2Objectives As a result of this workshop, participants will be able to: Explain how MDC course competencies are identified and developedAccess SCNS to browse course competenciesExplain how course competencies fit into the curriculum development cycleDifferentiate between competencies, instructional activities, and instructional objectivesDevelop stems/goals for course competenciesAdd SCNS Objective
3Objectives (cont)Develop “Student Performance” statements (“by” statements) for stems/goalsDifferentiate between cognitive, psychomotor, and affective competenciesUse the MDC Course Competency Template – Form 112 to develop competencies at appropriate levels of the cognitive, psychomotor, and affective domainsAccess and upload competencies to the Course Competency Project SharePoint site
4Breakdown of Developing Student Outcomes SCNSExistingCourse?BrowseCourseProfilesFind anExistingCourseIntentof theCourseSCNSExampleForm112ApprovalAdd all breakdown componentsUploadtoSharePoint
5Breakdown of Developing Student Outcomes Statewide Course Numbering System (SCNS):Browse existing course profileExisting course?Intent of the course/complexityFind existing competencies/outcomes for similar courses at similar institutionsSCNS ExampleDevelop course competency using MDC format (Form 112)Upload to Course Competency SharePointApproval ProcessMention that a login is not necessary. All menu options are on the left navigation pane. Users can browse courses, institutions, etc.
7MDC Academic Approval Process Flowchart for Curriculum/Existing Programs
8MDC Academic Approval Process Flowchart for Curriculum/New Programs
9Sample of Course Competency Format using MDC Form 112 The student will be able to demonstrate an understanding of curriculum development by:Composing course proposals within established guidelinesDescribing components of Learning OutcomesIncorporating assessment of Learning Outcomes in course proposalsUtilizing resource materials and tools providedConstructing courses which meet the needs of the student and institutionStem“By”StatementsTake
10“By” Statements Lead to Achievement of Stems/Goals Stem/Goal“By” Statements“By” Statements
11A Course Competency is a… Description of:CompetenceIntended result of instruction vs. the process of instructionStated in terms of learner performance
12Purpose of Competencies? Ensure institutional & statewide consistencySelect instructional strategiesProvide framework for learning outcomes assessmentDefine discipline and course learning outcomes in relationship to general education outcomes and competencies
13Course Competency Template Column 1Column 2Stem/Goal“By”: (Performance)Begin with a general statement of knowledge, skills, and abilities:Begin with a verb (“ing” verb) andanswer this question:What will the learner know or be able to do upon completion of the course?The student will…How will the learnerdemonstrate competencyor proficiency?
14Course Competency Desired results from instruction Does not precisely clarify what a learner must do or how a learner should perform. (Specific learning outcomes appear in course syllabi)
15Examples of Stems/Goals The student will demonstrate knowledge of solving systems of linear equations and inequalities by:The student will apply a comprehension of nutritional research by:The student will demonstrate knowledge in completing the accounting cycle by:The student will demonstrate analysis of aesthetics, philosophy, and visual images by:
16Examples of Competencies 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.The student will demonstrate an understanding of the importance of language in the development of culture by:explaining how language develops.identifying the main type of language families.analyzing how language and culture impact each other.
17Examples of Competencies (cont) The student will demonstrate an understanding of a visual C++ programming environment by:creating C++ programs and projects in a visual C++ IDE.compiling C++ programs and projects in a visual C++ IDE.testing C++ programs and projects in a visual C++ IDE.debugging C++ programs and projects in a visual C++ IDE.executing C++ programs and projects in a visual C++ IDE.The student will demonstrate knowledge of geometric formulas by:computing perimeters and areas of plane figures.computing volumes of solids such as prisms, spheres, right circular cylinders, right circular cones.
18Competency 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.”Change recognize competency.
19Competency vs. Activity Non-examples:“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.”
20Course Competency Performance – What should the learner be able to do upon completion of the course?Ask…“What should learners be able to do when demonstrating competency of the task/content?”
21The Performance Component of a Competency (“by” statement) Select an action verb to describe what learners know or do.Action verbs must be measurable, verifiable or observable.
22Examples of Performance The student will … by:“Explaining how business transactions can be stated in terms of the resulting changes in the three basic elements of the accounting equation.”“Describing the patterns in the orbits, spins, sizes, and densities of the planets as well as concepts in the origin of the system.”“Identifying appropriate laboratory data collection procedures, techniques and equipment necessary to perform standard analytical laboratory activities.”
23Levels of Learning/Hierarchies of Course Competencies SimpletoComplexUpon 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.
24Lower to Higher Higher Lower The student will demonstrate an understanding of a visual C++ programming environment by:creating C++ programs and projects in a visual C++ IDE.compiling C++ programs and projects in a visual C++ IDE.testing C++ programs and projects in a visual C++ IDE.debugging C++ programs and projects in a visual C++ IDE.executing C++ programs and projects in a visual C++ IDE.
