I think that the thing I appreciated most about these readings was that the focus is on having a clearly identified goal. "...the most critical event in the instructional design process is identifying the instructional goal... Without accurate goals, designers run the risk of planning instructional solutions for which needs do not really exist." (p. 15). Having a specific goal changes the whole process of designing instruction. It focuses it and helps the designer be able tor design the best, most effective instruction possible. The part about clarity in instructional goals and "fuzzy goals" (p. 26) stood out to me a lot, as well as the following section "Learners, context, and tools" (p. 26-27). A goal statement should have descriptions of the learners, what they should do, the performance context, and tools available.
In teacher trainings, we usually call the goals "objectives" but the idea is the same. Something that is always stressed in those trainings is that teachers should state and post the objectives for our lessons. I have a spot on my front white board where I post my objectives. It is a teaching practice that has helped me a lot as I plan and also as I am teaching, to stay focused on the goal. It is also helpful for students to know what the goal is and that they are expected to work toward accomplishing it.
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