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Course Competency Development Course Competency Development

Course Competency Development - PowerPoint Presentation

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Uploaded On 2018-09-29

Course Competency Development - PPT Presentation

Dr Mollie F DeHart District Director mdehartmdcedu 3052373731 Denisse Cabrera Curriculum Specialist dcabrer1mdcedu 3052377479 Julian Chiu Curriculum Specialist jchiumdcedu ID: 681713

curriculum learning competency competencies learning curriculum competencies competency information student scns outcomes behavior explains frameworks performance courses statements selects

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Slide1

Course Competency Development

Dr. Mollie F. DeHart

, District Director

mdehart@mdc.edu

305.237.3731

Denisse Cabrera

, Curriculum Specialist

dcabrer1@mdc.edu

305.237.7479

Julian Chiu

, Curriculum Specialist

jchiu@mdc.edu

305.237.3138Slide2

Objectives

As a result of this workshop, participants will be

able to:

Utilize the State Course Numbering System (SCNS) and Curriculum Frameworks to research course competency content.

Explain how course competencies are identified and developed and how they fit into the curriculum development cycle.

Develop stem statements for course competencies.

Develop “Student Performance Objective” statements (i.e., “by” statements).

Select at least one Learning Outcome (LO) which corresponds to the stem and/or performance statements.

Differentiate between cognitive, psychomotor and affective competencies.

Submit new/revised competencies through the CurricUNET system and the Curriculum Approval Timeline.Slide3

A Course Competency is…

A tool to support learning by

:

Focusing learning on the critical competencies needed for

success

Providing

the framework for identifying learning

options, curriculum, program needs

Supporting effective forecasting of

project-related

learning

requirements

Providing

standards for determining how well learning has

occurred by ensuring:

Competence

Learner performance

Intended

result of instruction vs. the process of instructionSlide4

Breakdown of Developing Student OutcomesSlide5

Curriculum Approval for Existing Course Competencies

(Originator)Slide6

Curriculum Approval for

New Courses

(Originator)Slide7

Statewide Course Numbering System (SCNS)

What is SCNS?

SCNS

is a repository of course information for the entire

state. Instructors who plan

new courses can view descriptions of existing

courses, both

original course descriptions

and statewide

course profiles.

C

ourses

are organized by course categories, content areas

and existing

course offerings within those

areas. Specific

course information can be easily

identified and

retrieved.

Statewide Articulation Agreement

Florida Administrative Code

6A-10.024

, FAC

, and

FS

1007.24

establish

provisions to facilitate the efficient transition of students through the various levels of the educational

system, and ensure courses are equivalent

if the appropriate faculty discipline committee has judged the content to be similar, including equivalency of faculty credentials. Slide8

SEARCHING SCNS

FIND A COURSE

Search or browse

for institution and

statewide courses.Slide9

SEARCHING SCNS CONT.

Select the discipline only

to search among all discipline prefixes

. If prefix entered

, there

is no need to select the discipline

.

Note: You can perform other search entries (i.e. by title, description, century, etc.)Slide10

FLDOE Curriculum Frameworks

The

Division of Career and Adult Education

publishes the curriculum frameworks aligned to the Career Clusters delineated by the U.S. Department of Education. The Career Cluster frameworks pages also contain links to Community College AS/AAS and CCC frameworks. To determine to which cluster a particular program is assigned, you may view an alphabetical list of all

Secondary/PSAV CTE programs

or

AS/AAS/CCC programs

.Slide11

Course Competency Template

Competency Development

Instructions

Example

Stem/Goal

Student

Learning Outcomes (SLO) Format

Begin with a general statement of knowledge, skills, and abilities:

The student will learn

to

demonstrate an understanding of curriculum development by:

Performance

/Objective Statement

Lead to the achievement of stems/goals

Begin with a verb (“

ing

” verb) and answer this question:

Upon completion of the

course how will the learner:

Demonstrate competency

Demonstrate proficiency

Composing course proposals within established guidelines

Learning Outcomes (LO)

Select at least one Learning Outcome (LO) which corresponds to your stem and/or performance statements.

Communication,

Critical Thinking,

Numbers and Data,

Computer/Technology, Usage, etc.Slide12

Sample of Course Competency

The student will learn the fundamentals of developing course competencies by:

Composing course competencies within established guidelines

Establishing the appropriate Learning Outcomes, which correspond to the course objective

Utilizing the resources available in the competency workshop

Critical Thinking (3), and Information Literacy (4)

Stem

“By”

Statements

LOsSlide13

Competency vs. Activity

A course competency describes student learning outcomes

NOT

instructor or student activities.

