Writing Curriculum Goals, Competencies, and Objectives

1
Writing Curriculum Goals, Competencies, and
Objectives
2
Setting Goals, Competencies and

• Most time consuming part
• Most frustrating part of the curriculum
  development process
• Usually done by one person or a small committee

3
Goals

• Set at the national, state and local level.
• At the national level, goals are usually set as a
  result of a national study

4
Types of Goals and Objectives

• Goals- broad aims or purposes of a curriculum or
  program- immeasurable
• Examples
• Develop intelligent consumer habits in the
  marketplace.

5
Famous National Goal Reports For All Public
Schools

• Seven Cardinal Principles (The Reform of
  Secondary Education, 1873).
• Purposes of Education in American Democracy
  (1938).
• Fourteen Basic Goals, (White House, 1955).
• Ability to Think, National Education Association,
  1961.
• What Work Requires of Schools A SCANS Report for
  America, 2000.

6
National Goals for Vocational Education

• National goals for Vocational Education were not
  clearly addressed until the early 1960s
• John Kennedy appointed the Panel of Consultants
  on Vocational Education in 1961 as a reaction to
  Sputnik and A Nation at Risk. These influenced
  the wording of the Vocational Education Act of
  1963.

7
National Goals for Vocational Education

• The Panel of Consultants made five
  recommendations
• Offer training to non-college graduates
• Provide retraining for those that lose their jobs
  due to technology
• Meet need for highly skilled craftsman and
  technicians
• Expand programs consistent with employment
  opportunities and national economic needs
• Make equally available to all regardless of
  race,sex, scholastic aptitude or place of
  residence.

8
Your reaction?

• Reflect on all the recommendations made by the
  Panel of Consultants. What is your first thought?
  Can one program do all this? When were community
  colleges put in place to help with these
  recommendations?

9
National Goals for Vocational Education

• The Unfinished Agenda was prepared by the
  National Commission on Secondary Vocational
  Education (1984).
• Personal skills and attitudes
• Communication and computational skills and
  technological literacy
• Broad and specific occupational skills and
  knowledge
• Foundations for career planning and lifelong
  learning

10
National Goals for Agricultural Education

• Understanding Agriculture New Directions for
  Education, (the green book) sponsored by USDA and
  USDE, conducted by the National Academy of
  Science (1988)
• Conducted by a blue ribbon committee

11
Selected Sections

• Program content has failed to keep up w/ modern
  agriculture, the program is much like it was when
  the Voc Ed Act of 1963 was passed.
• 1986 - 41 of ag ed programs were characterized
  as production.
• Current programs that have changed little,
  prepare students for a rather limited and
  generally shrinking part of the job market .

12
Selected Sections

• Good programs attract a cross section of the
  student body.
• Ag Ed programs are costly, but not the most
  expensive.
• Because the FFA influences Ag Ed so greatly, some
  changes within the FFA is needed. The curriculum
  should drive the youth organization, not the
  reverse.

13
National Agricultural Ed. Goals

• Together We Can- late 1980s
• National Council of Ag.Ed.
• Teleconferences at national and state level,
  strategic planning strategies,
• Came up with plan to address recommendations in
  the green book

14
National Agricultural Education Goals

• Reinventing Agricultural Education for the Year
  2020, Sponsored by the Kellogg Foundation
• Grass root reports from local and states
• Visioning and strategic planning

15

• List five characteristics you think agricultural
  education programs will possess in the year 2020.
• Should these changes be addressed in current
  agricultural education programs?

16
National Ag. Ed. Goals

• Goal 1- An abundance of highly motivated,
  well-educated teachers in all disciplines,
  pre-kindergarten through adult, providing
  agriculture, food, fiber and natural resources
  systems education.
• Goal 2- All students have access to seamless,
  lifelong instruction in agriculture, food, fiber
  and natural resources systems through a wide
  variety of delivery methods and educational
  settings.
• Goal 3- All students are conversationally
  literate in agriculture, food, fiber and natural
  resources systems.
• Goal 4- Partnerships and strategic alliances
  ensure a continuous presence of education in and
  about agriculture, food, fiber and natural
  resources systems.

17
Objectives

• General Objectives- tend to be broad and
  immeasurable, closest to our competencies.
• Example Demonstrate personal safety measures in
  the use of tools, equipment, materials, and fire
  prevention utilized in agricultural engineering
  facilities.

18
Objectives

• Specific objectives or performance objectives-
  closest to our objectives.
• Example Differentiate between safety color
  meanings as defined by the Occupational Safety
  and Health Administration.

19
Preparing Objectives

• Four steps
• Identify the type of objective
• Select the objective
• Classify the objective
• Add specifications to the objective

20
Preparing Objectives

• Step 1
• Identify the type of objective
• Terminal- represents performance in the worker
  role
• Example Propagate plants asexually using
  stems and roots.

