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