Security Administration Iv 4 Curriculum Design
•Download as PPTX, PDF•
0 likes•236 views
The document discusses key concepts in curriculum development including: 1) It defines curriculum as the sum of learning activities and experiences, and distinguishes between microcurriculum which develops task training steps, and macrocurriculum which develops entire courses with multiple units. 2) Critical elements in developing curriculum include facilities, student selection, instructional media, and incorporating ethical principles. Competency-based education assesses demonstrable skills, knowledge and behaviors based on specific, measurable outcomes. 3) The steps for determining outcomes are to analyze job descriptions, perform task analyses, sequence tasks, set performance objectives, establish measurement standards, and develop supporting curriculum.
Report
Share
Report
Share
Recommended
How Tracking Student Data Improves Teaching Practices by Bernard Pierorazio
Tracking student data through formative and summative assessments allows teachers to identify student strengths and weaknesses, make strategic decisions about lessons, and plan differentiated instruction to help students master skills. Teachers should create tracking systems for each class and student to monitor progress towards learning goals. Tracking motivates students by providing accountability and driving them to set individual academic goals.
Steps in planning a lesson in computer
The document outlines the steps in planning an effective lesson, including defining characteristics of a lesson plan. An effective lesson plan includes clear instructional objectives, motivational techniques, evaluation methods, and student-centered activities. It also anticipates student difficulties, includes relevant assignments, allows skills practice, properly allocates time, and accommodates individual differences. Lesson plans are categorized by their learning objectives: knowledge, appreciation, or skills. They are based on preliminary requirements, writing steps, and evaluation of the lesson's effectiveness.
Module 3: Writing Effective Learning Objectives
Module 3 provides guidance on writing effective learning objectives. It discusses that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART), and should specify the intended behavior change using action verbs based on Bloom's Taxonomy. Additionally, learning objectives should have four components - the audience, the observable behavior, the conditions, and the degree or quality of acceptable performance.
HLP 12: Systematically Design Instruction
Three essential components are outlined for systematically designed instruction:
1. Set clear, specific, and measurable learning goals for individual students, instructional groups, and the entire class based on available data.
2. Organize and logically sequence lessons so that less complex knowledge and skills are taught before more complex concepts, and frequently used content is taught before less used content. Teachers should explicitly teach skills and procedures for independent application.
3. Support students by providing scaffolds and structures for learning, such as manipulatives, graphic organizers, visual aids, and models. These organizational tools must be explicitly taught and how they can be used to demonstrate learning.
Presentation
This document discusses strategies for improving student learning and outcomes. It suggests focusing on assessing student progress through the learning process rather than just results. Individual attention should be paid to each student. Educators should know and use various assessment tools, and combine theory with practice. There is also a need for teachers to be more dedicated to motivating students, and for students to be aware of their own learning process.
Tools and Tips for Designing a High Quality Youth Development Program
This document outlines steps and best practices for designing high-quality youth development programs. It discusses 4 stages of planning: identifying needs and assets, making a logistical plan, using best practices, and reviewing/revising. Specific best practices highlighted include incorporating literacy, STEM, project-based learning, and using existing curricula. The goal is for youth to benefit from intentionally designed programs with clear outcomes that are continuously improved.
Writing Effective Learning Objectives
The document discusses how to write effective learning objectives. It explains that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART). Objectives should also align with Bloom's Taxonomy and follow Mager's theory, which specifies that objectives have a clear audience, observable behavior, conditions, and degree of acceptable performance. Overall, the document provides guidance on crafting objectives that clearly define the intended learning outcomes of instruction.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Recommended
How Tracking Student Data Improves Teaching Practices by Bernard Pierorazio
Tracking student data through formative and summative assessments allows teachers to identify student strengths and weaknesses, make strategic decisions about lessons, and plan differentiated instruction to help students master skills. Teachers should create tracking systems for each class and student to monitor progress towards learning goals. Tracking motivates students by providing accountability and driving them to set individual academic goals.
Steps in planning a lesson in computer
The document outlines the steps in planning an effective lesson, including defining characteristics of a lesson plan. An effective lesson plan includes clear instructional objectives, motivational techniques, evaluation methods, and student-centered activities. It also anticipates student difficulties, includes relevant assignments, allows skills practice, properly allocates time, and accommodates individual differences. Lesson plans are categorized by their learning objectives: knowledge, appreciation, or skills. They are based on preliminary requirements, writing steps, and evaluation of the lesson's effectiveness.
