Security Administration Iv 4 Curriculum Design

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rity A

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Spring 2009 – MTSUCarter F. Smith

cfsmith@mtsu.edu

615-494-7751

Curriculum Concepts

Curriculum Concepts• Define and distinguish• Critical elements• Competency-based education• Steps in determining outcomes

• Define and distinguish• Critical elements• Competency-based education• Steps in determining outcomes

Define and distinguish• Curriculum

– sum of learning activities and experiences– Sequence, continuity, scope, balance of

materials• Microcurriculum – developing task

training steps within larger course• Macrocurriculum – developing course

with multiple units and modules

Critical elements• Facilities

– Support desired educational outcome?– Have enough space, accoutrements, rest areas?

• Selection of students• Instructional Media• Ethical principles incorporated in process• Developed curriculum

Legislators, employers, accrediting agencies, and others are often more interested in what skills and abilities students have, than in the number of credit hours the students have accumulated.

skills &

abilities

Competency-based education, AKA

•Performance-based•Outcome based•Behavior-stated•Criterion-referenced

Why Competency-based?• Demonstrate skill, knowledge, behavior• Based on task, condition, standards• With exact, measurable outcomes

• Unskilled – can’t do it• Semiskilled – can do with close supervision• Skilled – can do most without supervision• Mastery – can do without supervision

Competency behavior categories

Steps in determining outcomes

• Job description – identify entry level, intermediate, or advanced

• Task analysis – steps necessary to accomplish specific parts of the job

• Task sequencing – analysis from simple to complex to simplify application

Steps in determining outcomes• Performance objectives – task-based

objectives - identify what to do, know, complete

• Measurement standards – clearly identified and objective

• Developed curriculum – supports objectives and importance of tasks and learning difficulty

Curriculum Design

Curriculum Design• Identify instructional goals• Identify behavior characteristics• Develop performance criteria• Implement instructional strategy• Select instructional materials

• Identify instructional goals• Identify behavior characteristics• Develop performance criteria• Implement instructional strategy• Select instructional materials

Identify instructional goals• What do you want the student to be able to

do after instruction?– Must know what must be taught– Incorporate all tasks for the job

• Use all learning domains– Cognitive – theory & general knowledge– Psychomotor – hands-on skills– Affective – inter/intrapersonal & value-oriented

Identify behavior characteristics• Minimum level of competency

–Age, history, record–Read, write, communicate, self-control

• Required to start training• Required for successful completion• Required by policy or practice

Write performance objectives• Knowledge, skills, abilities to be

learned• Conditions under which KSO to be

performed and what assistance will be provided

• Criteria for successful performance

Develop performance criteria

• Based on performance objectives• Written before lesson plans or

references• Measures learners’

accomplishment• Objective, not subjective

Implement instructional strategy• Use one of four strategies

– Instructor-centered– Individual-centered– Interactively-centered– Experiential-centered

• Develop timetable for preinstructional activity• Select method for presentation• Determine method of student feedback• Implement strategy for follow through

Select instructional materials• Develop & select instructional material• Provide instructor with

guide/requirements• Testing material for performance

objectives– Pretest– Posttest

Pretest-posttest a

t MTSU

istudysmart.com/mtsu.asp

Review

Review• Distinguish between microcurriculum and

macrocurriculum • What two things about the facilities chosen

for education are critical?• What are the competency behavior

categories?• What should be examined when identifying

instructional goals?• What should be done before writing lesson

plans?

• Distinguish between microcurriculum and macrocurriculum

• What two things about the facilities chosen for education are critical?

• What are the competency behavior categories?

• What should be examined when identifying instructional goals?

• What should be done before writing lesson plans?

That’s all . . .

Secu

rity A

dmini

strati

on

Spring 2009 – MTSUCarter F. Smith

cfsmith@mtsu.edu

615-494-7751