July 28, 2007
Objectives, importance of, in teaching
(Photo credit: skydive_upload12 by MikeyDotCom on Flickr)
Borderland has an interesting post up called Ground Rush. Great story! Skydiving for school credit, wow! Wish I could have done that.
His WordPress spam police fried my comment, and as this could be crucial to the future of education on this planet, I'm posting it here.
Turning the main point of his entry, about planning for classes, I was reminded of the following:
1) "Plan the class AFTER the class" (Caleb Gattegno, inventor of The Silent Way of language teaching)
2) An anti-objectives anti-objectives point of view from educationalist heterodox, James Atherton (slightly less subjectively here here ; but see also here for a more thorough treatment of the subject.)
3) And this blog entry (Atherton again, sorry!): I got a course outline (two sides of A4) which specified a "syllabus" with "aims" and "content" but no "objectives".... He had a white-board, on which he wrote basic propositions, about three times. There were no handouts. There were no transparencies. There was no PowerPoint. It was brilliant.
(Admittedly, he's writing about teaching teaching adults, not children).
4) I also recalled this PDF from NALD, which refers to Pratt's model of Direction and Support (thanks to Harold Jarche for the link).
I realize now that I relate objectives closely to direction and support for students. I think my students require greater direction from me than I have realized, and working on providing clearer instructional objectives has been my way to provide greater direction.