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Photo: Darlene Redmond, Vietnam PowerPoint Presentation
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Photo: Darlene Redmond, Vietnam

Photo: Darlene Redmond, Vietnam

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Photo: Darlene Redmond, Vietnam

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  1. Photo: Darlene Redmond, Vietnam

  2. Curriculum Development 5 Steps to a Competency-Based Curriculum By Darlene Redmond

  3. Darlene Redmond, B.Tech, M.Ed(IT) Curriculum Development Advisor Vietnam Association of Community Colleges Vietnam Faculty Member Information Technology Systems Management Nova Scotia Community College Canada Uniterra/WUSC Volunteer

  4. 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

  5. What is Curriculum? Needs - WHY you teach Content - WHAT you teach Organization- HOW you teach Evaluation- HOW you test

  6. Curriculum Development Needs Content Organization Evaluation Success!

  7. Topic 1 Needs: Identify Required Competencies

  8. 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

  9. Example: Safety and Health Coordinator 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? “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.”

  10. Determine Competencies Job tasks... …Competencies • Writing safety reports • Identifying unsafe acts or conditions • Developing safety program • Educating employees • Investigating accidents…

  11. Determine Competencies Knowledge Health and Safety standards: Investigation techniques: Training tools: Word-processing, presentations

  12. Determine Competencies Skills Analysis: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.

  13. Determine Competencies Attitudes Judgement: 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.

  14. Develop a Graduate Profile A competent graduate can perform… through… What combination of knowledge, skills and attitudes?

  15. Develop a Graduate Profile The exit point for the training program should match the entrance point for the job

  16. Your Turn Exercise #1

  17. Topic 2 Content: Set Learning Outcomes and objectives

  18. Outcomes and Objectives ProgramLearning Outcomes (based on the identified needs) CourseLearning Outcomes Course Learning Objectives (program goals organized into courses) LessonLearning Objectives (course goals organized into lessons) ActivityLearning Objectives (lesson goals organized into learning activities)

  19. Learning Outcomes Learning Outcomes are broad statements that specify the competencies (knowledge, skills, and attitudes) required to successfully complete a program or course.

  20. Writing Learning Outcomes • Think of what you want your learners to do “in the real world” with the knowledge and skills they will acquire during instruction. • Write briefgeneralstatements that describe this real-world performance. State the outcomes in terms of learner competencies.

  21. Example from KienGiang 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.

  22. Checklist for Learning Outcomes • 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

  23. Outcomes and Objectives ProgramLearning Outcomes (based on the identified needs) CourseLearning Outcomes Course Learning Objectives (program goals organized into courses) LessonLearning Objectives (course goals organized into lessons) ActivityLearning Objectives (lesson goals organized into learning activities)

  24. Outcomes vs. Objectives Learning Outcomes are broad and answer the question, “Why should a student take this program/course?” Each learning outcome mustbe supported and defined by one or more SMART Learning Objectives. • Specific • Measurable • Attainable • Relevant • Time-bound

  25. Outcomes vs. Objectives "The outcome is where we want to be. The objectivesare the steps needed to get there."

  26. Learning Objectives 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)

  27. Action Verbs  Verbs to avoid: learn - know- understand Appropriate verbs: apply – install – describe diagnose – explain 

  28. Workshop Learning Objectives • Explain competency-based curriculum development • „Describethe five-step approach to curriculum development • „Developa program or course curriculum using the five-step approach

  29. Checklist for Learning Objectives • Related to a learning outcome • Answers the question, “What will learners be able to do at the end of the curriculum?” • Stated in precise, observable, measurable terms • Realistically attainable during the curriculum

  30. Your Turn Exercise #2

  31. Topic 3 Organization: Design Learning experiences

  32. Lesson Planning ProgramLearning Outcomes (based on the identified needs) CourseLearning Outcomes Course Learning Objectives (program goals organized into courses) Lesson Learning Objectives (course goals organized into lessons) ActivityLearning Objectives (lesson goals organized into learning activities)

  33. Organization

  34. Organization

  35. Lesson Learning Objective 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. 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

  36. 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

  37. Teaching Points The competencies (knowledge, skill, or attitudes) that are the focus of a lesson What participants need to learn to reach the objective

  38. Methodology How will the content be taught? • Lecture/Discussion • Demonstration/Performance • Case Studies • Role Play/Simulation • E-Learning

  39. Learning Activities If you tell me I will forgetIf you show me I might rememberBut if you involve me, I will learn.  -Chinese Proverb

  40. 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)

  41. Your Turn Exercise #3

  42. Topic 4 Evaluation: Integrate assessments

  43. 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

  44. 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)

  45. Examples of Formative Assessments Polls/Surveys Discussion/Questions Think/Pair/Share 5 minute paper Muddiest point Peer/Self Assessment Wrappers

  46. Examples of Summative Assessments Exams Papers Projects Presentations Portfolios

  47. Your Turn Exercise #4

  48. Check Your Answers

  49. Topic 5 Evaluate and adjust the curriculum

  50. Quality Assurance