Curriculum Concepts

Curriculum Concepts
• 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

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
Competency behavior categories
• Unskilled – can’t do it
• Semiskilled – can do with close supervision
• Skilled – can do most without supervision
• Mastery – can do without supervision

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
• 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

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?

That’s all . . .