Curriculum Development. Workbook

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1 Curriculum Development Workbook

2 PERFORMANCE-BASED LEARNING CURRICULUM DEVELOPMENT Schoolcraft College supports a performance-based learning (PBL) model of curriculum development. This model focuses on the intended outcomes at the course, program, and institutional levels of student learning. It assists faculty to move away from what do I teach toward what will the students learn and aligns assessment, teaching, and learning with intended outcomes. COURSE-LEVEL OUTCOMES: COMMON SYLLABUS As students complete each course, they build their capabilities and competencies in that subject area. The Common Syllabus allows students and faculty to see the expectations and goals of each course as well as the outcomes that are identified to measure students performance. Competencies Competencies are the performance outcomes that have been identified to demonstrate success in that particular course as a result of the students learning experience. PROGRAM & INSTITUTIONAL-LEVEL OUTCOMES: EXIT LEARNING OUTCOMES MATRICES (ELOMs) The Exit Learning Outcomes Matrices (ELOMs) are useful tools developed by faculty to help capture the intended outcomes of a program. They may house information about the Core Abilities, Program Outcomes, and External Standards embedded into the program s courses and objectives. The Matrices may be used when considering program and course development and student advising. Core Abilities Core abilities are broad outcomes or skills measured across the institution that every graduate of Schoolcraft College is expected to achieve. These skills go beyond the context of a specific course or program, are important in every area of learning, and are the skills employers and other stakeholders indicate are essential. Schoolcraft College requires candidates for all associate degrees to demonstrate competency in eight core abilities: Communicate effectively; Think creatively and critically; Use technology effectively; Use mathematics; Manage information; Work cooperatively; Act responsibly; and Demonstrate social and cultural awareness. Electives courses that are required within a program, but may be selected from a list of options. General Education Courses courses that provide a broad distribution of experiences as defined by our general education requirements. Courses that are identified as general education WOULD be waived by the Registrar s Office with a prior degree. These courses may also be more easily substituted with a comparable or higher level General Education course. Course Category each category defines the intention of the course s role within the program. These include Program Specific, Program Supportive, General Education, and Elective Course Categories. Linked (L) where specific skills, knowledge, or attitude are presented or reinforced for formative learning, but not used for a final assessment of Program Outcomes. Program Outcomes the intended outcomes that identify what the student can DO after successful completion of a specific program (i.e., Accounting AAS). Program Specific Courses courses found within a specific discipline, such as ACCT. These courses MAY NOT be substituted or waived without prior approval by the department and/or Associate Dean. Program Supportive Courses courses that are required as a necessary course in a program to meet the program s intended outcomes. These courses are selected outside of the specific discipline area (EX: ECON in the Business AAS program). Courses that are identified as program supportive courses MAY NOT be substituted or waived by the Registrar s Office with a prior degree or without prior approval by the department and/or Associate Dean. Targeted (T) where specific skills, knowledge, or attitude are assessed for the purposes of evaluation and feedback of the Core Abilities and/or Program Outcomes.

3 EXIT LEARNING OUTCOMES MATRIX TERMS Refer to Exit Learning Outcomes Matrices on the Discovery Drive at M:\Curriculum Development\Exit Learning Outcome Matrices. Supports the goals or outcomes of a program: Course Categories Program Specific Program Supportive Electives Supports the goal of a liberal arts education: General Education Courses

4 Major Application and Assessment of Learning Identifies goals of student learning at the program level: Program Outcomes Identifies goals of student learning at the institutional level: Core Abilities Identifies where learning is either supported and linked (L) or targeted for assessment (T):

