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ESTABLISHING GOALS AND OBJECTIVES
When we talk about the purposes of education we may be referring to purposes at one or more of the following levels nation, state, school district, school, and subject? Grade, unit plan, or lesson plan. Although there is no perfect agreement, most educators use the terms goals and objective to distinguish among levels of purpose with goals being broader and objectives being more specific. All end points however are influenced by social forces and by prevailing philosophies or theories of education. Social forces and philosophies combing to shape the goals adopted at the national or state level. Changes in society include shifts in emphasis amount the various influences such as the family, peer groups, social class and the economy.
Although goals are important guides in education, they cannot be directly observed or evaluated; rather, they are broad statements that denote a desired and valued competency, a theme or concern that applies to education in general. Sometimes the most general goals are called aims. Goals or aims are formulated at the national and state levels, often by prestigious commissions or task forces. Goals at the school district level begin to narrow in focus. For example, a school district goal related to the national goal of school readiness might be that "all children will have access to highquality and developmentally appropriate preschool programs that help prepare children for school." Goals at the school level usually narrow in focus even more, translating national, state, and district goals in to statement that coincide more closely either the philosophy and priorities of the local school community. By describing what schooling is intended to accomplish, goals provide a direction, but they are too vague for teachers and students to apply directly in the classroom. Thus for classroom use, goals must be translated into more specific objectives.
Objectives are generally written at three levels of instruction subject/grade level, unit plan level, and lesson plan level. In practice, most educators at the classroom level organize instruction with a combination of general and specific objectives in mind. General objectives are characterized by "end" terms such as to know, learn, understand, comprehend, and appreciate. At the level of the individual lesson plan, objectives usually become very specific.
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