Module 3: Writing Effective Learning Objectives
Module 3 provides guidance on writing effective learning objectives. It discusses that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART), and should specify the intended behavior change using action verbs based on Bloom's Taxonomy. Additionally, learning objectives should have four components - the audience, the observable behavior, the conditions, and the degree or quality of acceptable performance.
HLP 12: Systematically Design Instruction
Three essential components are outlined for systematically designed instruction:
1. Set clear, specific, and measurable learning goals for individual students, instructional groups, and the entire class based on available data.
2. Organize and logically sequence lessons so that less complex knowledge and skills are taught before more complex concepts, and frequently used content is taught before less used content. Teachers should explicitly teach skills and procedures for independent application.
3. Support students by providing scaffolds and structures for learning, such as manipulatives, graphic organizers, visual aids, and models. These organizational tools must be explicitly taught and how they can be used to demonstrate learning.
Presentation
This document discusses strategies for improving student learning and outcomes. It suggests focusing on assessing student progress through the learning process rather than just results. Individual attention should be paid to each student. Educators should know and use various assessment tools, and combine theory with practice. There is also a need for teachers to be more dedicated to motivating students, and for students to be aware of their own learning process.
Tools and Tips for Designing a High Quality Youth Development Program
This document outlines steps and best practices for designing high-quality youth development programs. It discusses 4 stages of planning: identifying needs and assets, making a logistical plan, using best practices, and reviewing/revising. Specific best practices highlighted include incorporating literacy, STEM, project-based learning, and using existing curricula. The goal is for youth to benefit from intentionally designed programs with clear outcomes that are continuously improved.
Writing Effective Learning Objectives
The document discusses how to write effective learning objectives. It explains that learning objectives should be specific, measurable, achievable, realistic, and time-bound (SMART). Objectives should also align with Bloom's Taxonomy and follow Mager's theory, which specifies that objectives have a clear audience, observable behavior, conditions, and degree of acceptable performance. Overall, the document provides guidance on crafting objectives that clearly define the intended learning outcomes of instruction.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Dick and carey model
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
College success
This presentation provides students with time management, organization, and study skills strategies. It discusses developing time management through tools like planners and alarms. Being organized impacts aspects of student life like academics and work. The presentation recommends study skills like setting goals, taking notes, and using study groups. Different learning styles require tailored study tactics.
Instructional design for i.t. educators
Basic introduction of how Instructional Design can help I.T educators make their lessons more effective and engaging.
Conducting Instructional Analysis
This document provides an overview of instructional analysis based on the Dick and Carey model. It describes instructional analysis as breaking down a goal statement into smaller steps and identifying subordinate skills needed to achieve the goal. The process involves two parts: goal analysis, which classifies outcomes and determines goal steps; and subordinate skills analysis, which identifies prerequisite skills for each goal step using either a hierarchical or cluster approach. The overall purpose is to thoroughly define the learning objectives and requirements.
Classroom management
Classroom management is closely linked to issues of student motivation, discipline, and respect. It has behavioral, physical, and personal aspects. Behaviorally, the teacher must plan lessons for all students, implement a positive reward system, and be proactive rather than reactive. Physically, the classroom arrangement and noise levels must support teaching and learning. Personally, the teacher must have good character, be open-minded, impartial, respectful, emotionally stable, and conduct self-analysis. Proper classroom management involves effectively planning, organizing, leading, and evaluating the teaching and learning process.
SLD OHI TBI OI Standards Based IEPs
1) Standards Based IEPs align annual goals with grade-level academic standards to facilitate students' achievement. This differs from the old process that focused on access and services.
2) IEPs must include present levels, impact of disability, and goals aligned with grade-level content standards. Specially designed instruction ensures access to the general curriculum so students can meet educational standards.
3) The IEP must enable students to advance toward annual goals and be involved in and make progress in the grade-level general curriculum. For students below grade level, the IEP should estimate growth toward grade-level standards expected in the covered year.
Obe
Outcome based education focuses on measuring student progress based on whether they achieve learning outcomes and mastery of skills, rather than comparing them to other students. The curriculum is designed around defined learning outcomes, while teachers are responsible for lesson plans and helping students develop necessary study skills. Grading is based on students demonstrating they meet criteria for each outcome, rather than percentages or curves. Supporters believe this approach reduces disadvantages of standardized testing and allows more independent learning tailored to each student's skill level. However, critics argue it can be difficult for teachers to manage individualized plans and assess varying criteria for large class sizes.