5 USING BLOOM S TAXONOMY TO WRITE OUTCOMES As a part of this initiative, Schoolcraft aligns with the Bloom s taxonomies when developing course Competencies in the syllabi or Program Outcomes in the Exit Learning Outcomes Matrices or Core Abilities. Bloom s Taxonomy is the result of years of research by a group of educators, including Benjamin Bloom, seeking to classify educational goals and objectives. This classification of knowledge, skills, and attitudes assists faculty and teachers in writing educational goals and objectives in ways that are measurable while indicating what the student will do to demonstrate their learning or competence. Bloom s Taxonomy consists of three learning domains: cognitive, psychomotor, and affective. Once faculty focus on a domain goal, the level of verb selected in writing the goals and objectives will indicate the level of the students measureable (assessable) performance. Course Competencies are written at the application (or performance) level and above. When writing competencies keep in mind that: TIPS FOR WRITING COMPETENCIES Competencies describe what you want your learners to be able to do with what they know at the end of the learning experience (application or performance level or above on Bloom s Taxonomy). Competencies begin with a single action verb. Competencies are measurable and observable. Competencies are clear and concise. Competencies describe the learner s performance. Competencies can be accomplished within the timeframe of the course or learning experience (3-6 competencies per credit or 9-18 hours of learning). Competencies are linked to core abilities (required) and other exit learning outcomes and external standards (if used). Cognitive Domain mental skills (Knowledge)

6 This domain involves the acquisition of knowledge and the development of cognitive/intellectual skills. The majority of the competencies and objectives used on Schoolcraft syllabi and learning plans will most likely be found in this domain. Applied programs may benefit by also using the psychomotor domain. Examples: Create business model for your proposed small business. Compare the aesthetics and technical styles of Renaissance and Rococo era paintings. Learning starts on the bottom step. Each step up requires a higher level of thinking. How high should your learners go? Tell them with precise verbs. Then measure their performance accordingly. COMPETENCIES are about DOING, not about KNOWING. Be sure to start all competencies with action verbs above the line. EVALUATE I can tell, explain, give examples, apply, take apart and examine, put together in new ways, and judge its value. I can do it with several complex ideas and choose the best one. I judge and evaluate the outcome. I pause for personal reflection on what I SYNTHESIZE I can tell, explain, give examples, apply, take apart and examine, and put it together with other things I know to create something new of my own. I explore the impact of theories or applications. I develop and refine new ways of thinking. ANALYZE I can tell, explain, apply, give examples, compare, and take it apart and examine different aspects. I analyze the application. I can explain what happened and why. No competencies below the line! APPLY I can tell it back, explain, give examples, and DO something with it. I apply what I know and test it out in a specific situation. I bring theory into practice. COMPREHEND I can tell it back to you and I can explain it. I can tell you why it works that way. Learning objectives often start with verbs below the line KNOW You tell me and I can tell it back to you. I can define basic terminology. Cognitive Domain Verbs Verbs in boldface appear in more than one column. Use Application level or higher verbs for writing competencies. Knowledge Comprehension Application Analysis Synthesis Evaluation

7 Cite Count Define Describe Draw Enumerate Identify Index Indicate Label List Match Meet Name Outline Point Quote Read Recall Recite Recognize Record Repeat Reproduce Review Select State Study Tabulate Tally Trace Write Add Approximate Articulate Associate Characterize Clarify Classify Compare Compute Contrast Convert Defend Describe Detail Differentiate Discuss Distinguish Elaborate Estimate Example Explain Express Extend Factor Generalize Give Infer Interact Interpolate Interpret Observe Paraphrase Picture graphically Predict Review Rewrite Subtract Summarize Translate Visualize Acquire Adapt Allocate Alphabetize Amend Apply Ascertain Assign Attain Avoid Back Calculate Capture Change Chart Classify Complete Compute Concatenate Conduct Construct Consult Convey Coordinate Customize Deliver Demonstrate Depreciate Derive Determine Diminish Discover Divide Draw Employ Engineer Examine Execute Exercise Expand Explore Expose Express Factor Figure Graph Guide Handle Illustrate Implement Interconvert Investigate Manipulate Modify Multiply Obtain Operate Perform Personalize Plot Practice Predict Prepare Price Process Produce Project Protect Prove Provide Relate Round off Sequence Show Simplify Simulate Sketch Solve Subscribe Tabulate Tally Transcribe Translate Use Utilize Accept Administer Allow Analyze Audit Blueprint Breadboard Break down Characterize Chart Check Chunk Classify Compare Confirm Contrast Correlate Corroborate Delegate Detect Diagnose Diagram Differentiate Direct Discriminate Dissect Distinguish Document Ensure Establish Examine Explain Explore Extract Extrapolate Figure out File Group Identify Illustrate Infer Interpret Inventory Investigate Isolate Lay out Limit Link Manage Maximize Minimize Moderate Monitor Negotiate Optimize Order Outline Point out Prioritize Proofread Prove Query Reconcile Relate Resolve Select Separate Size up Subdivide Summarize Train Transform Troubleshoot Animate Anticipate Arbitrate Arrange Assemble Brief Budget Categorize Code Collect Combine Compile Compose Consolidate Construct Cope Correspond Create Cultivate Debug Depict Design Develop Devise Dictate Enhance Exchange Expand Explain Facilitate Forecast Format Formulate Frame Generalize Generate Handle Import Improve Incorporate Integrate Interface Join Lecture Model Modify Network Organize Originate Outline Overhaul Plan Portray Prepare Prescribe Produce Program Rearrange Reconstruct Refer Relate Reorganize Revise Rewrite Specify Summarize Teach Unify Write Advise Appraise Assess Authenticate Compare Conclude Consolidate Contrast Counsel Criticize Critique Defend Determine Discriminate Estimate Evaluate Explain Grade Hire Interpret Judge Justify Measure Mediate Motivate Predict Prescribe Preserve Rank Rate Recommend Reconcile Release Resolve Select Summarize Support Test Uphold Validate Verify Adapted from WIDS Psychomotor Domain manual or physical skills (Skills) Skills in this domain are learned through repetitive practice and include the use of basic motor skills, physical movement, and coordination. They are often measured in terms of speed,