Non-examples:

“Viewing specific films and slides on various art movements.”

“Attending various lectures.”

“Studying about the Spanish borderlands and Mexican rule over California, Texas, and New Mexico, and knowing about the revolution in Texas, Manifest Destiny, and the war with Mexico.”

“Reading relevant media and magazine articles, viewing selected television programs, reading related books and regularly attending class.” Slide14

Bloom’s Taxonomy

Systematic grouping of outcomes

Share characteristics

Sequential and cumulative orderSlide15

3 Types of Learning Domains:

Cognitive: mental skills (

Knowledge

)

Psychomotor: manual or physical skills (

Skills

)

Affective: growth in feelings or emotional areas (

Attitude

)

Upon successful completion of this course, the student will demonstrate knowledge of the nature and evolution of behavior in animals by:

listing the genetic and environmental contributions to behavior.

distinguishing between innate and learned behavior.

identifying the types of learning behavior.

discussing the nature of animal cognition.

evaluating the nature and significance of social behavior and sociobiology.

SIMPLE COMPLEX

TOSlide16

Cognitive Domain

CATEGORY

KEY WORDS (VERBS)

Knowledge: Recall data or information.

defines

, describes, identifies,

lists

,

outlines

,

reproduces

, selects, states.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems

.

converts

,

distinguishes

, estimates, explains,

interprets

,

summarizes.

Application: Use a concept in a new situation or unprompted use of an abstraction.

applies

,

constructs

, demonstrates,

modifies

,

prepares

,

uses

.

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood.

analyzes

,

compares

, contrasts, 

differentiates

,

distinguishes

, identifies, illustrates,

relates

, selects, separates.

Synthesis: Builds a structure or pattern from diverse elements.

categorizes

, combines, compiles, composes, creates,

designs

, explains, generates, modifies, organizes, plans,

relates

,

summarizes.

Evaluation: Make judgments about the value of ideas or materials.

compares

,

contrasts

,

critiques

,

describes

,

evaluates

, explains, interprets,

summarizes

, supports.Slide17

Affective Domain

CATEGORY

KEY WORDS (VERBS)

Receiving Phenomena: Awareness, willingness to hear, selected attention.

describes

,

identifies

, locates, names,

selects

,

replies

, uses.

Responding to Phenomena: Active participation on the part of the learners. 

complies, discusses,

performs

,

presents

,

reports,

selects.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. 

completes

, demonstrates, differentiates,

explains,

reports,

selects.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. 

arranges

, combines, compares,

explains

, formulates,

identifies

, integrates, modifies,

organizes

, prepares,

synthesizes

.

Internalizing values (characterization):

The

behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. 

displays

,

modifies

,

qualifies

,

solves

, verifies.Slide18

Psychomotor Domain

CATEGORY

EXAMPLE AND KEY WORDS (VERBS)

Perception: The ability to use sensory cues to guide motor activity. 

describes

,

differentiates

, distinguishes, identifies, isolates,

selects

.

Set: Readiness to act. It includes mental, physical, and emotional sets.

displays

, explains,

shows

,

states.

Guided Response: The early stages in learning a complex skill that includes imitation and trial and error.

reproduce

,

responds.

Mechanism: This is the intermediate stage in learning a complex skill. 

assembles

, calibrates, constructs,

displays

,

measures

,

mixes

, organizes, sketches.

Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns.  

assembles

, builds,

constructs

,

displays

,

measures

,

mixes

, organizes, sketches

.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

adapts

,

changes

, rearranges,

revises.

Origination: Creating new movement patterns to fit a particular situation or specific problem.

arranges

, builds, combines, composes, constructs, creates

,

designs.Slide19

Upload Information Into

CurricUNET

Upon School/Discipline discussion and course information from SCNS (if any) begin to

enter and develop the

curriculum

in the Curriculum Management System:

Via this tool you will be able to create/build your courses and program information, including but not limited

to:

Course description

Units/Hours

Requisites

Instructional Support

Fees

Course Competencies and Student Learning Outcomes

Course Gordon

Rule

Note: All information must be entered into

CurricUNET

. For further information, refer to the

Curriculum Instruction Manual

  , Create New

Programs.Slide20

Resources

Browse

SCNS

for existing (if available) course descriptions and competencies

Verify that the competencies are appropriate for the level of instruction

Verify that the competencies meet state guidelines (

FLDOE Frameworks

)

Review the OAP

Course Competencies Development Page

Upload Information into

CurricUNET

For additional help in using CurricUNET, please register for the CT&D CurricUNET workshop