Uniterra - Powerpoint Template

Photo: Darlene Redmond, Vietnam

1Curriculum Development5 Steps to a Competency- Based CurriculumBy Darlene Redmond2Darlene Redmond, B.Tech, M.Ed(IT)Curriculum Development AdvisorVietnam Association of Community CollegesVietnamFaculty MemberInformation Technology Systems ManagementNova Scotia Community CollegeCanadaUniterra/WUSC Volunteer

33Workshop ObjectivesBy the end of this workshop, participants will be able to:Define competency-based curriculum developmentDescribe the five-step approach to curriculum developmentDevelop a program or course curriculum using the five-step approach44What is Curriculum?Needs - WHY you teach

Content - WHAT you teachOrganization - HOW you teach

Evaluation - HOW you test5This is probably the most important message today. Curriculum is not just what you teach, its how you deliver that material and how you assess it as well.

Specifically, we are talking today about a competency based curriculumWhat makes a curriculum competency based? With a competency based curriculum you focus on what a learner can dospecific tasks that require certain knowledgecertain skillsand, possibly, certain attitudes.Developing a competency-based curriculum starts with determining what competencies your graduates will need when they move into the workforce. Once you have determined what they need to be able to do and under what circumstances, you will know what needs to be taught

This will be your content. The content..knowledge, skills, and attitudes being taught must be expressed very clearly in learning outcomes and objectives. Good outcomes and objectives make it clear to everyone >>> students, industry partners, parents, and curriculum developers, what the content of your program or course is and what competencies learners will have when they complete it.

Those of you who are teachers MAY or MAY NOT be given learning objectives for each of your courses. If you havent been, it will be up to you to develop them. Each course should have 1 to 4 learning objectives. Well learn how to write theses correctly today.

How content is taught (lectures, labs, projects) is usually up to the classroom teacher. But, if you are going to develop and document the curriculum fully, you need to spend time hereplanning your lessonsmaking sure they are appropriate for your learners.making sure they address the content. This is part of a complete curriculum.

And finally, the curriculum includes the type of assessments you select and use. I dont just mean final tests or projects (the summative ones)Assessment can, and should, be part of the learning processchapter review testsgamesstudent feedback toolsallow you to judge how well the students are learning and allowing the students to see for themselves what they know and what they need to focus on.

And thats all of itits a lot! But when you are finished you will have a full curriculum documentYou will know why you are teaching what you are teaching...You will have a plan to teach it effectively ... And you will be well situated to get your students engaged in their own learning.

56Curriculum DevelopmentNeedsContentEvaluationOrganizationSuccess!So here are our five steps:Identify the competencies your learners will need. Write clear learning objectives for each course and each class.Select ways of teaching that will engage your students. Decide when and how you are going to prove with assessments that your students can do what they need to be able to do.And the finally step is to assess the curriculumNot the learners this timebut, take to review your curriculum to see if it is as effective as it can beDoes it address the needs you listed in step one? Do your learning objectives make it clear to students what the course or class will entail?Are assessments used as a learning tool? Are they formative? (We will discuss formative and summative assessments later today.)

Depending on what you currently have for documented curriculum, you may find yourself starting your curriculum work at any one of these stepsI have seen a lot of curriculum documents from various colleges that have required knowledge, skills and attitudes clearly listed.If you have that, step 1 is complete

Most of us(and this is a universal problem)need to look at our learning objectives and write SMART objectives: specific, measurable, achievable, realistic and time-limited. We often see learning objectives that are not as well written as they could be. This is as true in North America as it is in Vietnam. The main reason for this is that writing learning objectives isnt easy. At my College we have Curriculum Consultants on staff whos job it is to help instructors write the learning objectives for their classesThis is not a bad ideaand this should certainly be one of the most important jobs of any curriculum development department at a College.

And what if you have good learning objectives.Then you may just want to focus on developing engaging classes, projects and assignments. If thats the case you can jump in at step 3 and well look at a template for planning your classes.

And I hope you are all interested in using assessments effectively.There is a lot of discussion about assessment and how it doesnt work. Well look at standard summative assessments, some not so standard assessment methods such portfolios, as well as a variety on Classroom Assessment Techniques or CATs that can be used throughout the course.

