Didactics, Planning, and Goal Setting in Education
Didactics and Planning in Education
1. Definition of Didactics
According to Lavalée, “didactics is the scientific study of the organization of learning situations experienced by a group to achieve a cognitive, affective, and/or motor objective.”
2. Evaluation
Evaluation is a constant process throughout the educational plan. It involves practical control of the outcomes and impacts of the whole process, as well as the results and effects of each level (plan, project, and program).
Evaluation Stages
- Design: This phase involves defining objectives, content, organization, timing, methodology, and resources. It also includes designing the evaluation process itself.
- Development: This stage involves implementing the design. Flexibility is important to address unforeseen errors or issues.
- Assessment: This ongoing process identifies, measures, and evaluates whether the process and results align with the established objectives. It informs modifications to the program design and implementation, as well as the design of future programs.
3. Planning
Planning is the action and effect of creating a scientifically organized plan, often of high amplitude, for a particular purpose.
Planning Levels
- Plan (Long-term, 2+ years): Defines general objectives, priorities, criteria, strategies, resources, and budgetary provisions. Integrates a set of projects.
- Project (Medium-term, 1-2 years): Defines specific objectives, interventions, priorities, and available resources. Integrates a set of programs.
- Program (Short-term, up to 1 year): Defines program objectives, operational training objectives (courses and examinations), implementation processes, actions, tasks, and timelines. Specifies resource use and develops detailed budgets.
4. Clarifications and Examples
Statement: The project sets priorities, approaches, and strategies.
Correction: No, the plan sets priorities, approaches, and strategies. The project defines and directs resources.
Statement: The program determines execution processes, activities, tasks, and timing.
Confirmation: Yes.
Question: Who determines intervention priorities?
Answer: Priorities are determined at different planning levels:
- Plan: General Objectives
- Project: Specific Objectives
- Program: Operational and Didactic Objectives
5. Types of Objectives
5.1 General Objectives (Plans)
General objectives are typically defined by institutions or private companies and are formulated for long-term achievement. They are broad and non-specific, providing a general direction for multiple areas.
5.2 Specific Objectives (Projects)
Specific objectives provide a more concrete level of thematic content for medium-term achievement. While more specific than general objectives, they still allow for multiple interpretations and are not directly observable.
5.3 Program and Learning Objectives (Programs)
These objectives are defined by the teacher, monitor, or animator who creates the program and are expected to be met in the short term. They provide a higher level of specificity, restricting the meaning of the specific objectives.
5.4 Operational Objectives (Programs, Units, Sessions)
Operational objectives are expected to be met at the end of a program, unit, or session. They represent the most concrete level of objective accomplishment, clarifying the meaning of the program or session objectives. They are described through observable and measurable behaviors.
6. Formulating Operational Objectives
- The participant is the subject of the activity.
- Express observable behaviors.
- Clearly describe the performer’s behavior, including partial specific behaviors.
- Specify relevant rules or circumstances to avoid ambiguity.
- Define objectives clearly enough for evaluation by another person.