2. Goals, Objectives, Outcomes Goals—general purpose of curriculum Objectives—more specific purposes that describe a learning outcome Outcomes—what learner will be able to do upon completion of unit, course, etc.

3. Goals Reflect the ideology of the curriculum Provide guidelines for teachers Provide focus for instruction Example: –Develop students’ ability to read and understand academic texts.

4. Objectives Specific statement that focuses on changes a program seeks to bring about Describes the goal in smaller units of learning Provides basis for the organization of activities Describes learning in terms of observable performance Example: –Student will read and identify main ideas and supporting details.

5. Outcomes What students will be able to do at the end of unit, course, etc. Can develop thinking skills, influence how students go about learning, impact how they perceive/use language Example: Students will be able to –Identify main ideas and paraphrase those ideas with 80% accuracy. –Identify specific details supporting main ideas with 80% accuracy. –Describe the organization of a reading with 80% accuracy.

6. GOALS AND OBJECTIVES Identify Objectives: Proficiency level or behavioral objectives What proficiency level the learners will obtain? What language skills for learners to master? What content knowledge for learners to master? Four competence criteria: 1. Grammar/Linguistic competence 2. Communicative competence 3. Socio-cultural competence 4. Content competence

7. POINTS FOR SETTING OBJECTIVES Objectives help teachers: To convert the perceived needs of the students. Clarify and organize their teaching points. To think through the skills and subskills underlying different instructional points. To decide on what they want the students to be able to do at the end of instruction. To decide on the appropriate level of specificity for the teaching activities that will be used. By providing a blueprint for the development of tests and other evaluation instruments. To adopt, develop, or adapt teaching materials that maximally match the students’ needs. To develop professionally by letting them focus on just what it is that they are trying to accomplish in the classroom. To evaluate each learner’s progress, as well as overall program effectiveness, by permitting the systematic study, modification, and improvement of their perceptions of students’ needs, course objectives, tests, materials, teaching, and evaluation procedures. To contribute to and learn from an ongoing process of curriculum development that draws on the collective energy and strengths of all of the teachers in a program to lesson the load of each individual.

8. ADVANTAGES OF SETTING OBJECTIVES Objectives can range in type and level of specificity. Objectives are not permanent. They must remain flexible enough to respond to changes in perceptions of students’ needs and to changes in the types of students who are being served.. Objectives must be developed by consensus among all of the teachers involved. Be this agreement ever so grudging, each teacher must have some stake in the success of the objectives. Objectives must not be prescriptive in terms of restricting what the teacher does in the classroom to enable students to perform well by the end of the course. Because of all of the above, objectives will necessarily be specific to a particular program. Above all else, the objectives must be designed to help the teachers, not hinder their already considerable efforts in the classroom. (Adapted from Brown, 1995)

9. OBJECTIVE CHECKLIST Is each goal sufficiently comprehensive? Is each goal justified? Will each goal actually be addressed during instruction? Does each goal express what the learner will achieve? Can each goal be achieved? Have both the content and process of learning been addressed? Do the goals reflect the program’s view of language proficiency? Have both cognitive and affective goals been specified? The checklist serves as a useful reference when thinking about objectives Have program goals been specified? Have instructional objectives been developed? Have the instructional objectives been specified clearly? Are there distinct differences in the level of specificity between the program goals and the instructional objectives? Have each of the following elements been considered in developing the objectives: Subject? Performance? Measures? Conditions? Criterion? Have the objectives been reviewed? By a second party? By a team of objectives writers? By the teachers who must ultimately teach them?

10. TESOL English Language Standards for P-12 Standard 1 ELLs communicate for social, intercultural, and instructional purposes within the school setting. Standard 2 ELLs communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3 ELLs communicate information, ideas, and concepts necessary for academic success in the areas of mathematics. Standard 4 ELLs communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5 ELLs communicate information, ideas, and concepts necessary for academic success in the area of social studies.

11. Components of TESOL Standards for P-12 Grade-Level Clusters Language Domains Native Languages and Cultures Content Topics Levels of Language Proficiency Sample Performance Indicators

12. TESOL Standards for P-12 Grade-Level Clusters Grade Level Clusters PreK-K: Equips teachers to create learning environments that nurture the language development of young ELLs. In this grade-level cluster, L1 and L2 may coexist as instructional languages. 1-3 4-5 6-8 9-12

13. TESOL Standards for P-12 Language Domains Listening Students need to develop active listening and purposeful listening skills Speaking Students need to use language in purposeful and meaningful interactions with others Reading Literacy in L1 may enhance or hinder process of learning to read in L2 Writing Writing styles may be influenced by writing styles from their home cultures

14. Native Languages and Cultures –Should be tapped and integrated into instruction and assessment Content Topics –Drawn from national and state content standards –Spiral in nature/repeat over grade-level clusters –In PreK-K they are thematic TESOL Standards for P-12 Native Languages & Cultures Content Topics

15. Level 1 –STARTING Little or no understanding of English Writing is marked with errors Level 2 –EMERGING Can understand and read phrases and short sentences Level 3 –DEVELOPING Can understand more complex speech but may need some repetition Can speak in simple sentences with some errors Can understand most texts if they have background knowledge Level 4 –EXPANDING Can communicate with minimal errors Can comprehend most texts Errors do not get in the way of meaning Level 5* –BRIDGING Can express ideas fluently Need some modification of grade-level material *Level 5 is representative of the highest grade level in the cluster. TESOL Standards for P-12 Levels of Language Proficiency

16. Sample Performance Indicators Examples of observable, measurable language behaviors ELLs are expected to demonstrate Descriptive and dynamic NOT prescriptive and static Consist of 3 elements –Content –Language function –Support or strategy E.g. Discuss and give examples of uses of (language function) natural phenomena (content) from collections or pictures (support or strategy) TESOL Standards for P-12 Sample Performance Indicators

17. Clear defined content objectives: Identify objectives, their achievability, accountability, students’ understanding the objectives give a pick to hanging on standards descriptions/indicators tie up standards to content objectives how to teach language Clear defined language objectives: Language support from content area teacher Boston School District: content teachers design language development lessons Concepts appropriate for age and educational level Developmental strategies/ Accelerated instruction/curriculum SIOP Approach in Setting Objectives

18. Language objectives may start as Process –oriented to accommodate SL development, then move to more Performance oriented ones. Process-oriented SWBAT (Students will be able to) Explore Listen to recognize, discuss Performance oriented SWBAT Define Write Give an oral presentation Determine key content Vocabulary, concept words and other words (however, should, any more) as needed SWBAT define key terms (e.g chemicals) Consider the language functions student will use in the lesson (TESOL standards) SWBAT formulate questions, and predictions (hypotheses) before conducting an experiment. Decide which language skills are needed to accomplish the lesson activities Developing language objectives for ELLs