Lecture 2 Goals

Goals and objectivesFrans Gulikers

Minor “education”2014-2015

Didactic analyse model of Van Gelder

Model van Van Gelder

Model of Van Gelder Didactics: Preparing, executing, en evaluating of concrete education and learning

processes.

Goals: What do I want my student to achieve? What does my student want to achieve?

Initial situation: Where do we start? (what is the tacit knowledge, motivation, learning style, goals, cognitive and sensori motor development.. of my student(s). What are the environmental limitations?)

How is education going to take place? What subjects do I/we choose and how do I/we organise them? What work form is useful? (individual or group instruction lesson, discussion, project….) What activities do I expect from my students? (listening, playing, explaining..) What learning resources (books, play along, recordings etc.) are we going to use? What is necessary to do in advance (preparation)?

Evaluation: What is the actual result? By letting the student answer questions or doing (aural, written performing) tasks.

What is a goal?

A goal (doel) is a desired situation. Desired by who? In the future.

Objective (doelstelling): A specific result that a person or system aims to achieve within a time frame and with available resources. In general objectives are more specific and easier to measure than goals.

Learning objectives (leer doelstellingen): are statements that describe what a learner will be able to do as a result of learning. They are sometimes called learning outcomes. Learning objectives are aimed at the three domains of learning:

knowledge, skills and attitudes. These are also termed as the cognitive, psychomotor and affective domains of learning.

Why goals and objectives ?

It can stimulate ambition

It can be inspiring and motivating

It can guide behaviour

It can be helpful to agree in a group.

It can be helpful when taking decisions

Helpful to organise and assess your or others education.

Different types of goals

Long term goals: The result will become clear after a longer period (months, years) “The goal is to be able to play in a wind ensemble.”

Short term goals: The result will become clear after 1 lesson/ a few weeks. “To be able to play this etude.”

Goals can be very general: “All children should have the opportunity to take music lessons.”

Or very specific: “After this lesson the student is able to play…. “

Goals can describe a desired situation from different perspectives. Macro, meso, micro and nano level.

Jean Piaget

What is expected from you as a teacher?

Being able to understand macro and meso level goals concerning your work field.

Being able to participate in defining meso level goals within your work field.

Being able to “translate” meso level goals to micro and nano level learning objectives.

Being able to define, execute and evaluate micro and nano level learning objectives related to your lessons.

3 types “Something must change” goals. Better, faster, higher….

Vision, a starting point.

Measurable, Acceptable, Communicated, inspiring and engaging. People start moving

SMART(I): Specific, measurable, achievable, realistic, time bounded and inspirational. Makes clear when, what results should be reached

Specific

The objectives are valid for a bounded policy area.

Example: The student are able to play in an ensemble. Knowledge: The students understand the movements of a

conductor when indicating a 4/4 meter. Skills: the students are able to play piece A in the given tempo

and with the indicated dynamics and articulation. Attitude: The student can react on the instructions of the

conductor.

Measurable:

‘If you can’t measure it, you can’t manage it. Objectives, which contain words like ‘adequate’, ‘sufficient’, ‘take care of’ or ‘to meet’ (for example expectations), are not measurable and need operationalization 80% of all student should be able to play in an ensemble. Knowledge: The students react in a adequate way on the

instructions of the conductor and understand their musical role. Skills: The student are able to perform piece A. Attitude: The ensemble performs piece A

Acceptable

the main actors (also students) agree with the objectives. Acceptance means also that you explain why you have chosen this objective (and not other possible alternatives) Playing together is part of being a musician

Realistic:

Realistic objectives are both ambitious and reachable. There is tension between those two. Seek the balance The quality of the paying level will fluctuate. But there is a

“minimum” level ( everybody will be able to play the notes and rhythm, and will be able to react to external stimuli.)

Time bounded

When you don’t define when an objective must be reached, you can’t conclude if the activities done are pushing towards goal reaching or if adjustment is needed.

At the end of this semester.

Inspirational.

To make the change that you and your students reach their goals as big as possible, it’s a good idea to make your goals as inspiring as possible. Every student will take part in the performance……..

Sometimes its impossible to formulate goals SMART.

You want to experiment.

Circumstances will change or are not clear.

“love for music” is not measurable

You don’t want to work within a fix time plan

Working on unreachable goals can be okay.

