Photo: Darlene Redmond, Vietnam
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Transcript of Photo: Darlene Redmond, Vietnam
Photo: Darlene Redmond, Vietnam
Curriculum Development5 Steps to a Competency-
Based Curriculum
By Darlene Redmond
Darlene Redmond, B.Tech, M.Ed(IT)
Curriculum Development AdvisorVietnam Association of Community CollegesVietnam
Faculty MemberInformation Technology Systems ManagementNova Scotia Community CollegeCanadaUniterra/WUSC Volunteer
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Workshop Objectives
By the end of this workshop, participants will be able to:• Define competency-based curriculum
development• Describe the five-step approach to curriculum �
development• Develop a program or course curriculum using �
the five-step approach
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What is Curriculum?
Needs - WHY you teach
Content - WHAT you teach
Organization - HOW you teach
Evaluation - HOW you test5
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Curriculum Development
1• Identify Required Competencies (Skills,
Knowledge, and Attitudes)
2 • Set Learning Outcomes and Objectives
3• Develop Learning Experiences
4• Integrate Assessments
5• Evaluate and Adjust the Curriculum
Needs
Content
Evaluation
Organization
Success!
NEEDS: IDENTIFY REQUIRED COMPETENCIES
Topic 1
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Task Analysis of an Occupation
• Expert workers and employers are the best source for task analysis (Your Program Advisory Committee)
• Any occupation can be described in terms of tasks
• All tasks imply knowledge, skills and attitudes
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Example: Safety and Health Coordinator
“The Safety and Health Coordinator recognizes, evaluates, and controls workplace hazards through employee education and engineering practices to ensure a safe and healthy work environment.”
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What tasks are involved? What does the graduate need to know? What does the graduate need to be able to do to complete occupational tasks?
Determine Competencies
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Knowledge
Attitude
Skills
• Writing safety reports• Identifying unsafe
acts or conditions• Developing safety
program• Educating
employees• Investigating
accidents…
Job tasks... …Competencies
Determine Competencies
KnowledgeHealth and Safety standards:Investigation techniques: Training tools: Word-processing, presentations
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Determine Competencies
SkillsAnalysis: Find and compare information from various sources and identify issues and relationships.
Planning and organising: Develop plans of action to reach a particular goal.
Written communication: Able to express ideas in writing appropriately and accurately.
Questioning: Asks questions effectively and appropriately to obtain information.
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Determine Competencies
AttitudesJudgement: Come to conclusions based on logical evaluation of information and determine the best course of action. Attention to detail: Pays attention to even small issues to ensure that tasks are accomplished thoroughly.
Decisiveness: Able to weigh possibilities and make decisions.
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Develop a Graduate Profile
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KEY ORGANIZATIONAL
TASKS
A competent graduate can perform…
through…
What combination of knowledge, skills and attitudes?
Develop a Graduate Profile
The exit point for the training program should match the entrance point for the job
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Graduate
Profile
Occupational Profile
Your Turn
1• Identify Required
Competencies (Skills, Knowledge, and Attitudes)
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Exercise #1
CONTENT: SET LEARNING OUTCOMES AND OBJECTIVES
Topic 2
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Outcomes and Objectives
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Program Learning Outcomes(based on the identified needs)
Course Learning OutcomesCourse Learning Objectives
(program goals organized into courses)
Lesson Learning Objectives(course goals organized into
lessons)
Activity Learning Objectives(lesson goals organized into
learning activities)
Learning Outcomes
Learning Outcomes are broad statements that specify the competencies (knowledge, skills, and attitudes) required to successfully complete a program or course.
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• Think of what you want your learners to do “in the real world” with the knowledge and skills they will acquire during instruction.
• Write brief general statements that describe this real-world performance. State the outcomes in terms of learner competencies.
Writing Learning Outcomes
Example from Kien Giang Community College
Program: Electronics and Electrical Engineering Technology
Outcome:Students who graduate from this program will have good skills in electrical technology, especially in the field of Electrical Engineering for agriculture industrialization, have the ability of self-studying to enhance their own knowledge, have the capability to adapt to the development of their local community.
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Describes overall curriculum outcomes Stated in terms of learner competencies Realistically attainable during the curriculum Stated in terms of learner knowledge, behavior
and attitudes Describes real world behaviors to be used by the
learner
Checklist for Learning Outcomes
Outcomes and Objectives
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Program Learning Outcomes(based on the identified needs)
Course Learning OutcomesCourse Learning Objectives
(program goals organized into courses)
Lesson Learning Objectives(course goals organized into
lessons)
Activity Learning Objectives(lesson goals organized into
learning activities)
Outcomes vs. Objectives Learning Outcomes are broad and answer the question, “Why should a student take this program/course?”
Each learning outcome must be supported and defined by one or more SMART Learning Objectives.
Specific Measurable Attainable Relevant Time-bound
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Outcomes vs. Objectives
"The outcome is where we want to be. The objectives are the steps needed to get there."