6Needs: Identify Required CompetenciesTopic 17Step 1How do you identify the competencies your students are going to require in the workplace? The best place to start is looking to the workplace.You, or someone working with you needs to know the job. 7Task Analysis of an OccupationExpert workers and employers are the best source for task analysis (Your Program Advisory Committee)Any occupation can be described in terms of tasksAll tasks imply knowledge, skills and attitudes8Some of the WUSC volunteers have done some great work on partnership development and I attended a workshop earlier in the year about developing a Program Advisory Committees (PAC). Teachers in a program, whether its IT or Nursing, certainly have an idea of the knowledge and skills (that is the competencies) required in their field. But PACs are your guarantee that your programs are well aligned and keeping up with the industry. Ive included some online sites at the end of this workshop where you can find the presentation material from WUSC.

You cannot write a good curriculum if you dont know the occupation you are trying to train for. 8Example: Safety and Health CoordinatorThe Safety and Health Coordinator recognizes, evaluates, and controls workplace hazards through employee education and engineering practices to ensure a safe and healthy work environment.

9What tasks are involved? What does the graduate need to know? What does the graduate need to be able to do to complete occupational tasks?Lets look at one example of an occupation and the tasks involved.9Determine Competencies10Writing safety reportsIdentifying unsafe acts or conditionsDeveloping safety programEducating employeesInvestigating accidentsJob tasks...Competencies 10Determine CompetenciesKnowledgeHealth and Safety standards:Investigation techniques: Training tools: Word-processing, presentations

1111Determine CompetenciesSkillsAnalysis: 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.

1212Determine CompetenciesAttitudesJudgement: 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.

1313Develop a Graduate Profile14A competent graduate can performthroughWhat combination of knowledge, skills and attitudes?These are the competencies our graduates will need.

Sometimes when you get an industry group together the competencies they tell you they need in employees might surprise you

For instance, during one of our IT industry meetings I was speaking with a representative from BlackBerry. They have a large support group that works out of Halifax, Nova Scotia. When I asked him what the most important competencies were that BB looked for in new employeesnot only did he not list any technical skillshe specifically said these are not importantAs long as they have some basic IT.. They were looking for attitudeteamworkinterest in learningThat technology is changing so rapidly that companies like BB need people who can learn technology a year from now that they havent even developed yet

Weve heard the same thing from Google recently

It makes for some interesting curriculum choicesWe have to teach a good set of technical skills, but more importantlywe have to make sure our students can continue to learnWe have to teach them skills for finding and evaluating informationbeing able to work well in a teambeing a self-directed learnerThese have become essential and we have to be assess that our students have these skills14Develop a Graduate ProfileThe exit point for the training program should match the entrance point for the job15At the end of their training, your students should be ready to assume the occupational roles they were trained for. Your graduate profile should match the entry requirements for the job.15Your Turn16Exercise #1If you will look on page 3 of your workbook youll see you have been given a list of tasks a Computer Services Technician performs. From that list I would like you to determine specific knowledge, skills and attitudes required for the job. You also have been given two examples to help you.Feel free to work in pairs or groups of three and at the end of the exercise well summarize the competencies youve come up with. 16Content: Set Learning Outcomes and objectivesTopic 21717Outcomes and Objectives18Program 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)Our second topic is how to write learning objectives so that they can be easier assessed. I am going to use two different terms here and very often these terms are used interchangeablyBut for our purposes we are going to discuss Learning Outcomes and Learning Objectives. Learning Outcomes are not as specific as learning Objectives.18 Learning OutcomesLearning Outcomes are broad statements that specify the competencies (knowledge, skills, and attitudes) required to successfully complete a program or course.

1919Think 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

20Example from Kien Giang Community CollegeProgram: 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.