Using an assessed eportfolio to enhance student employability skills developm...
Using an assessed eportfolio to enhance student employability skills developm...ePortfolios Australia
At our university, feedback from final year biomedical students indicated they were unaware and anxious about their
employability skills and career options. To address these concerns, in 2015 a team of careers and biomedical staff
developed and embedded a professional development program into the biomedical curriculum. The program contains modules, each assessed via the development of an eportflio (using Mahara). The assessments involve students
reflecting on career-related experiences, mapping their networks, communicating evidence of their skills for advertised jobs and defining goals. There have been issues with the integration of the program into the curriculum such
that students can understand their progression from one module to the next. This has partially been addressed by
setting up a dedicated on-line learning site (using Moodle). However, this integration will be further improved when
students can directly access Mahara via Moodle. The ongoing challenge is to ensure that the eportflios are truly
transferable.Preparing educational objectives: The good, the bad, and the value
Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will be. But how to develop them. This presentation is offered to assist in the development of educational objectives.
A new approach for Technical Training
Xcel Frameworks provides customized training programs for both individuals and corporations. For individuals, they use a methodology of "show me, let me, tell me" to demonstrate concepts, allow trainees to practice, and provide instruction. They also offer placement support. For corporations, Xcel Frameworks consults with clients to design effective training that meets objectives and expected results. They evaluate trainees at different levels of proficiency and provide sample evaluation criteria covering technical topics like data structures and databases. Xcel Frameworks aims to deliver results-oriented training through experienced instructors using materials like case studies, course content, demo videos, and reference documents.
Reflective Teaching
Reflective teaching involves systematically collecting, recording, and analyzing observations of one's own teaching and students' learning in order to identify areas for improvement. Teachers can reflect by keeping a diary after each class, inviting peer observation with later discussion, recording lessons for self-analysis, and gathering student feedback through discussions or surveys. After reflection, teachers should discuss their performance with colleagues and students and write a new plan with improved strategies.
E Learning Objectives
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
List of systems Available
This document describes several behavior analysis training systems and pre-practicum courses that undergraduate assistants can work for. The roles include monitoring students, assisting with weekly meetings and materials development, grading assignments, revising manuals and aids, helping with recruitment, and updating training materials. Undergraduates are needed for the BRSS, Pre-Practicum, GRE Prep course, and Self-Management systems. Contact information is provided for the junior system manager and undergraduate supervisors.
09 002 Intro To Pdp
This document outlines the goals and process of personal development planning (PDP). PDP aims to help students become more effective, independent, and self-directed learners by getting them to reflect on their learning and how it applies more broadly, improve their study and career skills, articulate personal goals, and encourage lifelong learning. Key aspects of PDP include reflection on what was done and learned, experimenting with new approaches, learning new things each day, learning from others, and relating work experiences to learning.
SGID@SOU
This presentation briefly describes Small Group Instructional Diagnosis as it is implemented at Southern Oregon University.
Dick & Carey Instructional Design Model
The document describes the Dick and Carey Systems Approach Model for designing instruction. It is a behaviorist and systematic approach that consists of 10 components across 6 phases: analysis, design, development, formative evaluation, revision and summative evaluation. The model emphasizes identifying instructional goals and analyzing learners before developing objectives, assessments and instructional strategies. The purpose is to improve instruction by improving the instructor based on evaluation and feedback received throughout the process.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
More Related Content
What's hot
Dick and carey model
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
College success
This presentation provides students with time management, organization, and study skills strategies. It discusses developing time management through tools like planners and alarms. Being organized impacts aspects of student life like academics and work. The presentation recommends study skills like setting goals, taking notes, and using study groups. Different learning styles require tailored study tactics.
Instructional design for i.t. educators
Basic introduction of how Instructional Design can help I.T educators make their lessons more effective and engaging.
Conducting Instructional Analysis
This document provides an overview of instructional analysis based on the Dick and Carey model. It describes instructional analysis as breaking down a goal statement into smaller steps and identifying subordinate skills needed to achieve the goal. The process involves two parts: goal analysis, which classifies outcomes and determines goal steps; and subordinate skills analysis, which identifies prerequisite skills for each goal step using either a hierarchical or cluster approach. The overall purpose is to thoroughly define the learning objectives and requirements.