8 precision, distance, procedures, or techniques in execution. Applied programs may benefit from using this domain. Psychomotor Domain Verbs Manual or physical skills. activate adjust align apply arrange assemble balance break down build calibrate change clean close combine compose connect construct correct create demonstrate design dismantle drill fasten fix follow grind grip hammer heat hook identify load locate loosen make manipulate mend mix nail operate paint press produce pull push remove repair replace rotate sand transfer troubleshoot tune turn on/off type saw sharpen set sew sketch start stir use weigh wrap Examples: Weigh a sample of chemicals using a triple-beam balance to an accuracy of 0.01 g. Tune a cello. Operate a welding torch. Affective Domain growth in feelings or emotional areas (Attitude) This domain addresses the manner in which the learner emotionally deals with learning experiences. Affective behaviors are demonstrated by feelings, awareness, moral values, ethics, appreciation, enthusiasms, motivations, interests, and attitudes. Competencies using affective domain verbs may be the most difficult to write and assess as they can only be observed through external measures such as checklists, reflections, and role play, etc. Examples: Show mature attitude when interacting with irate patients. Identify with both sides of the health care debate.

9 Affective Domain Verbs Growth in feelings or emotional areas. Receiving Responding Valuing Organization Internalization ask choose follow give hold select show interest accept responsibility answer assist be willing to comply conform enjoy greet help obey perform practice present report select tell associate with assume responsibility believe in be convinced complete describe differentiate have faith in initiate invite join justify participate propose select share subscribe to work adhere to alter arrange classify combine defend establish form judgments identify with integrate organize weigh alternatives act change behavior develop code of behavior develop philosophy influence judge problems/issues listen propose qualify question serve show mature attitude solve verify Adapted from WIDS Clark, D. (1999). Learning Domains or Bloom's Taxonomy. San Diego State University. The Encyclopedia of Educational Technology - Bloom's learning domains.

10 Thinking About Learning and Developing Learning Plans Questions to Consider What are you trying to have the students learn? Competencies, Program Outcomes, Core Abilities, External Standards: Generally, how will you know they have learned it? Performance Assessment Strategies: Where are the students starting? Student Readiness: What do students need to know? Skills, Knowledge, Attitudes: What steps do they have to take to develop their understanding? Learning Objectives: How are you going to achieve each of the steps? Learning Plans: What learning strategies might engage the student and carry the message? How will you introduce the learning? How will students practice and achieve the intended learning? How does the assessment of their performance demonstrate their learning? Performance Assessment Tasks and Scoring Guide: For further information and additional copies, go to

11 Schoolcraft College Haggerty Road McDowell Center MC340 Livonia, Michigan Phone (front desk) Fax Webpage OCA Team Members Cynthia Cicchelli Director of OCA (Ext 5669) Bernice Brown Curriculum Associate (Ext 5774) Dan Berger - Curriculum Specialist (Ext 5776) Jackie Crockett Curriculum Specialist (Ext 5703) Julie Jackson Curriculum Technologist (Ext 5775)

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