21A broad statement that specifies the competencies required to successfully complete a programgood skills in electrical technology.You will notice that that statement isnt specific enough that you could actually say what the students will be tested on.Have the ability to self-study and the capability to adaptAgain, it isnt obvious how these skills will be proven

This is a Learning Outcome of a programIt answers the question: Why would I take this program? 21Describes overall curriculum outcomesStated in terms of learner competenciesRealistically attainable during the curriculumStated in terms of learner knowledge, behavior and attitudesDescribes real world behaviors to be used by the learnerChecklist for Learning OutcomesOur sample program out come does describe what the learner will be able to do .in GENERAL terms. 22Outcomes and Objectives23Program 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 are appropriate for a Program that has several or a dozen courses over two or three years. Learning outcomes MAY be a course if the course is longer and involves many different topics or modulesBut a learning outcome is not appropriate for a shorter course that has a very specific focusor for a class...or for an activity..

When you can say you are teaching something very specific you should be ble to write that goal into a very specific learning objective23Outcomes 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. SpecificMeasurableAttainableRelevantTime-bound

2424Outcomes vs. Objectives"The outcome is where we want to be. The objectives are the steps needed to get there."25For exampleTo produce a competent Electrical technician, you need to break that program down to courses.then individual classess with in those coursesperhaps then you can say specifally what knowledge, skill or attitude it is you want to test Sometimes even in classes we are addressing several different areas of learning sowe may need to break down our goals to learning objectives for a specific activity (a lab or a lecture) within the class.When you need to do this these activty level objectives are sometimes called enabling objectives.But no matter what you call themat some leveleither that course level, the class level or the activity levelyou will need to have SMART objectives that you can assess.25Learning Objectives26On 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)A learning objective has a very specific syntax or structure:The active verb you start with it key: On completion of the lesson the student will be able to troubleshoot, build, repair, assess, list, recognizeThen WHAT .what is the content Do you want them to list eight electrical connectors? Do you want them to install a standard 200AMP fusebox?

And finally sometimes the action need to have parameters around itDo you want them to list eight electrical connectors that can be used in a given scenario? Do you want them to install a standard 200AMP fuse box without using written instructions?

26Verbs to avoid:learn - know- understand Appropriate verbs:apply install describediagnose explainAction VerbsWe said the verbs were very important. Often we see statements that say the student will knowor the student will understandThese verbs are fine for learning outcomes (which are more general in nature) But the learning objective gives you a way of proving that the student knows something, because he can list it or explain it or install it. Action verbs!

27Workshop Learning ObjectivesExplain competency-based curriculum developmentDescribe the five-step approach to curriculum developmentDevelop a program or course curriculum using the five-step approach

28Lets look back on the learning objectives I set out for this session. The broad goal, or outcome, for this session is that you learn about competency based curriculum development and you understand the steps of the curriculum development processBut look at the learning objectives: ExplainDescribeDevelopIf you can do these thingsthen I know that you have learned. I have indicated the Active verbs (red)The content (brown) and, where required, the more specific measure (green).28Checklist for Learning ObjectivesRelated 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 curriculumS29Your Turn30Exercise #2For our second exercise I would like you to write some correctly structured learning objectives for the Basic English course in the Electronics Program I chose this course because it is a part of many of the programs at the colleges. Your worksheet is on page 7 and pages 4-5 are a review of what we just went over here about breaking down learning goals and page 6 is a list of action verbs that are appropriate for learning objectives.

Lets take 20 minutes in groups to do this and well come back and report.30Organization: Design Learning experiencesTopic 331Now you have workable SMART learning objectives. Both you are your students know very specifically what is required of them.But, your curriculum is only half finished. Now, for faculty, the work really begins.How are you going to help your students to learn what they need to know. How are you going to ensure that your students can know what they need to know and have the skills they need?This afternoon we will be talking about the rest of the curriculumthe learning experiences and the assessments.31Lesson Planning32Program 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)This morning we discussed the difference between learning outcomes and learning objectivesWhen you get to the level of the class or the classroomyou should have SMART learning objectives. Then the next step is to decide how you are going to teach this or assist the student to learn it.So now we are taking about developing a plan for one class

32OrganizationLesson Plan TemplateCourse/Unit:Lesson Learning Objective(s):1.2.Enabling ObjectiveTeaching PointsMethodologyLearning ActivityInstructional AidsEvaluationTimeThis is a template that was developed for a Teaching Methodologies workshop given to some VACC members earlier this year

