Curriculum Development
5 Steps to a CompetencyBased Curriculum
By Darlene Redmond
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
4
What is Curriculum?
Needs - WHY you teach
Content - WHAT you teach
Organization - HOW you teach
Evaluation - HOW you test
5
Curriculum Development
1
Needs
Content
Organizati
on
Integrate Assessments
Evaluation
Success!
6
Topic 1
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
8
Determine Competencies
Job tasks...
Competencies
Knowledge
Skills
Developing safety
program
Educating
employees
Attitude
Investigating
accidents
10
Determine Competencies
Knowledge
Health and Safety standards:
Investigation techniques:
Training tools: Word-processing, presentations
11
Determine Competencies
Skills
Analysis: Find and compare information from various
sources and identify issues and relationships.
12
Determine Competencies
Attitudes
Judgement: Come to conclusions based on logical
evaluation of information and determine the best course of
action.
13
Develop a Graduate
Profile
A competent graduate can
perform
through
What combination of knowledge,
skills and attitudes?
14
Develop a Graduate
Profile
The exit point for the training program should
match the entrance point for the job
15
Your Turn
Exercise #1
16
Topic 2
Outcomes and
Objectives
Learning Outcomes
Learning Outcomes are broad
statements that specify the
competencies (knowledge, skills, and
attitudes) required to successfully
complete a program or course.
19
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 brief general statements that describe this
real-world performance. State the outcomes in
terms of learner competencies.
21
Outcomes and
Objectives
25
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)
26
Action Verbs
Verbs to avoid:
learn - know- understand
Appropriate verbs:
apply install describe
diagnose explain
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
28
Your Turn
Exercise #2
30
Topic 3
ORGANIZATION: DESIGN
LEARNING EXPERIENCES
31
Lesson Planning
Program Learning Outcomes
(based on the identified needs)
Course Learning Outcomes
Course Learning Objectives
(program goals organized into
courses)
Lesson Learning Objectives
(course goals organized into
lessons)
Activity Learning Objectives
(lesson goals organized into
learning activities)
32
Organization
Evaluation
Time
Organization
Enabling
Objective
Instructional
Aids
Evaluation
Time
3.5 Install
network
operating
server
software
(Windows
Server) with
a variety of
common
options.
Plan and
implement
a LAN
Microsoft
Academic
Alliance for
licenses
(Summative)
Client PCs
should be able
to access files
share on the
server
4 points
50
minute
s
Lab
Students will
install Windows
Server without
Active Directory
services and
connect a
Windows 7
client via a
workgroup
Textbook
Chapter 2
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
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.
35
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
36
Teaching Points
The competencies (knowledge, skill, or
attitudes) that are the focus of a lesson
What participants need to learn to reach the
objective
37
Methodology
How will the content be taught?
Lecture/Discussion
Demonstration/Performance
Case Studies
Role Play/Simulation
E-Learning
38
Learning Activities
39
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)
40
Your Turn
Exercise #3
41
Topic 4
EVALUATION: INTEGRATE
ASSESSMENTS
42
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
43
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)
44
Examples of Formative
Assessments
Polls/Surveys
Discussion/Questions
Think/Pair/Share
5 minute paper
Muddiest point
Peer/Self Assessment
Wrappers
45
Examples of Summative
Assessments
Exams
Papers
Projects
Presentations
Portfolios
46
Your Turn
Exercise #4
47
3
4
1
6
2
5
learning objective
graduate profile
learning outcome
formative assessment
summative assessment
teaching methodology
48
Topic 5
Quality Assurance
The
curriculum
that was
planned
The
curriculum
that was
taught
The
curriculum
that was
experienced
50
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?
51
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?
52
Thank you!
Email: darlene.redmond@nscc.ca
Blog: darleneredmond.wordpress.com
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References
Ravalli County Curriculum Consortium, Blooms Taxonomy
http://ravallicurriculum.pbworks.com/w/file/66914389/Blooms%20Taxonomy%20A
ction%20Verbs.pdf
University of Chicago, Curriculum Terms and Concepts
uip.uchicago.edu/wit/2000/curriculum/homeroommodules/curriculumTerms/extra.h
tm#develop
Theory Into Practice Wiki, Classroom Assessment
http://classroom-assessment-theory-into-practice.wikispaces.com/
University of Toronto, Examples of Learning Outcomes
http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/examples
.htm
54