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  • 1. Session 2 -ADLT 602 Program Planning, Management, and Evaluation Dr. Terry Carter [email_address]
  • 2. Agenda
  • 3. Caffarella’s Interactive Model Interactive Model of Program Planning Building a Solid Base of support Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer of Learning Plans Formulating Evaluating Plans Making Recommendations and Communicating Results Preparing Budgets and Marketing Plans Coordinating Facilities and On-site Events Discerning the Context Selecting Formats, Schedules, and Staff Needs
  • 4. What are the features of Caffarella’s model that make it unique and valuable for program planners?
  • 5. Assumptions Inherent in the Interactive Model of Program Planning
  • 6. What do we know about adults as learners and how does that affect program planning?
  • 7. Adults as learners: What are the implications?
  • 8. Five Critical Issues in Program Planning
  • 9. Developing a Learning Contract for the Program You Want to Create Learning Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria and Means for Validating
  • 10. Step 1: Diagnose Your Learning Needs
  • 11. Step 2: Specify Your Learning Objectives
  • 12. Writing Behavioral Objectives “ 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
  • 13. Traditionally, behavioral objectives address three things:
    • The desired behavior
    • The conditions under which the behavior is performed
    • The performance standards that are to be met
  • 14. 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).
  • 15. Analysis Evaluation Synthesis Application Comprehension Knowledge Bloom’s Taxonomy for Levels of Cognitive Processing
  • 16. Step 3: Specify Learning Resources and Strategies
  • 17. Step 4: Specify Evidence of Accomplishment
  • 18. Step 5: Specify How The Evidence Will be Validated
  • 19. Step 6: Review Your Contract with Your Peers
  • 20. Step 7: Carry out your contract. Step 8. Evaluate your learning. Ask those you indicated in Step 6 (peers or others) to examine your evidence and validation data and give you their judgment.