33OrganizationLesson Plan TemplateCourse/Unit: Network Administration Windows / Week 2Learning Objective(s): After this lesson the students will haveLO 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 ObjectiveTeaching PointsMethodologyLearning ActivityInstructional AidsEvaluationTime3.5 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

If you look on page 10 of your workbooks you will see a completed template for a 2 hour class

34Lesson Learning ObjectiveStates the specific learning goal of the lessonIs related to the learning outcomes or objectives of the courseStates what the student should be able to achieve at the end of the lessonIndicates how learning will be measured35Note: Material in this section was presented earlier this year by Uniterra volunteers Sabastian Fafard and Min Wu as part of a Teaching Methodologies workshop.35Enabling ObjectivesSpecific learning of a class activityThe performance students are expected to demonstrate at the end of a specified step or portion of the learningSub-divisions of the lesson learning objective(s) into smaller, more manageable parts36Teaching PointsThe competencies (knowledge, skill, or attitudes) that are the focus of a lesson What participants need to learn to reach the objective37MethodologyHow will the content be taught?Lecture/DiscussionDemonstration/PerformanceCase StudiesRole Play/SimulationE-Learning

38Learning ActivitiesIf you tell me I will forgetIf you show me I might rememberBut if you involve me, I will learn.-Chinese Proverb39RememberCurruculum isnt just what you teach. It is how you teach and how you assess as well.39Learning ActivitiesThe average adult can sit and listen for about 10 minutesBuild active learning techniques to improve and retain attentionVary your activitiesUse different modalities to meet the learning style needs of students (visual, audible, kinesthetic)40We need to know our learnersThis is one of the reasons the full curriculum needs to be constantly reviewed and adjustedEach year our learners are a different group of people.40Your Turn41Exercise #3Your turnNow you are going to use the Learning Objectives from the Basic English Course and develop a class plan using the templateLets take 20 minutes to do thisRemember to make the activities varied and interestingThink of what will accomplish the learning goal(s) and engage the student.

41Evaluation: Integrate assessmentsTopic 442Formative AssessmentTakes place on an ongoing basis as instruction is proceedingRates the student in terms of functional ability to communicate, using criteria that the student has helped to identifyHelps students recognize ways of improving their learning4343Summative AssessmentTakes 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)44Examples of Formative AssessmentsPolls/SurveysDiscussion/QuestionsThink/Pair/Share5 minute paperMuddiest pointPeer/Self AssessmentWrappers

45Examples of Summative AssessmentsExamsPapersProjectsPresentationsPortfolios

46Your Turn47Exercise #4For the final exercise today I have decided to give you are standard formative assessment. This is similar to the chapter quizzes you find at the end of each chapter in a text book.They are for the learnerHe or she can use them to determine it they understood the main content of the chapter or lesson.Turn to page 12 and complete the test thereWe will go over the correct answers together when you are finished47Check Your Answers3learning objective4graduate profile1learning outcome6formative assessment2summative assessment5teaching methodology48Evaluate and adjust the curriculumTopic 549There you have it.a complete competency based curriculum.Its a lot of work to develop and each step is importantbut if you have a complete curriculum in placeteaching is easy.and for young teachers the earlier they learn to produce these documents the more work it will save them in the long runThere is one final thing you need to do. Because industry changes...because our students changebecause our resources (technology, etc.) changes we have to constantly review and tweak or adjust the curriculum we are usingmaybe just the teaching methods..maybe just the assessments .occasionally we may have to start from scratch. 49Quality Assurance50Evaluating the CurriculumDoes 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?

51These are questions to ask51Evaluating the CurriculumIs 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?

5253Thank you! Email: darlene.redmond@nscc.caBlog: darleneredmond.wordpress.comReferencesRavalli County Curriculum Consortium, Blooms Taxonomy http://ravallicurriculum.pbworks.com/w/file/66914389/Blooms%20Taxonomy%20Action%20Verbs.pdfUniversity of Chicago, Curriculum Terms and Conceptsuip.uchicago.edu/wit/2000/curriculum/homeroommodules/curriculumTerms/extra.htm#developTheory 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

54