![Page 2: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/2.jpg)
Curriculum Concepts
![Page 3: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/3.jpg)
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
![Page 4: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/4.jpg)
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
![Page 5: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/5.jpg)
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
![Page 6: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/6.jpg)
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.
![Page 7: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/7.jpg)
skills &
abilities
![Page 8: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/8.jpg)
Competency-based education, AKA
•Performance-based•Outcome based•Behavior-stated•Criterion-referenced
![Page 9: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/9.jpg)
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
![Page 10: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/10.jpg)
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
![Page 11: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/11.jpg)
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
![Page 12: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/12.jpg)
Curriculum Design
![Page 13: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/13.jpg)
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
![Page 14: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/14.jpg)
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
![Page 15: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/15.jpg)
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
![Page 16: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/16.jpg)
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
![Page 17: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/17.jpg)
Develop performance criteria
• Based on performance objectives• Written before lesson plans or
references• Measures learners’
accomplishment• Objective, not subjective
![Page 18: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/18.jpg)
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
![Page 19: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/19.jpg)
Select instructional materials• Develop & select instructional material• Provide instructor with
guide/requirements• Testing material for performance
objectives– Pretest– Posttest
![Page 20: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/20.jpg)
Pretest-posttest a
t MTSU
istudysmart.com/mtsu.asp
![Page 21: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/21.jpg)
Review
![Page 22: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/22.jpg)
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?
![Page 23: Security Administration Iv 4 Curriculum Design](https://reader035.vdocuments.net/reader035/viewer/2022062419/558ec42e1a28abae468b4672/html5/thumbnails/23.jpg)
That’s all . . .