1. Chapter 9- Aims, Goals, Objectives
Since education is intentional activity, it makes sense to be clear as to purpose
Technical Camp: knowing or stating precisely the outcomes of students in regard to knowledge, skills, attitudes, and behaviors
Nontechnical Camp: can be clear wrt intentions to furnish students with definite types of curricular experiences, but we should not be so specific as to what outcomes will result that we prevent students from generating their own knowledge, skills, attitudes, and behaviors

2. Aims of Education General statements that provide shape and direction
Starting points that suggest an ideal or inspirational vision of the good
Guides for the educational process
Only a few aims are necessary to guide education
Tyler’s Aims of American schooling (p269)
Doll’s Aims (p270) address the cognitive, the affective, and the productive. Ornstein and Hunkins added physical, aesthetic, moral, and spiritual.

3. Sources of Aims Spencer’s Report
Cardinal Principles of Secondary Education
The Purpose of Education in American Democracy
Education for All American Youth
The Central Purpose of American Education
A Nation at Risk
See pages
Interest Groups
Educators are confronted by new, vocal pressure groups
Educators must process the needs and interests of these groups along with those of traditional pressure groups
In processing the information, educators must both maintain and share professional control, yet address the demands placed on them

4. Goals of Education Statements of purpose with some outcome in mind
Address certain characteristics of the learner who attains the goals
Desired outcomes for students as a result of experiencing the curriculum
Derived from various aims

5. Levels of Goals
Aims become goals when they become more specific and refer to a particular school or school system and to a specific subject area of the curriculum
Students should be familiar with the National Goals (1990) P 273

6. Formulating Goals Timelessness
Address the needs of society, of students, or the particular community
See Curriculum Tips page 275

7. Objectives
More specific statements of the outcomes of the curriculum or project being considered
Statements that enable curriculum decision makers to identify the particular intent of a particular action
Philosophy Aims Goals Objectives

8. Types of Educational Objectives
Program Objectives
Address subjects at particular grade levels
Course Objectives
Relate to particular courses within grade levels
Classroom Objectives
Divided into unit objectives and lesson plan objectives

9. Conceptions of Objectives
Taba
School-wide outcomes
Unit, course or grade level program outcomes
Ornstein
program objectives
course objectives
classroom objectives
Posner and Rudnitsky
Intended Learning Outcomes
Program objectives: address subjects at particular grade levels
Course objectives: related to particular courses within grade levels
Classroom objectives: divided into unit objectives and lesson plan objectives
Intended (Not referring to accidental learning)Learning(the bottom line for planning is student performance)Outcomes(results from students experiencing the curriculum)

10. Behavioral Objectives
precise statements of outcomes in terms of observable behavior expected of students after instruction
Mager:
An educational objective must describe
the behavior of the learner when demonstrating his or her achievement of the objective
the condition imposed on the learner when demonstrating mastery of the objective
the minimum proficiency level that would be acceptable

11. Nonbehavioral Objectives
Examples: Appreciate, Know, Understand
Objections to behavioral objectives
they only emphasize the teaching of facts at he expense of more complicated intellectual behaviors
they place a sameness on the curriculum, assuming all must master identical material and do so in almost identical ways
the nurture a rigidity in learning and tend to deny the unique learning outcomes of students (factory-like learning)
they dehumanize individuals, overlook individual outcomes, and stifle creativity and spontaneity
they negate that learning is much more than the gathering and hoarding of specific facts learned in isolation

12. Guidelines for Formulating Educational Objectives
Matching
Worth
Wording
Appropriateness
Logical Grouping
Periodic Revision
See Curriculum Tips p 280

13. Taxonomic Levels Cognitive Domain Affective Domain Psychomotor Domain
The taxonomies are arranged in hierarchies in which the levels increase in complexity from simple to more advanced. Each level depends on the acquisition of the previous level.

14. Cognitive Domain Bloom’s Taxonomy Knowledge Comprehension Application
Analysis
Synthesis
Evaluation

15. Affective Domain Krathwohl’s Taxonomy Receiving Responding Valuing
Organization
Characterization

16. Psychomotor Domain Harrow’s Taxonomy Reflex Movements
Fundamental Movements
Perceptual Abilities
Physical Abilities
Skilled Movements
Nondiscursive Communication

17. Approaches to Educational Objectives
Behaviorist
Managerial
Systems
Humanistic
Reconceptualist
May want to refer back to Chapter 1

18. Behavioral technical/scientific concern for specificity
we can identify essential learnings
compartmentalization of curriculum
defined scope and sequence
convergent emphasis on curricular learnings

19. Systems/Managerial Systems and organizational Theories
Interrelatedness of the parts of the organization
Objectives are part of the total process of decision making and curriculum implementation
Management by objectives
Curriculum as a system of related components

20. Humanistic Focus on the person
Personal growth, joy of learning, respect for others
Curriculum seen as divergent
Opportunities for students to explore, to become self-directed

21. Reconceptualists
Political and social posture with a theoretical critique
Empower individual to be more fully human, socially sensitive, and existential
Curriculum is emergent- concern with those processes that allow for control of one’s learning