Examine the terminal and enabling objectives given on pages 171-172 in the sample lesson in the textbook. How measurable or observable do you think they are? Are there any that you would modify? Which ones and why?
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I consider #1, 2, 5, and 6 to be the most observable of the enabling objectives. All of these can be informally monitored by the teacher based on student responses to requests during the lesson. Of the terminal objectives, #2 seems be the one a teacher could measure in the most concrete manner (by observing student results of the extra-class assignment). I think #1 is a well-stated objective, and would not change it. However, it may be a bit harder to determine the extent to which students have met this goal.
ReplyDeleteFor enabling objectives #3 and 4, I might revise them to be more specific. For instance, under #3 I might put “Students will comprehend and produce the necessary vocabulary for this topic, including new terms/expressions X, Y, and Z….” (such as ‘free passes’). Additional specification of the “cultural and linguistics background information” noted in #4 could be added as well. These would be modified simply to clarify what the teacher is trying to convey through the lesson, and to help her in measuring comprehension. #7 relies on the successful completion of student’s extra-classwork assignment, so should be able to be measured via their results. However, it may be possible for them to collect the necessary information this one time without really learning communication skills that would put them at ease with repeating the procedure next weekend.
When I first read TLO #1, it seemed to imply that students will be able to read the mind of the person on the phone. The exercises don’t really address “predicting” what the other person will say. I think it would be difficult to measure. I would restate it. TLO #1 After listening to one side of a telephone call, students will be able to describe basic information about the conversation. I would not change TLO #2. I think it is clearly stated, measurable and observable. Based on the ELOs, I also think it is achievable.
ReplyDeleteI think ELO #1 (students will comprehend) is difficult to measure and observe, but ELO #2 gives the specific information the teacher would need to ask to determine student comprehension of the conversation. I would eliminate ELO #1 and change ELO #2 to read: Students will comprehend a simple phone conversation by identifying the participants, what they are going to do and when.
ELO #3 does not specifically state what vocabulary words are necessary for this topic. I would list them. ELO #3, 4, and 5 are measurable and observable. I would restate ELO #5 to more closely match TLO #1. ELO #5 Students will listen to one side of a phone conversation and identify the caller, the purpose of the call and the outcome. TLO #6 is observable and measurable. For ELO #7, I would state: Student will call a theater voicemail line and comprehend information about availability and times for a movie.
I think writing TLOs and ELOs is probably an art and a science. I’m embarrassed to say that I have taught a lot of classes, but never written down specific learning objectives for each lesson. As I read my answer, I wonder if TLOs and ELOs may be stated differently based on the teacher’s approach or style? Is there really a “right answer”? Any thoughts?
Lynn Vara
I think the second terminal objective and most of the enabling objectives (2,3,5,6,7) are easier to measure or observe than the others. It would be difficult for example to measure how much a student can “predict” what the other person is going to say (how will that be measured? We know the topic is about a phone conversation, but the prediction would usually be general, so are we trying to measure the structure of a phone conversation-the greeting, main body, and closure? I think it is difficult to measure these “expectancy rules”). Furthermore, the first enabling objective might be difficult to observe, but maybe somewhat measurable by the enabling objectives that follow (questions regarding the conversation, etc..). I would restate 3,4, and 7 though, maybe add a bit more detail (especially number 4, it seems to be the most broad-giving a couple of examples or specific details might be useful). I think over-all it’s okay, but since I have never taught before I would personally prefer more detail, just to know exactly what to expect and what to work for.
ReplyDeleteAs I read Lynn's answer now I think you might be right-it probably depends on the teacher's style. ( I like details! I would definitely prefer adding a little bit more to it- but I don't think there's a "perfect right answer")
I agree with everyone that Terminal Objective #1 is very vague and hard to quantify. Can anyone really predict what someone else will say? I think that it is supposed to be the end result of Enabling Objective #5, where they will infer what a speaker will say from listening to one side of the conversation. I think that it would be easy to observe and measure Enabling Objective #5, you could ask a student to give a possible response to the speakers responses into the telephone and judge whether the students' responses are meaningful given what the speaker has just said. I think that Terminal Objective #2 is clear and well written, and can easily be observed and documented. Furthermore, I think that the rest of the Enabling Objectives help to support Terminal Objective #2, and this is how the lesson is actually built. I agree that some other 'quantifers' might be added to the Terminal Objectives as to exactly what vocabulary, phrases, etc. are desired outcomes for the students to perform. Overall, I think that all of the objectives with the exception of Terminal Objective are observable and measurable, and that they help to clarify exactly what the desired outcome of the lesson should be. I am in the same boat as Lynn, have been teaching an ESL class for a while now and am sorry to say I have never written out an objective (but will begin doing so as I can see how it gives direction to all of the activities you will plan for the class).
ReplyDeleteStefani Goode
ReplyDeleteI think the terminal objectives are relatively measurable if teacher has ways of assessing that the students are able to predict or anticipate responses from a telephone conversation.
I think the enabling objectives are measurable because you see how students re-enact the telephone conversations, or how they answer during the discussions.
I would modify #7 in the enabling objectives. The objective states: Students will get "live" movie information over the phone.
Most students will be able to get movie information over the internet. I would change the "live" telephone conversation to something like having students call a salon, dentist office, or even a pizza place. I would have students start off with salutations and ask a few questions and then conclude the conversation.
The terminal and enabling objectives are fairly observable since they involve students successfully completing an observable action – talking on the phone. One can structure activities involving students soliciting and receiving information over the phone (terminal), listening to a taped conversation and answering comprehension questions, inferring what one speaker might reply to another, and asking someone to the movies. The difficulty is in making exercises concrete and applicable enough so that they will result in achievement of the enabling and terminal objectives. For example, just because a student correctly answers a few comprehension questions doesn’t mean that they are able to comprehend cultural and linguistic background information regarding movies and theaters because no comprehension questions are comprehensive enough to guarantee students’ understanding the varying aspects of popular culture.
ReplyDeleteFor Enabling objective 1, I would define what “comprehend” means. If it means that students are able to identify the participants, content and timeline of a conversation, then I would combine object 1 with object 2. Instead of “necessary vocabulary” and “for this topic”, I would define what the topic/task is and delineate what vocabulary is necessary to complete it. I also think comprehending “cultural and linguistic background information regarding movies and theaters” is too broad and would seek to narrow this objective by explaining what I mean. Do I want students to know certain genres of movies (westerns, mysteries, chick flicks), certain movie quotes, beliefs about the movie industry, actors/actresses/directors, famous movies, what?