Davis 1
Deborah Davis
Dr. Kenneth Carlson
EDUCI 6603-51
August 2010
A Vital Review of Goals
Brandt & Tyler present a distinct and organized review of titular options in their article “Goals and Objectives.” Their review of forms, considerations, scope, and procedures provides readers a composite view of goal-setting, with the what, why, and how, explained in a systematic, but not pedantic method. All educators should understand this material, and this article is a solid foundation for that understanding.
The guidelines detailed in the section referencing “Forms of Goals and Objectives” come from established and well-referenced sources. The authors walk the reader into the issue with definitions, categories, and specific line items. The content relates not only the “what” but the “whom” indicating responsibilities for setting goals, reaching goals, and evaluating goals. Goals themselves are defined as “any desired outcome of a program regardless of its specificity” (10). A series of questions are presented as guidelines to further delineate the requirements. Examples are provided.
A discussion of competency as being more than simple ability, but also the appropriate application of ability allows the reader to transition gently into “Considerations in Choosing Goals.” The three factors listed are all presented in terms of nature. That is, “the nature of organized knowledge, the nature of society, and the nature of learners” (13). While the organized knowledge (delineation by subject matter) portion seems a bit obvious, the elements of society and learners allowed this reader to review insights not previously considered fully.
The focus of American schools on individualism and social programs such as drugs, sex, and driver’s education seem obvious to an American teacher. However, reflection leads one to evaluate that focus against elsewhere. In other regions, goals may include higher mathematics, diverse language emphases, or courtesy. The American focus and dependence on technology in the classroom can be balanced against the need for understanding fundamentals and a development of more “headwork.”
The consideration regarding the nature of the learner seems to have gained emphasis in recent years. While educators have come to recognize more about learning patterns and stages, a greater emphasis has been placed on the psychological needs of the students. While this reader would not decry the psychological needs of the students, questions may be raised as to whether the welfare of the moment is defeating the viability of the citizen in adulthood. While this issue, in particular, is not addressed in the article;, the conflicts between the “academic and the practical are persistent and unavoidable, but curriculum developers err if they emphasize only one source of goals and ignore the others” (14).
“Scope of the School’s Responsibility” is such a broad issue it is difficult to address in seven paragraphs. However, the point is well made that the diversity in educational goal-setting has drawbacks. Further, a question is raised which this reader finds critical, and that is to the difference between what students should learn and what schools should teach. This educator believes that parents need to take a much greater role in their children’s education – not just schooling, but learning. Many parents seem to have relinquished their input on issues as simple as hygiene to the school system. The parents that believe in parental responsibility for issues such as hygiene, sex, and life philosophy are running into conflicts with the school systems that have assumed those responsibilities in the absence of parental influence! A circular problem, to be sure, but this is a problem that must be addressed.
This short article does not have the ability to address this issue adequately, but that is not the purpose of this article. Brandt and Tyler do not claim to have all the answers, they do, however, provide a basis for intelligent discourse on these issues of concern.
Local goals must be considered, for reasons of simple logistics if nothing else. It is in this section that the author’s present a very important issue, “selection of goals that are obsolete or irrelevant” (15). The work of others is foundational when preparing curriculum and setting goals. There is no good sense in “re-inventing the wheel.” However, published works must be carefully reviewed and culled for relevance to the learning capacity of the intended students. Caution must be used, and a broad selection of public input and professional discourse must ensue to ensure that goals are appropriate for the locale and its populace.
For most teachers, planning learning activities is the heart of the curriculum. Teachers take their joy from working with students, and from catching those “light bulb moments” that mean an activity has worked! The important piece that most teachers would prefer to bypass at this level is, of course, assessment. The backwards development has flaws as well, when teachers are advised that they needn’t teach anything not on the standards exam, the teachers end up having to vette their efforts to ensure the ever-increasing list of standards requirements are met. Trying to draft goals in terms that allow educators to construct learning activities is a real challenge. This complicated and convoluted pathway has so many inputs and opportunities for error it is a wonder that any activities are approved.
Curriculum evaluation has many of the same issues of concern previously addressed. Teachers cannot be held responsible for students’ failure to do homework, and consequential failure to internalize the materials. Yet, consistently, teachers are held accountable for this. The ability to distinguish between educator evaluation and curriculum evaluation is a very tenuous line.
The limitations of this article are well addressed in the conclusory notes. Lists of goals, objectives, rules, guidelines, and other things are wonderful tools. Still, they are just that – tools. Like all tools, the appropriate crafting of them for the application to the task is where the professional details apply. This article is an excellent foundation for the crafting of those tools, and well worth the time of every educator.