Design Chapter 9 - Curriculum Development
-
Upload
guest01bdf1 -
Category
Education
-
view
1.767 -
download
3
description
Transcript of Design Chapter 9 - Curriculum Development
www.floridastatefirecollege.org
August 2007 FFP - 2741 1
Course DesignCourse Design
Curriculum DevelopmentChapter Nine
August 2007 FFP - 2741 2
Terminal ObjectiveTerminal Objective
The participant will be able to design and develop a training course and lesson plan upon completion of this chapter.
Course number
August 2007 FFP - 2741 3
Enabling Objectives
Upon completion, the student shall be able to:List and describe the five phases of the
instructional design processConstruct goals and objectives for a classExplain how a lesson plan is used
August 2007 FFP - 2741 4
Why?
Many excellent courses on the marketHoweverNew innovationsNew techniquesNew agency services
August 2007 FFP - 2741 5
Curriculum DevelopmentFive phases of the Instruction System Design (ISD) process Analyze Design Develop Implement Evaluate
http://www.nwlink.com/~Donclark/hrd/sat1.html
August 2007 FFP - 2741 6
Analyze
The systemSystem may be your department, a portion of
your department, or even a task that needs to be taught
August 2007 FFP - 2741 7
Analyze
Compile a Task InventoryReview department organizational chartReview positions and their responsibility to
perform tasksCoordinate objectives and materials to meet
job performance requirements
August 2007 FFP - 2741 8
Analyze
What is a task?Has a beginning and an endUsually measured in timeIs observableIndependent of other actionsNot dependent on components of a procedureTask statement describes a specific action
Don’t confuse with an objective
August 2007 FFP - 2741 9
Analyze
Job descriptions list duties describing what needs to be doneTypically, a combination of related or like tasks
August 2007 FFP - 2741 10
Analyze
Needs analysis – examination of how people workFive step processDetermine components of competent performanceDetermine activitiesDetermine sequenceDetermine conditionsDetermine performance standards
August 2007 FFP - 2741 11
Analyze
Needs Assessment - do we really need this?Can be any or all of the followingObservation QuestionnairesKey consultation Print mediaInterviews Group discussionTests Records or reportsWork samples
August 2007 FFP - 2741 12
Analyze
Just what is training?Training is defined as learning that is provided
in order to improve performance on the present job (Nadler, 1984).
August 2007 FFP - 2741 13
Analyze
Selecting tasks for training Is it mandated?Would self-study work instead of formal training?Can you hire those already trained? Is it needed to ensure legal positions?What happens if we don’t? or do? If we don’t, how do people learn?Will it help us achieve our goals?
August 2007 FFP - 2741 14
Analyze
Build performance measures – how do we do it?Observation task analysisSimulated task analysisContent analysisInterview analysis
August 2007 FFP - 2741 15
Analyze
Chose instructional settingClassroom, outside practical, etc.
Estimate the costMaterials, travel, facilities, and don’t forget
time
August 2007 FFP - 2741 17
DesignDesign
Key points Style guideEntry behaviorsLearning goals and objectivesLearning stepsPerformance testProgram structure and sequence outline
August 2007 FFP - 2741 18
DesignDesign
Style GuideStyle Guide Used to maintain consistency and provide a
guide for writing stylesSeveral people have worked on this project. A
master slide was established so that it would be the same regardless of the individual author
August 2007 FFP - 2741 19
Titles = 40 pt. Arial bold centered
First level = 32 pt. (body copy is Times New Roman bold)Second level = 28 pt. (Bullets ONLY fly from
right; acceptable bullets are numbers, dots, check marks, Maltese crosses, five-point stars, medical crosses, as appropriate to contentThird level = 24 pt. (vary transitions only as
artwork requires, not at random)Fourth level = 20 pt. (seldom go this small; instead open
up another slide to show more details)Fifth level = 20 pt.
