Scribd
Upload
8 views

Team Four Act7

diseño curricular

Uploaded by

Ivonne Garcia Lima
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
8 views

Team Four Act7

diseño curricular

Uploaded by

Ivonne Garcia Lima
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Alina Balanzario Gutiérrez

Ivonne García Lima


Maribel Juárez Sánchez
Luis Gerardo Zwittag Solana
Aimes
An "aim" means the main goal a program wants to achieve in its learners. The general
description of a course's goals is usually part of a course explanation, which briefly states
why the course exists and what it's about. It aims to answer these questions: Who is the
course designed for? What's the course all about? How will teaching and learning happen in
the course?
The course rationale gives a summary of what the course believes in for anyone who might
want to know, like students, teachers, or potential clients. Creating a rationale also helps in
making decisions when planning the course. The rationale is meant for anyone interested in
the course, and it serves several purposes:

• It helps in organizing the different parts of the course.


• It highlights the kind of teaching and learning the course should promote.
• It checks whether all the course elements are in line with the course's values and
goals to ensure consistency.
• Aim statements, in summary, offer a broad explanation of what the course aims to
achieve.
Example: An English course for advanced students: To challenge students with material
that they feel is relevant to their needs and for which they can see a purpose.
Objectives
An objective is a statement that defines the specific changes a program aims to achieve by
breaking down the broader aims into their individual components. Objectives typically
detail what the broader aim intends to accomplish in terms of smaller units of learning, and
they serve as a foundation for structuring teaching activities. They describe learning in a
way that can be observed through behavior or performance.
There are several advantages to expressing the course's aims in terms of objectives. Firstly,
they aid in planning by providing a clear direction. Once objectives are established, it
becomes possible to start planning the course, preparing materials, selecting textbooks, and
undertaking related processes. Secondly, objectives offer measurable outcomes, allowing
for accountability. With a set of objectives in place, it's possible to assess whether a
program has successfully taught these objectives or not.
Example: To learn to adapt their spoken English to a variety of situations and registers.
●Learning outcomes
Aims and objectives both explain the goals of learning, but sometimes it's valuable to
pinpoint the observable outcomes of learning. These outcomes refer to the specific actions
or language skills that a learner can display at the conclusion of a learning unit. What can
the learner practically do to showcase what they've learned? Statements of learning
outcomes are essentially instances of objectives translated into "can do" statements,
showing what a learner can achieve.
Example: Students will give oral presentations and receive feedback on their performance
●Competencies
One way to differentiate them is to use "objectives" to denote the overall purpose or
learning outcome, and to use "competencies" to describe the more specific knowledge and
skills required to attain that outcome. The knowledge and skills needed to achieve the
purpose.
Example of a competency in a technological high school: listen, interpret and issue
relevant messages in different contexts by utilizing media, codes and appropriate tools.
●Standards
Standards can be thought of as instruments that are employed to enhance the results of
educational efforts. The specific outcomes that are sought depend on the improvement
goals, whether they are aimed at teachers, teacher trainers, educational leaders, students,
programs, and so forth. The significant advantage of standards is that they establish explicit
expectations for everyone involved in education, including the general public. They create a
shared language for discussing the teaching and learning process. For teachers and
administrators, they offer guidance for developing teaching methods, curricula, and
assessments.
Example: The common European Framework.
●Process outcomes
It is how the learners acquires the language and being more focused on how the skills are
developed more than the result (learning outcomes).
Read Case Study 10 by Michael Griffin on page 156 and write some suitable aims,
objectives, and learning outcomes for this course.
Aims
To develop students' confidence in discussing complex global topics.
To improve students' fluency, pacing, and overall ability to convey their ideas effectively.
To enhance students' accuracy in English language usage.
To teach students conversation strategies, including handling interruptions, maintaining the
flow of discussion, buying thinking time, and taking turns.
Objectives
• By the end of the course, students will be able to participate in discussions on global
topics with increased confidence and ease.
• Students will demonstrate improved fluency in speaking English, including
appropriate pausing.
• Students will show better accuracy in their use of the English language, with an
emphasis on correct grammar, vocabulary, and pronunciation.
• Students will develop effective conversation strategies, allowing them to navigate
discussions successfully in various contexts.
Learning Outcomes
By the end of the course, students will be able to:
• Engage in discussions on significant global issues with greater self-assurance.
• Express their ideas fluently and coherently, using appropriate pacing and pauses for
effective communication.
• Apply various conversation strategies such as maintaining conversational flow,
buying thinking time, and taking turns during discussions.

You might also like