ABSTRACT
This chapter describes the differences between goals, used with strategies, versus objectives, used with lessons. Goals fit within a constructivist, developmental view of learning, as seen in multiage education; goals are broad, holistic, and embrace continual learning. Whereas objectives fit within the curriculum-centered, graded approach as an integral part of lesson planning; a behaviorist approach. Components of objectives are described and the outcome of an objective is illustrated. Objectives, within a lesson plan, fit a one-size-fits-all approach. Objectives are most often designed for academics. Goals, with strategies, fit the variances in learning, with every child on his or her own learning continuum. Goals are flexible and designed for whole child development and support meaningful personal growth. The conflict between the two approaches is illustrated. A mixed-age inquiry project in Finland illustrates a multiage holistic approach to learning. Differentiated instruction is also described; it tries to address the different ways children learn, but resides within a standards-based, graded system approach, using lesson plans to reach objectives. The use of objectives for reaching outcomes misses the whole point of a child-centered approach. Goals, not objectives, fit within a multiage approach.
