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Assignment Topic 3

Objectives play a key role in mainstream school curriculum by helping teachers determine learning outcomes, methods of instruction, and ways to measure student performance and progress. Objectives guide curriculum planners in developing instructional programs and the educational process by selecting content, learning experiences, and teaching methods. They also provide the basis for evaluating the education process and justifying the need for educational programs. An example is provided of a teacher designing a curriculum unit on writing descriptive essays. The teacher's objectives guide her planning of instructional methods and assessment of student achievement. Objectives thus help teachers systematically plan what and how to teach as well as evaluate student learning.

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24 views

Assignment Topic 3

Objectives play a key role in mainstream school curriculum by helping teachers determine learning outcomes, methods of instruction, and ways to measure student performance and progress. Objectives guide curriculum planners in developing instructional programs and the educational process by selecting content, learning experiences, and teaching methods. They also provide the basis for evaluating the education process and justifying the need for educational programs. An example is provided of a teacher designing a curriculum unit on writing descriptive essays. The teacher's objectives guide her planning of instructional methods and assessment of student achievement. Objectives thus help teachers systematically plan what and how to teach as well as evaluate student learning.

Uploaded by

tony frank
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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CURRICULUM STUDIES ASSIGNMENT:

In your own opinion, what role do objectives play in the mainstream school
curriculum?

Introduction
Objectives are a key component of the curriculum design process, as they help teachers;
 Determine learning outcomes (what they should teach and what students should learn),
methods of instruction and ways to measure student progress and performance.
 They help the curriculum planners in developing purposeful instructional programmes i.e.
they give direction to the curriculum planners.
 They guide the educational process i.e. in the selection of content learning experiences
and teaching methods.
 They provide basis for evaluation of the education process.
 They justify the need for providing educational programmes and therefore solicit support
for it i.e. they provide reasons as to why education is given/provided.
 They help in the determination of the number of levels for the program.
 Objectives allow teachers to have a clear view right from the start the knowledge and
skills that are supposed to be mastered.
 They provide the teacher with ability to choose the correct method of instruction for
effective education process.
 They also enable the trainer to keep track on what to teach or on what must be taught, and
also offers knowledge on how they will assess their learners.

Here is a typical example of how this works


Let's look at an example to illustrate the necessity of objectives in designing curriculum. Say a
teacher is designing a curriculum unit on writing a descriptive essay. Her objectives for the
lessons are:
1. Students will learn the nature of descriptive writing.
2. Students will learn how to effectively use the writing process to plan a descriptive essay.
3. Students will learn how to outline an essay.
4. Students will draft an essay and then revise the essay based on instructor and peer critiques.

The teacher also takes some time to plan her methods for meeting these objectives or learning
outcomes. She decides to have the students read three descriptive essays from their readers and
annotate them, pointing out the main ideas of each as well as especially vivid passages. The
students will then participate in a class discussion about these essays. The teacher will also
provide a lesson in the writing process and assign students to prewrite and outline their essays
accordingly. After she reviews their writing process work, the students will draft their essays.
Then they will hand in a copy to the instructor and exchange with others students. Using the
feedback they receive, they will revise their essays and turn in a final draft.
As she continues to plan her curriculum, the teacher also decides how to measure the students'
achievements. She will assign pass/fail grades to their prewriting activities and outlines as well
as give the students plenty of feedback. She will also evaluate their discussion skills and the
feedback they offer to their peers. The essay draft will be graded pass/fail, but the final draft will
receive a letter grade based on the essay rubric the teacher uses for her classes.
We can see, then, that objectives help the teacher keep track of what she must teach (and what
students should be learning), how she must teach it, and how she should assess student progress.

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