25Intent of Course/Complexity Does the competency meet state guidelines?SCNSFrameworksIs the competency appropriate for the level of instruction?
26Cognitive Domains & Taxonomies in Course Competencies
27Taxonomy Systematic grouping of outcomes Share characteristics Sequential and cumulative orderGreg to expand on the information
283 Learning DomainsCognitive - Development of intellectual abilities and skillsPsychomotor - Manipulative or motor skillsAffective - Changes in interests, attitudes, values and emotional adjustments
29Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html 3 Types of Learning:PsychomotorManual or Physical Skills (Skills)How we “do”AffectiveGrowth in feelings or emotional areas (Attitude)How we “feel”CognitiveMental Skills (Knowledge)What we know
30Cognitive Domain Bloom (Revised) Includes competencies which deal with remembering information and developing intellectual abilities
31Bloom’s Taxonomy of Cognitive Domain (Revised) Taxonomy LevelsCreatingEvaluatingAnalyzingApplyingUnderstandingRemembering
32Cognitive Domain Levels Sample VerbsRemembering: can the student recall or remember the information?Define, duplicate, list, memorize, recall, repeat, reproduce, stateUnderstanding: can student explain ideas or concepts?Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying: can the student use the information in a new way?Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, writeAnalyzing: can the student interpret information?Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, question, testEvaluating: can the student justify a stand or decision?Appraise, argue, defend, judge, select, support, value, evaluateCreating: can the student create a new product or point of view?Assemble, construct, create, design, develop, formulate, writeAdditional Examples: Michael Pohl's Website about Bloom's Taxonomy
36Taxonomy of Psychomotor Domain Taxonomy LevelsNaturalizationArticulationPrecisionManipulationImitation
37PSYCHOMOTOR DOMAIN NATURALIZATION IMITATIONObserves skills and attempts to report itMANIPULATIONPerforms skills by instruction rather than observationPRECISIONReproduces a skill with accuracy, proportion and exactness; usually performed independently of original sourcesARTICULATIONCombines more than one skill in sequence with harmony and consistencyNATURALIZATIONCompletes one or more skills with ease; requires limited physical or mental exertionsPSYCHOMOTOR DOMAIN
38Sample Verbs For Psychomotor Domain IMITATIONMANIPULATIONPRECISIONARTICULATIONadjustarrangeadministerconductapplycodebookdocumentassemblecontrolclipencirclebuilddesignderivegraphcalibratedismantledrawpullchangedisplayfocuspushcleandrillhandleregulatecombineencapsulateidentifysculptcomposeexpandintroducesetcomputefastenlocatesketchconnectfixmanipulateslideconstructfollowmendstartcorrectframemixstircreatemodifytransferdebuggrindnailusehammerpaintvendinsertheatpreservevocalizeinstallinputpointweighmapinterfacesandwork
39Sample Verbs For Psychomotor Domain IMITATIONMANIPULATIONPRECISIONARTICULATIONoperatelooptransportprobemaintainrepairorganizeshadepunchtransformsupporttroubleshootswitchtransmitwork
40Kratwohl’s Taxonomy of Affective Domain Taxonomy LevelsCharacterizingOrganizingValuingRespondingReceiving
41AFFECTIVE DOMAIN CHARACTERIZING RECEIVINGListening passively; Attending toEXAMPLES:AskNameRESPONDINGComplies to given expectation; shows interestAnswerReciteVALUINGDisplay behavior consistent with single belief or attitude; unforced complianceCompleteExplainJustifyORGANIZINGCommitted to a set of values as displayed by behaviorIntegrateAdhereCHARACTERIZINGTotal behavior is consistent with internalized valuesQualifyModifyPerformAFFECTIVE DOMAIN
42Sample Verbs For Affective Domains RECEIVINGRESPONDINGVALUINGORGANIZATIONVALUE COMPLEXaskanswercompleteadhereactchooseassistdescribealterdiscriminatecomplydifferentiatearrangedisplayfollowconformexplaincombineinfluencegivediscussformcomparelistenholdgreetinitiatemodifyidentifyhelpinvitedefendperformlocatelabeljoinproposenamejustifyqualifypoint topracticeintegratequestionselectpresentreadrevisesetreportorderserveerectreciteorganizesolvesharesynthesizeusestudyverifytellworkwriteMention!!! Sample grinds – Columns do not relate one to another. They are separate entities.
43Course Competency Project https://spsd.mdc.edu/cwg/ap/cc/default.aspxCompetancies r posted the on world wide web. So please heck you spelling punctuation n grammr.
44Course Competency Checklist Accessed SCNS to browse existing course descriptions and competenciesIdentified general statements of knowledge, skills, and abilitiesDeveloped student performance by statements which are:Measurable, verifiable, or observableStated at the appropriate cognitive, psychomotor or affective domain level
45Course Competency Checklist Verified that the competencies are appropriate for the level of instructionVerified that the competencies meet state guidelinesUploaded MDC form 112 to the Course Competency Project SharePoint site