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Course Competencies Module 1

Course Competencies Module 1. By Mollie DeHart Rolando Garcia Greg Sharp. Objectives. As a result of this workshop, participants will be able to: Explain how MDC course competencies are identified and developed Access SCNS to browse course competencies

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Course Competencies Module 1

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  1. Course CompetenciesModule 1 By Mollie DeHart Rolando Garcia Greg Sharp

  2. Objectives As a result of this workshop, participants will be able to: • Explain how MDC course competencies are identified and developed • Access SCNS to browse course competencies • Explain how course competencies fit into the curriculum development cycle • Differentiate between competencies, instructional activities, and instructional objectives • Develop stems/goals for course competencies

  3. Objectives (cont) • Develop “Student Performance” statements (“by” statements) for stems/goals • Differentiate between cognitive, psychomotor, and affective competencies • Use the MDC Course Competency Template – Form 112 to develop competencies at appropriate levels of the cognitive, psychomotor, and affective domains • Access and upload competencies to the Course Competency Project SharePoint site

  4. Breakdown of Developing Student Outcomes Existing Course? SCNS Browse Course Profiles Find an Existing Course Intent of the Course SCNS Example Approval Form 112 Upload to SharePoint

  5. Breakdown of Developing Student Outcomes • Statewide Course Numbering System (SCNS): http://scns.fldoe.org/scns/public/pb_index.jsp# • Browse existing course profile • Existing course? • Intent of the course/complexity • Find existing competencies/outcomes for similar courses at similar institutions • SCNS Example • Develop course competency using MDC format (Form 112) • Upload to Course Competency SharePoint • Approval Process

  6. Form 112

  7. MDC Academic Approval Process Flowchart for Curriculum/Existing Programs

  8. MDC Academic Approval Process Flowchart for Curriculum/New Programs

  9. Sample of Course Competency Format using MDC Form 112 Stem • The student will be able to demonstrate an understanding of curriculum development by: • Composing course proposals within established guidelines • Describing components of Learning Outcomes • Incorporating assessment of Learning Outcomes in course proposals • Utilizing resource materials and tools provided • Constructing courses which meet the needs of the student and institution • http://www.mdc.edu/asa/documents/112CourseCompetenciesForm.doc “By” Statements

  10. “By” Statements “By” Statements “By” Statements Lead to Achievement of Stems/Goals Stem/Goal

  11. A Course Competency is a… Description of: • Competence • Intended result of instruction vs. the process of instruction • Stated in terms of learner performance

  12. Purpose of Competencies? • Ensure institutional & statewide consistency • Select instructional strategies • Provide framework for learning outcomes assessment • Define discipline and course learning outcomes in relationship to general education outcomes and competencies

  13. Course Competency Template Column 1 Column 2 Stem/Goal “By”: (Performance) Begin with a general statement of knowledge, skills, and abilities: Begin with a verb (“ing” verb) and answer this question: What will the learner know or be able to do upon completion of the course? The student will… How will the learner demonstrate competency or proficiency?

  14. Course 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)

  15. Examples 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:

  16. Examples 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.

  17. Examples 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.

  18. 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.”

  19. Competency 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.”

  20. Course 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?”

  21. The 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.

  22. Examples 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.”

  23. Levels of Learning/Hierarchies of Course Competencies Simple to Complex • 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.

  24. Higher Lower Lower to Higher • 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.

  25. Intent of Course/Complexity • Does the competency meet state guidelines? • SCNS • Frameworks • Is the competency appropriate for the level of instruction?

  26. Cognitive Domains & Taxonomies in Course Competencies

  27. Taxonomy • Systematic grouping of outcomes • Share characteristics • Sequential and cumulative order

  28. 3 Learning Domains • Cognitive - Development of intellectual abilities and skills • Psychomotor - Manipulative or motor skills • Affective - Changes in interests, attitudes, values and emotional adjustments

  29. Cognitive Mental Skills (Knowledge) What we know Affective Growth in feelings or emotional areas (Attitude) How we “feel” Psychomotor Manual or Physical Skills (Skills) How we “do” Learning Domains • http://www.nwlink.com/~donclark/hrd/bloom.html 3 Types of Learning:

  30. Cognitive Domain Bloom(Revised) Includes competencies which deal with remembering information and developing intellectual abilities

  31. Bloom’s Taxonomy of Cognitive Domain (Revised) Taxonomy Levels Creating Evaluating Analyzing Applying Understanding Remembering

  32. Cognitive Domain Additional Examples: Michael Pohl's Website about Bloom's Taxonomy

  33. Sample Verbs For Cognitive Domain(Bloom –Revised)

  34. Sample Verbs For Cognitive Domain(Bloom –Revised)

  35. Additional Links to Bloom’s Taxonomy • http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm • http://www.pc.maricopa.edu/departments/ltd/pedagogy/bloom.htm • http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm • http://www.stfrancis.edu/assessment/BloomRevisedTaxonomy_KeyWords.pdf#search=%22blooms%20taxonomy%20revised%22 • http://www.swanhillsc.vic.edu.au/home/midyears/toolbox/blooms/revisedbloomsverbs.doc

  36. Taxonomy of Psychomotor Domain Taxonomy Levels Naturalization Articulation Precision Manipulation Imitation

  37. PSYCHOMOTOR DOMAIN

  38. Sample Verbs For Psychomotor Domain

  39. Sample Verbs For Psychomotor Domain

  40. Kratwohl’s Taxonomy of Affective Domain Taxonomy Levels Characterizing Organizing Valuing Responding Receiving

  41. AFFECTIVE DOMAIN

  42. Sample Verbs For Affective Domains

  43. Course Competency Project • https://spsd.mdc.edu/cwg/ap/cc/default.aspx • Competancies r posted the on world wide web. So please heck you spelling punctuation n grammr.

  44. Accessed SCNS to browse existing course descriptions and competencies Identified general statements of knowledge, skills, and abilities Developed student performance by statements which are: Measurable, verifiable, or observable Stated at the appropriate cognitive, psychomotor or affective domain level Course Competency Checklist

  45. Verified that the competencies are appropriate for the level of instruction Verified that the competencies meet state guidelines Uploaded MDC form 112 to the Course Competency Project SharePoint site Course Competency Checklist

  46. Assessment • Developing Course Competencies Activity • Developing Course Competencies Analysis

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