Sometime SMART defined goals are undesirable

When teachers overemphasize performance goals, students are unlikely to risk moving beyond their zones of competence, and are more likely to assume they lack innate ability if things go wrong. They are more likely to worry far too much about their ability and not enough about strategies that must be employed. As the pressure mounts, if they cannot look smart, nothing matters more than avoiding looking dumb, and this can consume much time and energy, simultaneously creating a downward spiral of self-recrimination, vulnerability, and victimhood (Dweck, 1999).

Macro level (on the level of an organisation as a whole)

It concerns the study of education as defined by the central government, for schools. By example: the structure and the organisation of primary education (laws, inspection, pedagogical coaching, end terms and development goals.)

het betreft hier de studie van het onderwijs zoals die door het centrale onderwijsbeleid wordt uitgewerkt voor alle scholen. Bijvoor- beeld: de structuur en organisatie van het Vlaamse onderwijs, de wetgeving, de inspectie en de pedagogische begeleiding, de eindtermen en ontwikkelingsdoelen, ...

Source: Leren en onderwijzen: R. Standaert ao.

Meso level (School level) It concerns the concrete organisation of a school or a group of

schools. By example: uses and traditions, participation possibilities for students, the curriculum, class organisation etc.

het mesoniveau (schoolniveau): hierbij gaat het om de concrete organisatie van een school of scholengemeenschap. Bijvoorbeeld: het schoolbestuur, de eigen gebruiken en tradities, de participatiemogelijkheden van leerlingen, het schoolwerkplan, het pedagogische project, de klasindeling, ...

Source: Leren en onderwijzen: R. Standaert ao.

Examples of (long term, meso level) goals used by music schools

The Music school is the place where people are taught to love music.

Give youth (and adults) the opportunity to come in contact with the many facets of music.

Providing varied dance and music education in the region at a high level

Provide lessons in instrumental, vocal and music theory subject, and in rhythm.

Making music, theatre and dance available for everyone by minimize the financial barrier

Getting acquainted with music from different style periods (Baroque, Romantic, 20th century, etc), and stimulate the awareness and develop their own musical tastes.

Empower students to experience music as a source of personal enrichment

Micro level (class level) This level is about the concrete education situation in a

classroom. It concerns the planning, organisation and evaluation of the learning and education process in a specific classroom. Actual it concerns the direct interaction between teacher and students.

het microniveau (klasniveau): op dit niveau wordt de concrete onderwijsleersituatie in de leer- of klasgroep bestudeerd. Het gaat om de concrete planning, organisatie en evaluatie van het leren en onderwijzen bij de leerlingen in een bepaalde klas of leergroep. In feite betreft het hier dus de directe interacties tussen leraar en leerlingen;

Source: Leren en onderwijzen: R. Standaert ao.

Micro level goals Empower students to experience music as a source of personal

enrichment. (our meso goal) Knowledge: Skills: Attitude:

Micro level goals Empower students to experience music as a source of personal

enrichment. (our meso goal) Knowledge: Styles, music theory…….. Skills: reading, hearing, playing, improvising, composing…. Attitude: working together, take initiative……

Micro level goals Empower students to experience music as a source of

personal enrichment. (our meso goal) Knowledge: Styles, music theory……..

Learn objective for 1 lesson.. Skills: reading, hearing, playing, improvising, composing….

Learn objective for 1 lesson. Attitude: work together, take initiative……

Learn objective for 1 lesson.

Micro level goals Empower students to experience music as a source of personal enrichment. (our meso

goal) Knowledge: Styles, music theory……..

Learn objective for 1 lesson. the student can, remember, understand, apply, analyse, evaluate, create…

etc. Skills: reading, hearing, playing, improvising, composing….

Learn objective for 1 lesson. the student is able to: detect, indentify, isolate, play, sing, show, react on,

response to, copy, compose, improvise…etc.

Attitude: work together, take initiative…… Learn objective for 1 lesson.

the student asks, chooses, describes, follows, identifies, locates, names, points to, selects, performs, practices, presents, demonstrates, differentiates, explain….etc

Nano level (students level)

This level describes the individual learn- and development processes for one student. For example via tailored education, student tracking system or IEP (individual education plan).

het nanoniveau (leerlingniveau): beschrijft op individuele niveau de didactische leer- en ontwikkelingsprocessen. Via bijvoorbeeld onderwijs op maat, een leerlingvolgsysteem of een handelingsplan.

Source: Leren en onderwijzen: R. Standaert ao.

sources

http://www.teachervision.fen.com/classroom-management/curriculum-planning/6281.html

http://www.bloomu.edu/generaleducation/taxonomy

Bekopte didaxiologie: E de Corte ea. 1976