Session 2 -ADLT 602Session 2 -ADLT 602Program Planning, Program Planning, Management, and Management, and EvaluationEvaluation

Dr. Terry Cartertjcarter@vcu.edu

AgendaAgenda

Caffarella’s Interactive ModelCaffarella’s Interactive Model

Interactive Model of Program

Planning

Building a SolidBase of support

IdentifyingProgram IdeasSorting and PrioritizingProgram IdeasDeveloping

Program Objectives

DesigningInstructional Plans

DevisingTransfer of LearningPlans

FormulatingEvaluatingPlans

Making Recommendationsand CommunicatingResults

Preparing Budgetsand Marketing Plans

CoordinatingFacilities andOn-site Events

Discerning the Context

Selecting Formats, Schedules, and Staff Needs

What are the features of What are the features of Caffarella’s model that Caffarella’s model that make it unique and valuable make it unique and valuable for program planners?for program planners?

Assumptions Assumptions Inherent in the Inherent in the Interactive Interactive Model of Model of Program Program PlanningPlanning

What do we know about What do we know about adults as learners and adults as learners and how does that affect how does that affect program planning?program planning?

Adults as learners: What are the Adults as learners: What are the implications?implications?

Five Critical Issues in Program Five Critical Issues in Program PlanningPlanning

Developing a Learning Developing a Learning Contract for the Program You Contract for the Program You Want to CreateWant to Create

Learning Objectives

Learning Resources and Strategies

Evidence of Accomplishment of Objectives

Criteria and Means for Validating

Step 1: Diagnose Your Learning Step 1: Diagnose Your Learning NeedsNeeds

Step 2: Specify Your Learning Step 2: Specify Your Learning Objectives Objectives

Writing Behavioral Writing Behavioral ObjectivesObjectives

“An objective is a written statement, defining in precise terms, what the learner will be able to do at the end of training and how well.”

Robert Mager

Traditionally, behavioral objectives Traditionally, behavioral objectives address three things:address three things:

The desired behavior

The conditions under which the behavior is performed

The performance standards that are to be met

Example for ADLT 602:Example for ADLT 602:

At the end of this course

(condition), learners will be able to

design a program plan (desired

behavior) that uses all of the

elements of Caffarella’s interactive

model of program planning

(performance standard).

Analysis

Evaluation

Synthesis

Application

Comprehension

Knowledge

Bloom’s Taxonomy for Levels ofCognitive Processing

Step 3: Specify Learning Step 3: Specify Learning Resources and Strategies Resources and Strategies

Step 4: Specify Evidence of Step 4: Specify Evidence of AccomplishmentAccomplishment

Step 5: Specify How The Step 5: Specify How The Evidence Will be ValidatedEvidence Will be Validated

Step 6: Review Your Contract Step 6: Review Your Contract with Your Peerswith Your Peers

Step 7: Carry out your Step 7: Carry out your contract.contract.

Step 8. Evaluate your Step 8. Evaluate your learning. Ask those you learning. Ask those you indicated in Step 6 (peers or indicated in Step 6 (peers or others) to examine your others) to examine your evidence and validation data evidence and validation data and give you their judgment. and give you their judgment.