Classroom management
Classroom management is closely linked to issues of student motivation, discipline, and respect. It has behavioral, physical, and personal aspects. Behaviorally, the teacher must plan lessons for all students, implement a positive reward system, and be proactive rather than reactive. Physically, the classroom arrangement and noise levels must support teaching and learning. Personally, the teacher must have good character, be open-minded, impartial, respectful, emotionally stable, and conduct self-analysis. Proper classroom management involves effectively planning, organizing, leading, and evaluating the teaching and learning process.
SLD OHI TBI OI Standards Based IEPs
1) Standards Based IEPs align annual goals with grade-level academic standards to facilitate students' achievement. This differs from the old process that focused on access and services.
2) IEPs must include present levels, impact of disability, and goals aligned with grade-level content standards. Specially designed instruction ensures access to the general curriculum so students can meet educational standards.
3) The IEP must enable students to advance toward annual goals and be involved in and make progress in the grade-level general curriculum. For students below grade level, the IEP should estimate growth toward grade-level standards expected in the covered year.
Obe
Outcome based education focuses on measuring student progress based on whether they achieve learning outcomes and mastery of skills, rather than comparing them to other students. The curriculum is designed around defined learning outcomes, while teachers are responsible for lesson plans and helping students develop necessary study skills. Grading is based on students demonstrating they meet criteria for each outcome, rather than percentages or curves. Supporters believe this approach reduces disadvantages of standardized testing and allows more independent learning tailored to each student's skill level. However, critics argue it can be difficult for teachers to manage individualized plans and assess varying criteria for large class sizes.
Using an assessed eportfolio to enhance student employability skills developm...
Using an assessed eportfolio to enhance student employability skills developm...ePortfolios Australia
At our university, feedback from final year biomedical students indicated they were unaware and anxious about their
employability skills and career options. To address these concerns, in 2015 a team of careers and biomedical staff
developed and embedded a professional development program into the biomedical curriculum. The program contains modules, each assessed via the development of an eportflio (using Mahara). The assessments involve students
reflecting on career-related experiences, mapping their networks, communicating evidence of their skills for advertised jobs and defining goals. There have been issues with the integration of the program into the curriculum such
that students can understand their progression from one module to the next. This has partially been addressed by
setting up a dedicated on-line learning site (using Moodle). However, this integration will be further improved when
students can directly access Mahara via Moodle. The ongoing challenge is to ensure that the eportflios are truly
transferable.Preparing educational objectives: The good, the bad, and the value
Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will be. But how to develop them. This presentation is offered to assist in the development of educational objectives.
A new approach for Technical Training
Xcel Frameworks provides customized training programs for both individuals and corporations. For individuals, they use a methodology of "show me, let me, tell me" to demonstrate concepts, allow trainees to practice, and provide instruction. They also offer placement support. For corporations, Xcel Frameworks consults with clients to design effective training that meets objectives and expected results. They evaluate trainees at different levels of proficiency and provide sample evaluation criteria covering technical topics like data structures and databases. Xcel Frameworks aims to deliver results-oriented training through experienced instructors using materials like case studies, course content, demo videos, and reference documents.
Reflective Teaching
Reflective teaching involves systematically collecting, recording, and analyzing observations of one's own teaching and students' learning in order to identify areas for improvement. Teachers can reflect by keeping a diary after each class, inviting peer observation with later discussion, recording lessons for self-analysis, and gathering student feedback through discussions or surveys. After reflection, teachers should discuss their performance with colleagues and students and write a new plan with improved strategies.
E Learning Objectives
The document discusses e-learning guidelines for instructional design. It defines e-learning and describes its benefits and development process using the ADDIE model. It also defines instructional design and its process. Additionally, it discusses writing effective learning objectives, including their components, Bloom's taxonomy, and tips for writing goals and objectives.
List of systems Available
This document describes several behavior analysis training systems and pre-practicum courses that undergraduate assistants can work for. The roles include monitoring students, assisting with weekly meetings and materials development, grading assignments, revising manuals and aids, helping with recruitment, and updating training materials. Undergraduates are needed for the BRSS, Pre-Practicum, GRE Prep course, and Self-Management systems. Contact information is provided for the junior system manager and undergraduate supervisors.
09 002 Intro To Pdp
This document outlines the goals and process of personal development planning (PDP). PDP aims to help students become more effective, independent, and self-directed learners by getting them to reflect on their learning and how it applies more broadly, improve their study and career skills, articulate personal goals, and encourage lifelong learning. Key aspects of PDP include reflection on what was done and learned, experimenting with new approaches, learning new things each day, learning from others, and relating work experiences to learning.
