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Photo: Darlene Redmond, Vietnam

Curriculum Development
5 Steps to a CompetencyBased Curriculum

By Darlene Redmond

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
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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 test
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Curriculum Development
1

Identify Required Competencies (Skills,


Knowledge, and Attitudes)

2 Set Learning Outcomes and Objectives

Needs
Content

Develop Learning Experiences

Organizati
on

Integrate Assessments

Evaluation

Evaluate and Adjust the Curriculum

Success!
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Topic 1

NEEDS: IDENTIFY REQUIRED


COMPETENCIES
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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.
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?
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Determine Competencies
Job tasks...

Competencies

Writing safety reports


Identifying unsafe
acts or conditions

Knowledge

Skills

Developing safety
program
Educating
employees

Attitude

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

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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.

12

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.

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Develop a Graduate
Profile
A competent graduate can
perform

through
What combination of knowledge,
skills and attitudes?
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Develop a Graduate
Profile
The exit point for the training program should
match the entrance point for the job

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Your Turn
Exercise #1

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Topic 2

CONTENT: SET LEARNING


OUTCOMES AND OBJECTIVES
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Program Learning Outcomes


(based on the identified needs)

Outcomes and
Objectives

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)
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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.

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.

21

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

Program Learning Outcomes


(based on the identified needs)

Outcomes and
Objectives

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)
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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
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)
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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

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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

Your Turn
Exercise #2

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Topic 3

ORGANIZATION: DESIGN
LEARNING EXPERIENCES
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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)
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Lesson Plan Template


Course/Unit:
Lesson Learning Objective(s):
1.
2.
Enabling
Objective

Organization

Teaching Methodology Learning Instructional


Points
Activity
Aids

Evaluation

Time

Lesson Plan Template

Organization

Course/Unit: Network Administration Windows / Week 2


Learning 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 Methodo Learning


Points
logy
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

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.
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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

If you tell me I will forget


If you show me I might remember
But if you involve me, I will learn.
-Chinese Proverb

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)
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Your Turn
Exercise #3

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Topic 4

EVALUATION: INTEGRATE
ASSESSMENTS
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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

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
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Examples of Summative
Assessments

Exams
Papers
Projects
Presentations
Portfolios

46

Your Turn
Exercise #4

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Check Your Answers

3
4
1
6
2
5

learning objective
graduate profile
learning outcome
formative assessment
summative assessment
teaching methodology
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Topic 5

EVALUATE AND ADJUST THE


CURRICULUM
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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?
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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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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
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