21
Preparing Objectives

• Types of Objectives
• Enabling-focuses on what the students needs to
  learn to attain the terminal objective. It can
  focus on knowledge, awareness, fundamental
  skills, or attitudes.
• Example Identify plant species that can be
  asexually propagated successfully.

22
Preparing Objectives

• Step 2
• Select the objective
• Must align with the chosen content
• Must be align to meet the students needs ( ex.
  special needs students)
• Make sure resources are available

23
Preparing Objectives

• Step 3
• Classify the objective
• Cognitive- knowledge
• six classes knowledge, comprehension,
  application, analysis, synthesis and evaluation

24
Cognitive

• Cognitive Domain- Blooms Taxonomy
• C1- Knowledge
• C2- Comprehension
• C3- Application, Analysis, Synthesis,
  Evaluation

25
Psychomotor Domain

• Psychomotor- hands on, performance
• Seven classes perception, set, guided response,
  mechanism, complex overt response, adaptation,
  origination

26
Psychomotor Domain

• Seven Levels
• Perception - awareness of objects in the
  environment
• Set - becoming ready for a particular activity
  (taking a position)
• Guided response - learners perform individual
  activities that will become part of a more
  complex task

27
Psychomotor Domain

• Mechanism - behaviors learned in guided response
  become habitual. (Proficient)
• Complex overt response - learners involved in
  more complex tasks, with response coming
  automatically
• Adaptation - learners are able to adapt
  activities to meet unanticipated situations
• Origination - ability to create new actions based
  upon previously developed skills

28
Affective Domain

• Affective- attitudes and values
• five classes receiving, responding, valuing,
  organizing and characterizing

29
Affective DomainFive Levels

• Level 1
• Receiving - learner is aware of and willing to
  receive a value, belief, or attitude. No
  comprehension is implied

30
Affective Domain

• Level 2
• Responding - learner actively responds to the
  information presented in either a positive or
  negative manner.

31
Affective Domain

• Level 3
• Valuing - learner shows a commitment to beliefs
  in a consistent way. Voluntary acceptance.

32
Affective Domain

• Level 4
• Organization - learner selects the stronger
  beliefs held within a group

33
Affective Domain

• Level 5
• Characterization - learner is described by the
  belief that has been adopted

34
Preparing Objectives

• Step 4
• Add specifications to the objective
• Activity- what the student should actually do
• Conditions- may include tools and equipment
  needed, materials such as books and manuals,
  environmental conditions, problems the student
  must solve first
• Standard- establishes the student performance
  level or levels ex. within a half- hour)

35
Sequencing Objectives in Blueprint

• No empirical evidence indicates anyone way is
  best
• Instructors must have input and must believe in
  the sequencing of competencies and objectives if
  they are to adopt a sequence created by someone
  else.
• Must consider seasonal crops, availability of
  equipment, time to travel and etc..

36
Writing Appropriate Competencies and Objectives

• Statements of what the student should be able to
  do when at the end of the course
• State in behavioral terms
• May involve all three domains of learning

37
Writing Appropriate Competencies and Objectives

• Activity What is the student supposed to do? (
  an action verb)
• Conditions Under what conditions will the
  activity be performed?
• Specifications/Standard What is the acceptable
  level of performance?

38
Sequencing Factors

• In N.C., the blueprints have no sequence. They
  are lists of competencies and objectives that
  students should be able to perform by the end of
  the course.
• The teacher determines the order in which they
  will be taught

39
Blueprints

• Column
• 1- Comp and Obj.
• 2-Unit, Competency and Objective Statements-the
  student will be able to/
• 3- Time in Hours
• 45- Course Weight- Cognitive or Performance

40
Blueprints

• 6 Type Behavior
• (CCognitive PPsychomotor AAffective)C1,
  C2, C3, A, P
• 7 Integrated Skill Area
• AArts EEnglish Language Arts, CDCareer
  Development, CSInformation/Computer
  Skills,CCommunications HHealthful Living
  MMath SCScience SSSocial Studies.
• 8 Core or Supplemental

41
North Carolina DPI Standards and Criteria

• Competency Statements
• -Typed in bold print
• - The level of performance should be higher or
  the same as the objectives and should be at the
  highest level expected for that course.
• - Have a minimum of two objectives

42
DPI Standards and Criteria

• Competency Statements
• Contains a statement of observable or measurable
  outcome.
• Begin with one action verb and make a complete
  sentence when combined with the stem.
• Will reflect the most important content
• (strategies and activities related to CTSO are
  not allowed)

43
DPI Standards and Criteria

• Objective Statements
• Differ from competency statements in that they
  should
• collectively reflect the skills specified within
  that competency
• Can be only performance objectives (but enablers
  must be present in the blueprint somewhere)
• Typed in italics

44
DPI Standards and Criteria

• Must be written in language and terminology
  consistent with that used throughout DPI.
• Must be free of error.
• Separated by course and level
• (no duplication).

45
Competencies and Objectives

• Refer to a blueprint for examples
• Practice writing both in class