SGID@SOU
This presentation briefly describes Small Group Instructional Diagnosis as it is implemented at Southern Oregon University.
What's hot (15)
Using an assessed eportfolio to enhance student employability skills developm...
Using an assessed eportfolio to enhance student employability skills developm...
Preparing educational objectives: The good, the bad, and the value
Preparing educational objectives: The good, the bad, and the value
Similar to Security Administration Iv 4 Curriculum Design
Dick & Carey Instructional Design Model
The document describes the Dick and Carey Systems Approach Model for designing instruction. It is a behaviorist and systematic approach that consists of 10 components across 6 phases: analysis, design, development, formative evaluation, revision and summative evaluation. The model emphasizes identifying instructional goals and analyzing learners before developing objectives, assessments and instructional strategies. The purpose is to improve instruction by improving the instructor based on evaluation and feedback received throughout the process.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
Updated online assessment presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of assessment. It discusses the differences between online and traditional assessment, noting that traditional forms of assessment like tests and quizzes may not translate as well to the online environment. The document outlines strategies for implementing effective online assessments and categories assessments as formative or summative and objective or subjective. It also covers learning objectives, explaining they should be clearly stated, measurable, and guide both teaching and assessment. Learning objectives help ensure assessments are aligned with intended learning outcomes.
Online Assessment Presentation
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
UP ACE MTL Unit 2 Session 5
This document provides an overview of curriculum planning and implementation in South Africa. It discusses key concepts like the National Curriculum Statement (NCS) which is internationally benchmarked and focuses on Africa. The NCS has 8 learning areas for grades R-9 and 29 approved subjects for grades 10-12. Assessment in the NCS includes both informal daily assessment and formal assessment. Formal assessment makes up students' grades and is used for promotion and certification requirements. Outcome-based education (OBE) principles like clarity of focus, expanded opportunity, high expectations, and design down guide curriculum implementation in South Africa.
ppt.pdf
This document discusses assessment in education. It defines assessment and explains that it is important for evaluating student growth, providing feedback to teachers and students, making comparisons, and gathering accurate information. It describes upper primary stage assessments conducted during teaching, which allow teachers to provide immediate feedback and better track student progress. Assessment tools for upper classes include exams, oral presentations, portfolios, and rubrics. The document outlines reforms to exams and assessments under the National Education Policy 2020, including competency-based and formative assessments. It also discusses the role of the National Assessment Centre in setting standards and guidelines for student evaluation in India. Continuous and comprehensive evaluation is described as an important method for improving student performance through regular testing and evaluations.
Mastering Success a Comprehensive Guide to Competitive Exam Preparation.pptx
Achieving success in competitive exams requires a strategic and disciplined approach. "Mastering Success" serves as your comprehensive guide, providing invaluable insights, proven strategies, and effective tips to navigate the challenging terrain of competitive exam preparation. This content is designed to empower you with the knowledge and skills needed to not only excel in your exams but also to foster a mindset of continuous improvement and personal growth.
Online Assessment Presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
Updated online assessment presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
ICS Mentor Training09
The document outlines the goals and components of an effective teacher mentoring program. It discusses identifying mentor qualities, applying mentoring skills through observations and coaching conferences, and examining data collection methods. The purpose of mentoring is to support new teachers' personal and professional development through guidance, feedback and ensuring confidentiality in the mentoring relationship.
2. writing learning-objectives
This document discusses learning objectives and their importance in education. It defines key terms like goals, objectives, instructional objectives and learning objectives. It emphasizes that objectives should be learner-centered and measurable. The document outlines the components of a well-written learning objective, including the audience or learner, the observable behavior, the conditions of performance, and criteria for acceptable demonstration of the behavior. It provides examples of learning objectives written according to these components and guidelines. The document stresses that learning objectives are essential for guiding curriculum development, instructional methods, and student assessment.
Outcome based education
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
Lesson-3-Different-Classifications-of-Assessment (1).pptx
The document discusses different classifications and purposes of assessment. It describes:
- Educational assessments which are used in schools to track student progress, including formative assessments during lessons and summative assessments after instruction.
- Psychological assessments which measure cognitive and non-cognitive traits like intelligence and personality.
- Different forms of assessment like paper-pencil tests which have single correct answers, and performance assessments where students demonstrate skills.
- The purposes of assessments, such as teacher-made tests for classrooms versus standardized tests with fixed administration procedures.
- Assessments measuring achievement which evaluate learning, and aptitude tests which predict the ability to learn new skills.
