Instructional and Expressive Educational Objectives

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Submitted By arlenabrandie
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Instructional and Expressive Educational Objectives
When it comes to curriculum issues and planning, educational objectives are a central theme; but perspectives vary on how they should be formulated. This paper seeks to examine the concept of “educational objectives”; to distinguish between two types of objectives- “instructional” and “expressive”; and to justify the use of both types of educational objectives in curriculum development, from both a theoretical and practical perspective. The formulation and use of instructional and expressive objectives have implications for the selection of learning activities and evaluation; and identifying the aims and objectives of a course of study is very important to determining how they are used in curriculum development.
Many theorists have sought to clarify, classify and specify the manner in which objectives should be formulated and the characteristics they should have once developed, (Eisner, 2005). Educational objectives are based on individual values, and therefore what may seem important to some educators may not be seen as important to others (Eisner, 2005); however, it is a conclusive fact that educational objectives are important for curriculum development. Tyler (2010) states that by outlining educational objectives, “the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, [and] for deciding on the kind of teaching procedures to follow” (p. 62). Gagne reiterates, “the central importance of defining educational objectives is [to make] possible the basic distinction between content and method” (Gagne, 1967 p. 21).
Despite the undeniable fact that educational objectives are “a boon to teaching, curriculum-making and educational planning” (Eisner, 2005 p. 25); perspectives vary on how they should be specified, since values vary- research done by one set…...

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