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Learning Objectives
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On completion on the course/lesson/activity the student will be able to…
_____ Action (use an measureable action verb!)
_____ Content (knowledge, skill, attitude)
And if you need to be more specific about the level of knowledge, skills, attitude…
_____ Measurement (specific criteria for success)
Verbs to avoid:learn - know- understand
Appropriate verbs:apply – install – describediagnose – explain
Action Verbs
Workshop Learning Objectives
• Explain competency-based curriculum development
• �Describe the five-step approach to curriculum development
• �Develop a program or course curriculum using the five-step approach
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Checklist for Learning Objectives
Related to a learning outcomeAnswers the question, “What will learners be
able to do at the end of the curriculum?”Stated in precise, observable, measurable
termsRealistically attainable during the curriculum
Your Turn
2 • Write Learning Objectives
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Exercise #2
ORGANIZATION: DESIGN LEARNING EXPERIENCES
Topic 3
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Lesson Planning
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Program Learning Outcomes(based on the identified needs)
Course Learning OutcomesCourse Learning Objectives
(program goals organized into courses)
Lesson Learning Objectives(course goals organized into
lessons)
Activity Learning Objectives(lesson goals organized into
learning activities)
OrganizationLesson Plan Template
Course/Unit:Lesson Learning Objective(s):1.2.
Enabling Objective
Teaching Points
Methodology Learning Activity
Instructional Aids
Evaluation Time
OrganizationLesson Plan Template
Course/Unit: Network Administration – Windows / Week 2Learning Objective(s): After this lesson the students will have…
LO 3 - Performed routine NOS administration tasks used in a typical small to medium enterprise.LO 4 -Applied standard analysis and troubleshooting techniques for NOS support used in a typical small to medium enterprise.Lo 5 -Developed technical documentation, logs and reports suitable for a typical small to medium enterprise.
Enabling Objective
Teaching Points
Methodology
Learning Activity
Instructional Aids
Evaluation Time
3.5 Install network operating server software (Windows Server) with a variety of common options.
Plan and implement a LAN
Lab Students will install Windows Server without Active Directory services and connect a Windows 7 client via a workgroup
Microsoft Academic Alliance for licenses
Textbook Chapter 2
(Summative)Client PCs should be able to access files share on the server4 points
50 minutes
Lesson Learning Objective
• States the specific learning goal of the lesson• Is related to the learning outcomes or
objectives of the course• States what the student should be able to
achieve at the end of the lesson• Indicates how learning will be measured
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Note: Material in this section was presented earlier this year by Uniterra volunteers Sabastian Fafard and Min Wu as part of a Teaching Methodologies workshop.
Enabling Objectives
• Specific learning of a class activity• The performance students are expected to
demonstrate at the end of a specified step or portion of the learning
• Sub-divisions of the lesson learning objective(s) into smaller, more manageable parts
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Teaching Points
• The competencies (knowledge, skill, or attitudes) that are the focus of a lesson
• What participants need to learn to reach the objective
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Methodology
How will the content be taught?• Lecture/Discussion• Demonstration/Performance• Case Studies• Role Play/Simulation• E-Learning
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Learning Activities
If you tell me I will forgetIf you show me I might rememberBut if you involve me, I will learn.
-Chinese Proverb
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Learning Activities
• The average adult can sit and listen for about 10 minutes
• Build active learning techniques to improve and retain attention
• Vary your activities• Use different modalities to meet the learning
style needs of students (visual, audible, kinesthetic)
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Your Turn
3 • Develop Lesson Plan
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Exercise #3
EVALUATION: INTEGRATE ASSESSMENTS
Topic 4
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Formative Assessment
• Takes place on an ongoing basis as instruction is proceeding
• Rates the student in terms of functional ability to communicate, using criteria that the student has helped to identify
• Helps students recognize ways of improving their learning
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Summative Assessment
• Takes place at the end of a predetermined period of instruction (for example, mid-term, final)
• Rates the student in relation to an external standard of correctness (how many right answers are given)
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Examples of Formative Assessments
• Polls/Surveys• Discussion/Questions• Think/Pair/Share• 5 minute paper• Muddiest point• Peer/Self Assessment• Wrappers
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Examples of Summative Assessments
• Exams• Papers• Projects• Presentations• Portfolios
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Your Turn
4 • The Wrapper
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Exercise #4
Check Your Answers
3 learning objective 4 graduate profile 1 learning outcome 6 formative assessment 2 summative assessment 5 teaching methodology
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EVALUATE AND ADJUST THE CURRICULUM
Topic 5
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Quality Assurance
The curriculum that was planned
The curriculum that was
experienced
The curriculum that was taught
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Evaluating the Curriculum
• Does the curriculum meet the intended learning outcomes?
• Does the curriculum integrate employability and life skills?
• Does the content incorporate appropriately validated skills, tasks, and/or competencies?
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Evaluating the Curriculum
• Is the content sequenced from basic to more complex concepts in coherent clusters?
• Is the content presented in an interesting and appealing manner geared towards the diversity of learners?
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References
Ravalli County Curriculum Consortium, Bloom’s Taxonomy http://ravallicurriculum.pbworks.com/w/file/66914389/Blooms%20Taxonomy%20Action%20Verbs.pdf University of Chicago, Curriculum Terms and Conceptsuip.uchicago.edu/wit/2000/curriculum/homeroommodules/curriculumTerms/extra.htm#develop Theory Into Practice Wiki, Classroom Assessmenthttp://classroom-assessment-theory-into-practice.wikispaces.com/
University of Toronto, Examples of Learning Outcomeshttp://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/examples.htm
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