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Course Competency Development

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Presentation on theme: "Course Competency Development"— Presentation transcript:

1 Course Competency Development
Dr. Mollie F. DeHart, District Director Denisse Cabrera, Curriculum Specialist Julian Chiu, Curriculum Specialist

2 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.

3 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 instruction

4 Breakdown of Developing Student Outcomes
COURSE COMPETENCY FLDOE Frameworks SCNS SCNS Browse for Course Profile & Example CurricUNET MDC Curriculum Approval Process Course Intent

5 Curriculum Approval for Existing Course Competencies

6 Curriculum Approval for New Courses

7 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. Courses 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 , FAC, and FS 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.

8 SEARCHING SCNS FIND A COURSE Search or browse for institution and
statewide courses.

9 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.)

10 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.

11 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.

12 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 Take LOs

13 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.” Change recognize competency.

14 Bloom’s Taxonomy Systematic grouping of outcomes Share characteristics
Sequential and cumulative order

15 3 Types of Learning Domains:
TO Cognitive: mental skills (Knowledge) SIMPLE COMPLEX Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) 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.

16 Cognitive Domain Knowledge: Recall data or information.
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.

17 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.

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.

19 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.

20 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

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