The Importance of Setting Course Goals and Learning Objectives - Assignment Example

1. Based on the online paper you read on learning, why are goals and objectives important to the instructional process? In what ways is the process of setting objectives, providing instruction, and assessing learning completely reciprocal?  If someone sits in the car without a plan as to where he has to go, wanders aimlessly around and leads nowhere and hence it is one futile effort to do something productive. Such is the case of the students in the class if a teacher does not set goals or objectives. Napoleon Hill suggested the significance of a "clear-cut idea". It is one of the key characteristic in becoming successful. Setting goals and objectives for instructional processes are like shaping the destiny of the students. However, one major prerequisite is that the goals are rationale and achievable. Lousy and unattainable goals can be de-motivating as well as leading to lousy output from students. Teachers need to set objectives and review their instructional methodology to have a clear idea of where to lead the students. One of the factors which are not attended to most frequently while setting goals is student assessment. If instructional goals are too specific it might hinder their learning and compel students to ask again and again and hence spoon fed. When students have personalized learning objectives they might as well reciprocate and try their best to achieve them. As mentioned earlier, goals must be achievable. When students see such a goal they are likely to take it up as a challenge. This might include stretching old limits but since the reward or the sense of accomplishment is strong, students try their best to achieve it. When they know their effort or hard work would not go to waste, and rather it will be appreciated. If the teacher evaluates and measures each student’s progress quantitatively, students reciprocate it with greater improvement the next time as the evaluation is now “measurable”. A huge amount of autonomy can be bad for the students. Similarly, a lot of dependency can be even worse and students then simply follow instructions. And an “instruct-follow” cycle forms which can also be termed as spoon feeding yields less or absolutely no reciprocal as it is not mutual because the student is simply following the instructions. 2. Mc Keachie indicates that most of students learning occurs outside of the classroom through assignments that encourage students to practice and/or apply the course information. Given the vast amounts of information in our society, this seems particularly true as we increasingly try to help students "learn to learn."  Many times, however, you will hear instructors complain that students think they should only be accountable for things that they are "directly told" by the instructor AND that instructors sometimes "give in" and narrowly define both the information they "teach" and the information they assess.  a) Do you think instructors concern that students want to be "spoon fed" is valid?  b) What are some ways that you have seen instructors encourage students to "learn to learn" rather than to simply spit things back?  c) How might you create an environment where students accept learning to learn versus spoon-feeding as their role, rather than become hostile that you are not "spoon feeding them?"  The instructor’s concern of the fact that students want to be spoon fed is valid since it limits the horizon of the student. Spoon fed students have a limited exposure, and do no avail growth opportunities. Not just that, if children are spoon fed since when they were in high school, there are chances they might not survive at college. Primarily because they can not match up to the speed of studies and get a sharp shock when they land themselves in massive exam pressure. Furthermore, it’s high time the students get professional and get over the high school mentality because after they leave university, its time to enter into the real professional world. Students are the ambassadors of their respective institutions. What image would the “spoon fed” pupil leave on the organizational heads when they wont be able to cope up with their demands. It will be dreadful. If students are emphasized on reflectivity, creativity and contemplation they would become independent thinkers. That is how their “habit” of wanting to get spoon fed will be reduced to a minimum. This would entail a lot of hard work from the teacher’s side as it would require a lot of time, effort and proactive behavior on part of the students. If lessons are made fun and innovative and not monotonous it’s not a burden but again, it will require hard work on the teacher’s part. Their methodology reflects the response from students. It’s very easy to deliver a lecture but it is difficult to arrange for alternate study methods, such as; education based activity which would enable students to proactive learners. I would suggest small study groups should be made within classes and healthy discussions should be promoted by allocating a part of their grade to actively participate in class; have a dialogue with the teacher or fellow students, share personal evidences can be a good way of making them learn. Brain storming techniques should be taught so as to guide the students how to be good thinkers and independent learners. Teachers should be freedom within some specific parameters. Other faculty members should definitely be consulted in setting course goals. An approach to consult all the faculty members’ results in a cohesive effort and the resulting effort is greater than what one single teacher could have done. Using different assessment activities are acceptable, in my opinion, to some extent, keeping in view the characteristics of the teacher and the academic component of the class. Grading system should be uniform through across not only the same course or department but the whole institution. There should be a benchmark so as to perform a certain level of “quality” check for students. Otherwise it will do injustice to the other pupil in the campus. If the grading system is different then there will be no standardization or consistency and impact the reputation adversely losing its perspective students. 3. What role does academic freedom play in instructors decision-making about courses? More specific, should college instructors be free to set their own course goals without input from the other faculty in the academic program? Is it "ok" for two sections of Biology 213 to (a) cover different topics, (b) use different teaching methods, (c) use different assessment activities, (d) apply different grading standards?  