# data[].attributes.body
Goals and objectives are very important because they do the following
1. Help direct the choice of curricular contents and the assignment of relative
priorities to various components of curriculum.
2. Suggest what learning methods will be most effective.
3. Enable evaluation of learners and the curriculum. Thus, permitting
demonstration of the effectiveness of curriculum.
4. Suggest what evaluation methods are appropriate.
5. Clearly communicate to other such as learners, faculty, program directors,
department chairs, and individual from other institution.

# data[].attributes.body
Psychomotor dealt with physical skills.
E.g., "The student will be able to ride a two-wheel bicycle without assistance
and without pause as demonstrated in gym class."24
Objectives should specify four main things:
1. Audience - Who? Who is this aimed at?
2. Behavior - What? What do you expect them to be able to do? Use action
verbs to describe an overt, observable behavior.
3. Condition - How? Under what circumstances will the learning occur?
4. Degree - How much?

# data[].attributes.body
Affective refers to attitudes, appreciations and relationships among others. E.g., "Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members.”

# data[].attributes.body
This includes knowledge or information recall, comprehension or conceptual understanding, the ability to apply knowledge, the ability to analyze a situation, the ability to synthesize information from a given situation, and the ability to evaluate a given situation.

# data[].attributes.headline
According to Bixler, there are three types of objectives. They are Cognitive,Affective and Psychomotor.

# data[].attributes.subject
According to Bixler, there are three types of objectives. They are Cognitive,Affective and Psychomotor.

# data[].attributes.body
At the other extreme on the continuum are very specific instructional objective. These are easy to spot because they are specific, and they are specific because they have the three essential characteristics, that is, they include three
components:
1. Performance (what the learner will be able to do)
2. Conditions (important conditions under which the performance is expected to occur)
3. Criterion (the quality or level of performance that will be considered acceptable)

# data[].attributes.attachment_link.title
Tell Em Slowed x The Domino Effect (30 Mins Version)

# data[].attributes.body
In distinguishing between goals and objectives, it is probably easiest to consider the extremes. Ask yourself if the statement is closer to a very general goal or to a very specific instructional objective.

# data[].attributes.body
The three“objectives” do match the definition I have given for curriculum goals. For
instance, whether the following seem more like curriculum goals or
instructional objectives:
By the end of the course, the student will be able to:
1. Understanding conversational English.
2. Correctly underline sentences that function as examples within 600 word
passages of 11th grade reading level on general science topics three out of four
times.
3. Develop oral language skills that will prepare them to participate in class
discussions, make oral presentations before an audience, and respond to
questions, as well as continue to improve through self-evaluation of speech.
4. Find and write down the library call numbers for 10 books found in the card
catalog when supplied with only the author and title with 90 % accuracy.

# data[].attributes.body
By the end of the course, a student will be able to:
1. Prepare a term paper (including footnotes, bibliography, title pages, and so
forth).
2. Take notes on a lecture.
3. Answer questions following such a talk.

# data[].attributes.body
Instructional objectives is defined here as specific statements that describe the particular knowledge, behaviors, and / or skill that the learner will be expected to know perform at the end of a course or program. Instructional objectives are specific, measurable, short-term, observable student behaviors to ensure your students to reach your goals. Consider the following “objectives” that were stated for an upper-level ESL for academic purposes class at a well-known American University

# data[].attributes.body
The process of defining goals makes the curriculum developers and participants consider, or reconsider, the program’s purposes with specific reference to what the students should be able to do when they leave theprogram

# data[].attributes.body
Goals are broad statements of what the students will be able to do when
they have completed the course. A curriculum will often be organized around
the goals of the program. Thus the goals and syllabuses of a program may be
related.

# data[].attributes.body
Goals may take many shapes.They may be language and situation-centered as in the three goals includes inthe statement: “In our program, the students will learn how to fill out forms inIndonesia, read a menu, and order a meal.”

# data[].attributes.body
There are definitions of the goals, namely:
1. Goals are general statements of the program’s purposes.
2. Goals should usually focus on what the program hopes to accomplish in the
future, and particularly on what the students should be able to do when they
leave the program.
3. Goals can serve as one basis for developing more precise and observable
objectives.
4. Goals should never be viewed as permanent, that is, they should never
become set in cem

# data[].attributes.body
Aims are general statement that provides direction or intent to educational actions. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate and these are not directly measurable. Aims may serve as organizing principles of educational direction for more than one grade. Indeed these organizing principles may encompass the continuum of educational direction for entire programs, subject areas of the district.

# data[].attributes.headline
Needs analysis refer to the activities involved in gathering information that willserve as the basis for the developing a curriculum that will meet the learning needsof particular group of students. The process of needs analysis can generate atremendous amount of information that must be sorted and utilized in some waywithin the curriculum. One way to use this information is to apply what has beenlearned in the need analysis for the formulating of program goals and objectives.

# data[].attributes.subject
Needs analysis refer to the activities involved in gathering information that willserve as the basis for the developing a curriculum that will meet the learning needsof particular group of students. The process of needs analysis can generate atremendous amount of information that must be sorted and utilized in some waywithin the curriculum. One way to use this information is to apply what has beenlearned in the need analysis for the formulating of program goals and objectives.

# data[].attributes.body
AIMS, GOALS AND OBJECTIVES