security administration iv 4 curriculum design
Post on 27-Jun-2015
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Secu
rity A
dmini
strati
on
Spring 2009 – MTSUCarter F. Smith
cfsmith@mtsu.edu
615-494-7751
Curriculum Concepts
Curriculum Concepts• Define and distinguish• Critical elements• Competency-based education• Steps in determining outcomes
• Define and distinguish• Critical elements• Competency-based education• Steps in determining outcomes
Define and distinguish• Curriculum
– sum of learning activities and experiences– Sequence, continuity, scope, balance of
materials• Microcurriculum – developing task
training steps within larger course• Macrocurriculum – developing course
with multiple units and modules
Critical elements• Facilities
– Support desired educational outcome?– Have enough space, accoutrements, rest areas?
• Selection of students• Instructional Media• Ethical principles incorporated in process• Developed curriculum
Legislators, employers, accrediting agencies, and others are often more interested in what skills and abilities students have, than in the number of credit hours the students have accumulated.
skills &
abilities
Competency-based education, AKA
•Performance-based•Outcome based•Behavior-stated•Criterion-referenced
Why Competency-based?• Demonstrate skill, knowledge, behavior• Based on task, condition, standards• With exact, measurable outcomes
• Unskilled – can’t do it• Semiskilled – can do with close supervision• Skilled – can do most without supervision• Mastery – can do without supervision
Competency behavior categories
Steps in determining outcomes
• Job description – identify entry level, intermediate, or advanced
• Task analysis – steps necessary to accomplish specific parts of the job
• Task sequencing – analysis from simple to complex to simplify application
Steps in determining outcomes• Performance objectives – task-based
objectives - identify what to do, know, complete
• Measurement standards – clearly identified and objective
• Developed curriculum – supports objectives and importance of tasks and learning difficulty
Curriculum Design
Curriculum Design• Identify instructional goals• Identify behavior characteristics• Develop performance criteria• Implement instructional strategy• Select instructional materials
• Identify instructional goals• Identify behavior characteristics• Develop performance criteria• Implement instructional strategy• Select instructional materials
Identify instructional goals• What do you want the student to be able to
do after instruction?– Must know what must be taught– Incorporate all tasks for the job
• Use all learning domains– Cognitive – theory & general knowledge– Psychomotor – hands-on skills– Affective – inter/intrapersonal & value-oriented
Identify behavior characteristics• Minimum level of competency
–Age, history, record–Read, write, communicate, self-control
• Required to start training• Required for successful completion• Required by policy or practice
Write performance objectives• Knowledge, skills, abilities to be
learned• Conditions under which KSO to be
performed and what assistance will be provided
• Criteria for successful performance
Develop performance criteria
• Based on performance objectives• Written before lesson plans or
references• Measures learners’
accomplishment• Objective, not subjective
Implement instructional strategy• Use one of four strategies
– Instructor-centered– Individual-centered– Interactively-centered– Experiential-centered
• Develop timetable for preinstructional activity• Select method for presentation• Determine method of student feedback• Implement strategy for follow through
Select instructional materials• Develop & select instructional material• Provide instructor with
guide/requirements• Testing material for performance
objectives– Pretest– Posttest
Pretest-posttest a
t MTSU
istudysmart.com/mtsu.asp
Review
Review• Distinguish between microcurriculum and
macrocurriculum • What two things about the facilities chosen
for education are critical?• What are the competency behavior
categories?• What should be examined when identifying
instructional goals?• What should be done before writing lesson
plans?
• Distinguish between microcurriculum and macrocurriculum
• What two things about the facilities chosen for education are critical?
• What are the competency behavior categories?
• What should be examined when identifying instructional goals?
• What should be done before writing lesson plans?
That’s all . . .
Secu
rity A
dmini
strati
on
Spring 2009 – MTSUCarter F. Smith
cfsmith@mtsu.edu
615-494-7751
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