- The difference between speed tests
Classroom based assessment tools
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
OUTCOME BASED HIGHER EDUCATION.pptx
It explains about different aspects of outcome based education which will be useful for teachers of higher education and teacher education.
Similar to Security Administration Iv 4 Curriculum Design (20)
Mastering Success a Comprehensive Guide to Competitive Exam Preparation.pptx
Mastering Success a Comprehensive Guide to Competitive Exam Preparation.pptx
Lesson-3-Different-Classifications-of-Assessment (1).pptx
Lesson-3-Different-Classifications-of-Assessment (1).pptx
More from Carter F. Smith, J.D., Ph.D.
APA Manual 7th Edition - prerelease essentials
The powerpoint slideshow for the American Psychological Association (APA) Manual -- 7th Edition (prerelease notes)
The Hounds
The Hounds were a group of gang members in New York who joined the military to fight in the Mexican-American War, and ended up in Yerbe Buena (San Francisco) as Domestic Terrorists. Check these guys out with this short presentation.
Street gangs terrorists and outlaw bikers smith-harms withpaper
The document examines the perceived threat of organized crime groups with military-trained members (MTGMs) in communities. A survey of law enforcement found most agree that street gangs, outlaw motorcycle gangs, and domestic extremist groups have members with military experience or training. Those with more knowledge of MTGMs perceived a greater threat, seeing evidence of these groups using military weapons, tactics, and committing violent crimes. More research is needed with broader samples to better understand the threat posed by organized criminal groups connected to the military.
Military trained gang members in the volunteer state- four year follow-up wi...
Military trained gang members in the volunteer state- four year follow-up wi...Carter F. Smith, J.D., Ph.D.
The presence of military-trained gang members (MTGMs) in the community increases the threat of violence to citizens. The problem addressed was the growing presence of military-trained gang members in civilian communities in Tennessee. We examined the perceived presence of military-trained gang members of gang investigators at the annual conference and whether there had been changes since the previous survey. Many respondents reported gang members in their jurisdictions were increasingly using military-type weapons or explosives (51%), as well as military-type equipment like body armor, night-vision devices, etc. (30%). Although few (24%) agreed that gang members were using military-type tactics, a majority (over 90%) reported gang members committed home invasions and armed robberies. Many (46%) reported that there were gang members in their jurisdiction currently serving in the military, while 64% reported they had gang members who had served. Most of the respondents (66%) did not believe that military representatives advised their department when gang members were discharged from the military. More of the 2014 respondents than those in 2010 reported gang member use of military weapons, explosives, and equipment. More also reported gang members committed home invasions and armed robberies, and gang members currently in the military in their jurisdictions. Fewer thought their organization had a working relationship with military investigative authorities.Success tips for (my) classes
Insight intended to get students to think about what we teach what we teach at the University. The need to shift from High School, peer-infected decision making to stand-out-in-a-crowd, competitive workforce is the intended focus.
James Earl Hitchcox
This document provides an obituary for James Earl Hitchcox who passed away on April 22, 2014. It lists his birth and death dates, includes a Bible verse, and mentions that he was mourned by 10 children upon his death but welcomed by one in heaven. It also notes that he was a beloved father, great grandfather, and best friend who enjoyed hiking and being with his family.
Current and emerging trends in the private security industry and the need for...
Current and emerging trends in the private security industry and the need for...Carter F. Smith, J.D., Ph.D.
The document discusses current and emerging trends in the private security industry and the need for continuing education and training of security professionals. It covers the history of private security, challenges in the field, perceptions of security professionals, efforts toward professionalization, current education practices, and the future of the industry. Key points include the growth of private security surpassing public policing; the shift to higher education needs due to technological and criminal advancements; ensuring security is perceived as a true profession through qualification, academic acceptance, and corporate recognition; and preparing for future trends like increased cyber threats, social media challenges, and crisis management responsibilities.Gang investigators' perceptions of military trained gang members in the south...
Gang investigators' perceptions of military trained gang members in the south...Carter F. Smith, J.D., Ph.D.