August 2007 FFP - 2741 19
August 2007 FFP - 2741 20
DesignDesign
Entry behaviors What a learner must know before entering into
the training program I think we call them prerequisites
Course number
August 2007 FFP - 2741 21
Design
Learning goals and objectivesSpecific instructor points for each subjectDefine what the students are to learnEstablish guidelines for testing and evaluation
August 2007 FFP - 2741 22
Design
Learning objectives Terminal (TLO) – the instructor expectation of
student performance at the end of the lessonRemember precise, observable, and measurable
Enabling (EO) – consider the stepsAgain, precise, observable, and measurable
August 2007 FFP - 2741 23
Design
Goals and objectives – basic principlesConcreteIdentifiable and measurable outcomesWhich is better
The student will understand application of water to a fire
The student will demonstrate under simulated conditions safe and proper application of water to a fire
August 2007 FFP - 2741 24
Design
Goals may be philosophical in natureDon’t communicate specifics
How to accomplish, measure, or performViewed as a mission statement or visionSemantics – often referred to as primary
objectives, first level objectives, or expected learning outcomes
Many ways to write themOver 2 million hits on ‘writing goals and objectives”
August 2007 FFP - 2741 25
Design
Template example: ABCDAudience – who are theyBehavior – observable and measurableCondition – actual, simulated, classroomDegree – acceptable performanceI.e.: time, accuracy, quality, or quantity
August 2007 FFP - 2741 26
Design
Common characteristics of objectivesState how behavior is observedState how it is to be measuredWritten in plain languageMeasurable in quality and quantity
Be sure to look at pages 254 and 255
August 2007 FFP - 2741 27
Design
Bloom’s taxonomyA guideline for six levels of the educational process
http://www.officeport.com/edu/blooms.htm
August 2007 FFP - 2741 28
Design
First Level – knowledgeSpecific facts and termsHow to deal with the specificsPrinciples, theories, and generalizations
August 2007 FFP - 2741 29
Design
Second Level – ComprehensionTranslationInterpretationExtrapolation of information
August 2007 FFP - 2741 30
Design
Third level – applicationAbstractions for particular situations
August 2007 FFP - 2741 31
Design
Fourth level – analysisObjectives that break the whole into parts and
distinguishElementsRelationshipsOrganizational principles
August 2007 FFP - 2741 32
Design
Fifth level – synthesis Put the parts together in a new form
Unique communicationsPlan of operation
August 2007 FFP - 2741 33
Design
Sixth level – evaluationAddresses making judgments
Internal evidence or logical consistencyExternal evidence with facts developed elsewhere
August 2007 FFP - 2741 34
Design
Cognitive domain – remembering or reproducing something already known about a subject
Level 1 – Knowledge, comprehension, and application
Level 2 – Analysis Level 3 – Synthesis and evaluation
Note all six levels of the educational process
August 2007 FFP - 2741 35
Design
Psychomotor domain – emphasizes motor skillsLevel 1 – imitation and manipulationLevel 2 – precisionLevel 3 – articulation and naturalization
August 2007 FFP - 2741 36
Design
Affective Domain – attitudes and valuesLevel 1 – receiving and respondingLevel 2 – valuingLevel 3 – organizing and characterizing
August 2007 FFP - 2741 37
Design
Learning (performance) stepsEach department or educational facility will be,
at least, slightly different. Look at page 258 & 259.
Performance testingRefer back to Chapter 7
August 2007 FFP - 2741 38
Design
Structure and sequenceBe sure it meets learning objectivesProvides a pattern so each activity will have
purposeMeaningful content is easier to learn and easier
to teach
August 2007 FFP - 2741 39
Guess What!!!!
August 2007 FFP - 2741 40
Develop
List activities that will help students learnSelect instructional delivery method Review existing materialDevelop coursewareSynthesize courseware into viable training programConfirm you met the goals
August 2007 FFP - 2741 41
Develop
List activities that help the student learn the taskWhat are they? Cognitive, psychomotor or
affective ?Remember retention rates
10% of what we read40% of what we see and hear90% of what we can say and do
August 2007 FFP - 2741 42
Develop
Select Delivery methodClassroom Lecture VideoOn-the-job training
August 2007 FFP - 2741 43
Develop
Review existing materialYou may not need to
come up with something new
It may already be there and be just what you need
August 2007 FFP - 2741 44
Develop
ARCS – John Keller, Florida State UniversityAttentionRelevanceConfidenceSatisfaction
August 2007 FFP - 2741 45
Develop
Attention – Get it and keep itStory tellingDemos How not to Explain importance
Firefighterclosecalls.com
August 2007 FFP - 2741 46
Develop
RelevanceHow it will improve the studentAnswers WIIFM (what’s in it for me?)
