Curriculum Design

Introduction

            The context of the classroom contains twelve students where 5 of them are males while the other 7 are female students.  These students age range from 19-20 years and they are all migrated from Saudi Arabia, Angola and Korea to America making them non- American students. They are all midway level students who learn in the course of the week from Monday to Friday at three o’clock to nine.  Their main objective in learning is to complete their schooling in America.  These students are trained on how to use educational language which can be either true or false.  For instance in a statement showing that there is life after death which can be either true or false.  The suggestive use of language shows that the statement is a command or a statement that is aimed in making a person react to someone else’ statement.  For instance a statement like” go away!” the suggestive aim of the language can be used to show feelings from a person. 

Curriculum Goals versus Instructional objectives

            Curriculum goals are the wide and common facts that helps in advancing the programs of instruction or for common aims towards where several years of the education is objected.  Examples of curriculum goals include facts such as developing the skills in reading and writing, speaking and listening. In contrast to the common facts, the Instructional objectives are the defined facts that show what the students will be able to do as a result of the instructions.  Examples of the Instructional objective facts include, if the student is shown the alphabetical letters in a unsystematic way, the student will then be able to say the name of every letter clearly (Kathleen, 68).

            Education is meaningful and it is based on three levels such as the aims, goals and objectives.  Aims can be defined as the common facts that shapes and directs the specific deeds that are planed to gain future success and manners.  Goals can be defined as the facts of intended education system and are more special than the aims.In Instructional curriculum, goals are the facts of performance that are expected by every student.  Objectives can be defined as the special facts of education that is intended to provide common nad specific outcomes (Kathleen, 70).

Plan with the end in mind

            To start with the end in mind means that a teacher should start with understanding the students destination at the end of the course.  This can also mean the lesson design and planning of the units.  When the teaching unit is through, the teacher always have the ojective in which he would like the students to capture.  He later designs an evaluation that will allow students show him whether they understood the unit.  Starting with the end in mind allows the students to answer the questions throughout the unit, thus it is not just a good idea for planning a lesson but is essential for the students(Kathleen, 74). 

Formulating goals and objectives

            In education, having successful class teachers should create better goals and objectives. The possible formulating goals include having skills, knowledge and attitude. The formulating objectives include communicative aims that the teacher would like the students to gain.  Since the formulation of the goals and objectives helps to create a clear outline of what the teacher is expected to teach ,it is also essential for the teachers to have a clear set of goals and objectives.  For instance the students may be struggling with dealing with native English teachers in her course as many of them do not have teaching experience or degree.  This shows that the teacher may not be having fully preparation in their syllabuses.  Students usually complain of the teachers who do not have teaching goals and objectives (Kathleen, 78). 

            Learning with KASA, would be a framework that can be entailed by the teachers when formulating their goals and objectives.  Goals and objectives should not only reflect what the teacher wants the students to gain but also the teachers’ beliefs.  Teachers must be flexible to change the goals and ned to set clear a set of goals and objectectives which is not imprecisely to help their students achieve their goals (Kathleen, 84). 

 

 

 

 

 

 

 

 

 

 

 

 

Work cited

Graves, Kathleen. Designing Language Courses: A Guide for Teacehers. Boston: Thomson Heinle, 2000.