Communities everywhere have experienced the negative effects of street gangs. The presence of military-trained gang members (MTGMs) in the community increases the threat of violence to citizens. The problem addressed was the apparently growing presence of military-trained gang members in civilian communities in two southern states. The purpose was to determine the perceived presence of military-trained gang members and examine whether there was a relationship between the perceptions of gang investigators regarding the presence and the size of their jurisdictions, the proximity of their jurisdictions to a military installation, and the extent to which investigators participate in anti-gang activities. The Army, Army National Guard, and Army Reserve were identified as the largest sources of MTGMs and the Bloods, Crips, and Gangster Disciples were the gangs most represented. Military leaders should acknowledge the increase in gang-related crime and address the problems caused for both military and civilian communities without attempting to quantify the threat level. Military leadership should continuously examine activities of all suspected gang members for active gang affiliation for retention purposes while evaluating any gang affiliation for security clearances. Military Law Enforcement liaison for recruiters should develop effective communication with law enforcement agencies to assist with information sharing.Gangcoptechspeak
Technology advances have changed the way the average American communicates, plans his or her day, shops, drives, and does many other things. Technology has changed the way criminals, specifically gang members, live their lives as well. As gangs evolve, many adopt more of a business model. How does that affect the way law enforcement should investigate them?
You will get an overview of criminal communications options, actions, and interactions followed by a discussion of how law enforcement – mostly gang cops – can and do respond. Ideas on how to engage, assist, or even thwart the detection of such activity will be provided. The use of metaphors to explain how technology functions often helps the not-so-literate grasp the concepts we will discuss – an impromptu brainstorming session on how that works will likely occur.
Forget Internships - Bring Employers and Their Work into the Classroom!
An initial look at an alternative to internships that seeks to provide experience producing reports, networking opportunities, and exposure to the professions studied. This initiative was launched in response to new information regarding DHS employee education preparation, an increased interest in teaching to increase critical and creative thinking, and a limit on available internships. Students engage in individually-graded group assignments, submit and resubmit reviewed work, and selected reports and summaries are identified as able to be submitted to official agencies and organizations.
Domestic Terrorism in the Next Eleven
The document discusses domestic terrorism trends in 11 developing countries known as the "Next Eleven": Bangladesh, Egypt, Indonesia, Iran, Mexico, Nigeria, Pakistan, Philippines, Turkey, South Korea, and Vietnam. For each country, it provides brief background information and then lists the main domestic terrorist and homegrown violent extremist groups operating within the country. The document aims to analyze domestic terrorism threats in rapidly developing economies that have the potential to become globally influential powers.
12 steps to_id-dt
The identification process for Domestic Extremists requires considering many indicators. Recently released research indicates examining the mix of behavioral indicators such as personal connections, ideology, travel, and training may prove beneficial in determining the existence of an individual’s extremist views. The presentation suggests using these indicators not as a checklist but as a type of scale to help analysts determine priorities for research and investigation as resources become available.
I gangs hi tech gang communication-handout
Carter F. Smith is a gang expert who provides information on how gangs are evolving with technology. As communication technologies have advanced, gangs now utilize mobile phones, text messaging, social media, and the internet to coordinate activities and exchange information. This raises evidentiary and legal issues for law enforcement investigating gang activities in the digital age.
Gangs and the military
brief update on Gangs in the Military and the gang activity perception questionnaire that collected data on military-trained gang members
All grown up handouts
1) As gang members age, they gain more experience with crime and violence. This can make older gangs more sophisticated and dangerous than youth gangs.
2) Studies show the average age of gang members has increased over time, with over 70% of gang members now adults. As juveniles stay in gangs into adulthood, it increases the number of experienced criminals.
3) Advanced adult gangs may take on new criminal objectives beyond local turf wars. Some evolve into transnational criminal organizations comparable to organized crime groups. Addressing these challenges requires a coordinated community response.
Public service announcement
A tool to remind audience members that loud cell phones are annoying, disrespectful, and rude . . .
This one has a twist at the end - designed to ask for silence but allow for input via text-messaging like with polleverywhere.com
Security administration in the classroom more challenging when it’s not as ...
Security administration in the classroom more challenging when it’s not as ...Carter F. Smith, J.D., Ph.D.
Gabbidon examined perceptions of criminal justice students in a security administration class, asking reasons for taking the course, knowledge regarding the security field, their career objective, and whether they considered working in the security field. He later asked whether their interest in working in the security field had decreased, increased, or remained the same, whether their respect for the field decreased, increased, or remained the same, and how they would rate the course in comparison to other criminal justice courses they had taken. This research was replicated to determine differences in perceptions of security administration by current criminal justice students.
Keywords: private security, security administration, homeland security education, criminal justice courses, teaching security
Gang member undergrads what are gang members doing in our colleges and univer...
Gang member undergrads what are gang members doing in our colleges and univer...Carter F. Smith, J.D., Ph.D.