What about tomorrowMatching needs (Maslow’s hierarchy of Needs)Allow students to use learning method they like
best
August 2007 FFP - 2741 47
Develop
ConfidenceLet the learner succeed; but, with a degree of
challengeObjectives and prerequisitesDon’t put students into information overloadProvide feedbackHelp learners feel in control
August 2007 FFP - 2741 48
Develop
SatisfactionProvide feedback and reinforcementFeeling good is a motivation to learnBased on motivation
Intrinsic or extrinsic
August 2007 FFP - 2741 49
Develop
Synthesize into viable training programIntegrate training material and media Follow a sequence and buildBuild in strategies and don’t forget breaksDetermine time blocksMake sure it meets your objectives
August 2007 FFP - 2741 50
Do I need to say it?
August 2007 FFP - 2741 51
Implement
Develop a management plan1. A clear and complete course description 2. Description of target audience3. Administration directions4. Directions for testing5. Directions for guidance, assistance, and
evaluation of learners6. A list of tasks to be taught
August 2007 FFP - 2741 52
Develop a management plan7. Course map or sequence8. How the course is to be taught9. A copy of all training materials10. Instructor and staff training requirements11. Any other administrative documents for the
course
August 2007 FFP - 2741 53
Implement
You may need train-the-trainersTeach the classThe instructor role beginsPilot classes are a good idea if you have the
opportunity
August 2007 FFP - 2741 55
Evaluation
Review and evaluate each phaseBe sure it meets objectives
External evaluationsBe sure what they are learning can be actually
applied to the jobAdjustIf you need to, make corrections
August 2007 FFP - 2741 56
And?
August 2007 FFP - 2741 57
Lesson Plans
An effective way to organizeA guide to followAssists in the evaluation processAlong with objectives, define what is to be covered in classDoes not take the place of preparation
August 2007 FFP - 2741 58
Needs Assessment
Similar to what you use in curriculum developmentMake sure you knowWhoWhat Where When
August 2007 FFP - 2741 59
Needs Assessment
WhoAge and experienceTravel distances and trafficBreaks and lunchMotivation – “have to be vs. want to be”Educational backgroundTechnology requirementsWork schedules or other commitments
August 2007 FFP - 2741 60
Lesson Plan
Have a list of needsBe sure you have it allMost important – Be sure it works and you know how to use it
August 2007 FFP - 2741 61
Lesson Plan
Schedule has so many variablesRemember – “the mind will only absorb what the bottom will tolerate”.
August 2007 FFP - 2741 62
Lesson Plan
Determine contentIs awareness or mastery required?You may want to review your final exam
August 2007 FFP - 2741 63
Lesson Plan
Student toolsEncourage note takingProvide an outlineCopy computer
generated plans and hand out
August 2007 FFP - 2741 64
August 2007 FFP - 2741 65
August 2007 FFP - 2741 66
Lesson Plan
Evaluate plan and presentationCompare goals, objectives and contentShould build on previous goals and objectivesEducational and practical should support each
otherGoal of instruction, lesson objectives, and the
actual contentDO THEY AGREE?
August 2007 FFP - 2741 67
Lesson Plan
Summative EvaluationHow effective was your teachingHow do you improve
Survey toolsTests and quizzes – don’t forget student feedbackStudent participation in designing improvement
plans
August 2007 FFP - 2741 68
SummaryEstablished courseCreating course Important to understand
objectives and lesson plans
First question normally asked “how long will class last?”A good lesson plan will allow you to finish in the time allotted
August 2007 FFP - 2741 69