Academic freedom gives instructors the chance to develop and mold the curriculum in the best way possible. They can use methods of instructions that they find most effective. It gives them the freedom to actually create their own brand of teaching that they think suits their students the best. There are boundaries to this freedom, however. Colleges follow a set pattern of goals and aims that students need to keep up with. A college teacher may misjudge his/her given freedom and harm the growth of the students. For example if he/she decides that the course goals are fulfilled at only half the course than the students will be in trouble. Most science courses are interlinked, one course teachers material that be used in the other courses as well. Something like this needs to be regulated in cohesion with other faculty members and the administration, it is not a decision a teacher can make alone. Two sections of Biology 213 covering different topics may prove problematic because the courses need to be built in connection with each other; if the connection is lost the students will suffer. However, there is no harm in using different teaching methods for the sections. The main focus should be on getting the topics across to the students and not what mode is better. Same goes for different assessment activities, the idea should be to help the students attain the best possible understanding of the topic and not how that understanding is achieved. The grading standards shouldn’t have to be related. The two sections would be teaching different things and based on the criteria of how much a student learned he should be graded accordingly. It has no real relation to the grading standards applied to other course sections. Find 2 course syllabi for courses that are similar to college level courses you would be interested in teaching (or currently teach). A good way to do this is to search the web. For example, if you type in "nursing syllabus" in the search function of Microsoft explorer, you will find numerous syllabi for nursing courses that are posted on the web. Based on what you read for this week, and at least 2 websites that you find on creating a syllabus, critique both of the syllabi. Be sure to talk about what is and is not done well. Your reference page should have the links to both syllabi and the links to the web sites you cite.  Syllabus is a valuable way of introducing yourself to the course and course to the students which can be used for course planning. According to Grunert (1997) outstanding instructions and a detailed syllabus are directly interlinked. Therefore students are going to have a positive response for a syllabus that has been well this is why syllabus represented as an end to a new beginning. To give an overview of a syllabus it must include, basic information, course purpose or description, text material, course schedule, weekly planner, assignments, and policies regarding attendance and pre requisites etc. The fundamental information of a course syllabus includes the title of the course, course code, its credits and the instructor information. Instructor information may contain the email address, and contact numbers. Furthermore, it states the class meeting time and place and the materials which are required. Secondly, it must contain the purpose of the course, its goals and objectives which should be general as well as specific. If it also mentions the relationship of the course and the student’s personal as well as academic growth, students become more interested in studying as everyone is goal oriented. One should always state and explain his approach in helping and assisting the students. Methods of evaluation and the class policies are very important and useful information which a course outlines should contain keeping in view students interests. Class policies must include policy related to attendance, late submission of work and the points deducted for it, test dates; academic dishonesty and the number and nature of assignments. Lastly, it should cover a whole week by week plan of course. All these should be explained in such a manner that no ambiguity remains and students are guided to a great extent. Syllabuses can be written in various forms a notional functional one being the most useful. Primarily because it addresses to and covers up the deficiencies found in other forms of syllabi by helping students develop their ability to communicate effectively in real life contexts (Brown, 2007). Here is the comparison and critique of two syllabi taken from “business”. Course syllabus for Introduction to Business (BUS 100) This syllabus includes its course description which is a statement which describing the course in a single sentence. Course objectives follow it. A good syllabus should have a clear cut vision and instill a sense of direction in students so that when they are done with the course, they feel having learnt and accomplished something. Measures of success explain the percentages allocated to each component of the grade. This is quiet helpful for the students. They know exactly which is important and which shall be given more importance and hence time management can be done accordingly. A grading scale is given which is the same for every course. Class policies state the code of conduct one needs to wear and also what is expected oh him/her. This is a very precise syllabus however a lot more could have been added. It lacks a lot of things which a good syllabus should contain. Instructional methods should have been stated as to arouse interest from student’s side. Methods might include class discussions, small work groups, learning via projects and others as many as the teacher might want to and thinks the students should be taught by. This course syllabus has mentioned the book and its author at the top which is advisable as it is clearly visible. Some of the essential information such as section, room no. office hours are mentioned which again, a good syllabi must mention. Course syllabus should mention in detail the weekly planners. Covering the whole of the semester week by week and lecture by lecture topics should be also mentioned so that students get direction as well as decide whether they really want to study this course or not. This syllabus however does not mention it. It, however gives a link to the schedule. But it can be easily mistakenly ignored as it is not that clear or apparent. It is one of the most important elements of a syllabus so it should be given due importance and mentioned in the syllabus rather than reducing its importance. Furthermore, the syllabus needs to be organized. Use of tables or charts could have made it better. One cannot skim through it and find the desired information. Course syllabus for Business Communication (105): It states the necessary information regarding instructor, his office hours, and a detail of the recommended textbooks are mentioned at the very top like the previous one. Course objectives are defined clearer than that of the previous one. It mentions the pre requisites so that it becomes apparent to the student who cannot take up this course. This course syllabus mentions the topics which will be covered in due course of time. This is good for the instructor as well as the student as it gives a clear guideline what topics need to be covered when. If the pace of the class is slow then it should be adjusted according and make up classes scheduled in order for the syllabus to finish well before the final exam. Not just this but this syllabus also mentions which assignment is due when and on which topic. This is extremely helpful for the students as they know well before that they have deadlines to meet. Respective course materials are also mentioned below it. This aids those who are well planned and organized! Grading criteria and appendices for reference in relation to grammar is also mentioned. This particular information is additional but very useful for the students keen in improving their writing and grammar. All in all, it is well organized; easy to skim and contains a great deal of information to facilitate the students. Such a syllabus gives clear guidance and assistance to students. References: Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (Third ed.). Pearson ESL. Grunert, O.J. (1997) The course syllabus: a learning-centered approach. Anker Pub. Co. Read More