Abstract: With the growing presence of criminal street gang members in the United States, communities everywhere are experiencing the damaging impact of their criminal behavior. A 2011 report by the National Gang Intelligence Center reported the number of gang members in the United States was conservatively estimated at 1.4 million. As these gang members evolve, are they using our nation’s colleges and universities to educate themselves? How will that affect our communities? This paper reports results of a survey of college students and campus police regarding their perception of the presence of gang members on their campus. Less than one in four students agreed there was a gang problem in the community around their campus, while two of three of the police respondents agreed with the statement. Students and police agreed in similar percentages that there was a gang problem within the campus community. At least half of both students and police thought gang members were responsible for less than 10% of crime on campus. About two of three students and police reported less than 10% of the students were active gang members. The Bloods, Crips, and Gangster Disciples were the top three gangs in the campus community for both groups. Drugs crimes, Assaults, assorted Weapons crimes, Robberies and Sexual Assaults were reported as gang-related crimes.
Keywords: gang activity in college, street gangs in university, percent of students having gang association, gangs in college, gangs in universities, college gangs.
Gang Investigators' Perceptions of Military-Trained Gang Members in the Sout...
Gang Investigators' Perceptions of Military-Trained Gang Members in the Sout...Carter F. Smith, J.D., Ph.D.
This research study was designed to describe characteristics and perceptions of members of two Gang Investigators' Associations and to examine whether a relationship existed between the perceptions of gang investigators regarding the presence of MTGMs in their jurisdictions and the size of the gang investigators’ jurisdiction (i.e., county size, number of officers employed), the extent to which the gang investigators participate in anti-gang activities, the proximity of the gang investigators’ jurisdiction to a military installation (from survey and computed), time spent in anti-gang activities, age of investigator, and military installation size. The Military Gang Perception Questionnaire (MGPQ) (Smith, 2010), was used to address the goals of the study. A few of the questions paralleled a prior survey by the Florida Department of Law Enforcement (FDLE) (2007). The data and results of this study will be published and discussed elsewhere for academic and training purposes without openly identifying the source of information per an agreement between the author and the association board of directors.
Presentation for 2011 Southern Criminal Justice Association Meeting, Nashville, TNGang terroroc scja2011
Distinguishing Gangs, Organized Crime, and Terrorism Carter F. Smith & Jeffrey P. Rush, Austin Peay State University
Presentation for 2011 Southern Criminal Justice Association Meeting, Nashville, TN
More from Carter F. Smith, J.D., Ph.D. (20)
Street gangs terrorists and outlaw bikers smith-harms withpaper
Street gangs terrorists and outlaw bikers smith-harms withpaper
Military trained gang members in the volunteer state- four year follow-up wi...
Military trained gang members in the volunteer state- four year follow-up wi...
Current and emerging trends in the private security industry and the need for...
Current and emerging trends in the private security industry and the need for...
Gang investigators' perceptions of military trained gang members in the south...
Gang investigators' perceptions of military trained gang members in the south...
Forget Internships - Bring Employers and Their Work into the Classroom!
Forget Internships - Bring Employers and Their Work into the Classroom!
Security administration in the classroom more challenging when it’s not as ...
Security administration in the classroom more challenging when it’s not as ...
Gang member undergrads what are gang members doing in our colleges and univer...
Gang member undergrads what are gang members doing in our colleges and univer...
Gang Investigators' Perceptions of Military-Trained Gang Members in the Sout...
Gang Investigators' Perceptions of Military-Trained Gang Members in the Sout...
Recently uploaded
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Security Administration Iv 4 Curriculum Design
- 3. Curriculum Concepts • Define and distinguish • Critical elements • Competency-based education • Steps in determining outcomes
- 4. 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
- 5. 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
- 7. skills & abilities
- 8. Competency-based education, AKA •Performance-based •Outcome based •Behavior-stated •Criterion-referenced
- 9. 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
- 10. 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
- 11. 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
- 13. Curriculum Design • Identify instructional goals • Identify behavior characteristics • Develop performance criteria • Implement instructional strategy • Select instructional materials
- 14. 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
- 15. 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
- 16. 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
- 17. Develop performance criteria • Based on performance objectives • Written before lesson plans or references • Measures learners’ accomplishment • Objective, not subjective
- 18. 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
- 19. Select instructional materials • Develop & select instructional material • Provide instructor with guide/requirements • Testing material for performance objectives – Pretest – Posttest
- 21. Review
- 22. 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?
- 23. That’s all . . .