: at the most, objectives should be one or two
sentences in length.
2. Be Singular: An objective should focus on one and only one
aspect of behavior.
3. Describe Expected behaviors: An objective should indicate the
desired end product, not merely a direction of change or a teacher
activity.
4. Be Realistic: An objective should focus on observable behavior,
not on teacher illusions or indefinable traits.
5. Use Definite Terms (VERBS!!!): Terms such as "write, define,
list and compare" have definite meanings, whereas terms such as
"know, understand, and apply" have a multitude of meanings.

28. B The Proficiency Domain (Psychomotor)
This domain is demonstrated by physical skills ,coordination, manipulation
,grace, strength ,speed; actions which demonstrate the psychomotor skills as
the use of the body in a dance or athletic. Verbs applicable to the psychomotor
domain include:
Bend
Grasp
Handle
Operate
Reach
Shorten
Stretch
Write
Differentiate (by touch)
Express (facially)
Perform (skillfully)

29. Verbs used in proficiency domain
Write , perform , role-play , express, create, mime design, interpret. , trace , arrange ,compose , find , recognize

30. C
The Affective Domain
This domain is demonstrated by behaviors indicating attitudes of awareness ,interest ,attention , concern , and responsibility. Ability to listen and respond in interactions with others ,and ability to demonstrate those attitudes ,characteristics or values ,which are appropriate to the test situation and the field of study.This domain relates to emotions ,attitudes ,appreciation ,and values, such as enjoying respecting , and supporting.

31. verbs applicable to the affective domain
Joins , judges , defends , praises, questions , shares, supports , challenges, and volunteers , shows , value

32. D The Transfer Domain Verbs applicable to Transfer domain
In this domain we are concerned with achieving positive attitudes and feeling,
developing self confidence and appreciation of values and beliefs.
Verbs applicable to Transfer domain
Appreciate, develop a sense of belonging to , be willing to , respect , be aware , show interest in.

33. Task Which of the following lesson objectives seem inadequate? Why ?
Can you improve them?

34. Revising the present simple tense.X
Revising the present simple tense.
√ To be able to use the simple present tense in the positive and negative forms .
Begin each objective with an action verb which depicts definite,
observable behavior and describes what the learner will be doing.

35. To present the vocabulary.X
√ To use new vocabulary in meaningful sentences.
State each objective in terms of student performance rather than teacher performance.

36. To listen, read, and role-play..X
√ To listen for gist.
To read for detailed information
To role-play “a dialogue”
State only one outcome or behavior in each objective.

37. To read words from lesson 8 and classify themX
To read words from lesson 8 and classify them
into categories.
√ To classify words into categories
Make objectives clear , brief and unambiguous. .

38. X “ to learn new vocabulary”
This objective is written from the students' perspective, which is good. However, it is far too vague.
What vocabulary? How much? For what purpose? Will there be any practice? If so, what type? There's nothing wrong in having a vocabulary lesson, but it needs to have focus.

39. A better objective would be:
“For students to learn the meaning, form and pronunciation of ten words about television and to have practice using them in a written gap-fill and a free-speaking activity”

40. “ At the end of the lesson pupils are expected to…”
Task
Start a set of behavioral objectives for a lesson with the following phrase:
“ At the end of the lesson pupils are expected to…”

41. Categorize the following objectives according to the four domains discussed;
C= cognitive domain P= proficiency domain
A= Affective domain T= Transfer domain
Task
Category
Objective
Recognize the English phonemes receptively.
Show pride in Islamic values
Listen attentively to English material including short rhymes and songs.
Copy words in cursive form.
Comprehend the meaning of simple sentences.
Answer questions related to the text read.
Show confidence in skill and ability.
Form attitudes towards other sources of knowledge.
Show love to Kuwait.
Differentiate between patterns of speech. C A P P C P A T A P