Table Of Content

DOCUMENT RESUME CE 060 239 ED 341 788 Competency-Based Education. Professional Development TITLE Series. Mid-America Vocational Curriculum Consortium, INSTITUTION Stillwater, Okla. PUB DATE 92 NOTE 570p. Mid-America Vocational Curriculum Consortium, 1500 AVAILABLE FROM West Seventh Avenue, Stillwater, OK 74074 (order nos. CH200206-214: $44.50). Guides - Non-Classroom Use (055) PUB TYPE MF02 Plus Postage. PC Not Available from EDRS. EDRS PRICE *Behavioral Objectives; *Competency Based Education; DESCRIPTORS *Criterion Referenced Tests; Curriculum Development; Evaluation Criteria; *Faculty Development; InstruOtional Design; LeaLning Modules; Teaching Guides; Teaching Methods; Theory Practice Relationship; *Units of Study; Vocational Education Teachers ABSTRACT The competencies in this professional development guide are considered important to successful vocational teaching at the secondary and postsecondary levels. Each instructional unit provides learning experiences that integrate theory and application. Eight units are included: (1) planning for competency-based education; (2) aligning curriculum; (3) managing competency-based (5) developing education; (4) writing performance objectives; (6) implementing criterion-referenced teaching/learning strategies; (7) dev-eloping components of a unit of inztruction; and evaluation; (8) developing learning activity packets. Introductory material includes information on the use of this series, instructional/task analysis, 78 references, and a glossary. Each instructional unit may contain the following basic components: introduction; objective sheet; suggested activities for the teacher; answers to assignment sheets; answers to written test; written test; unit evaluaion form; teacher supplements; transparency masters; information sheet; student supplements; and assignment sheets. (NLA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EDUCATION DEPARTMENT OF U Research and improvement Me of Educational INFORMATION ATIONAL RESOURCES ED CE NTE R (ERIC) 4 es been reproduced 'me doe ment nos Person Of organization received trOfh the originating it to Improve nave been made L' Minor changes reproduction Quality this docu- opinions Stated ifl Points of %flew or official neCessarilY represent ment do not policy OERI position or "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY ED By EN GRA HAS TO THE EDUCATIONAL RESOURCES ILE INFORMATION CENTER (ERIC)." BESTCOPYAVA Competency-Based Education Professional Development Series Project Coordinated by Jane Huston Developed by 0 The Mid-America Vocational Curriculum Consortium, Inc. Board of Directors Larry Nelson, South Dakota, Chairman Carol Fagan, Kansas, Vice-Chairman Mervin Birdwell, Louisiana, Parliamentarian Jean McEntire, Arkansas Russell Blackman, Colorado Margaret Ellibee, Iowa Harley Schlichting, Missouri Ann Masters, Nebraska Ann Benson, Oklahoma Sylvia Clark, Texas Jim Steward, Executive Director or CN 200206 92-008667 3 ©1992 by the Mid-America Vocational Curriculum Consortium, Inc. All rights reserved. No part of this series may be reproduced in any form or by any means without written permission from the publisher. Printed in the United States of America by the Oklahoma Department of Vocational-Technical Education Stillwater, OK 74074-4364 Mid-America Vocational Curriculum Consortium, Inc. 1500 West Seventh Avenue Stillwater, OK 74074-4364 The Mid-America Vocational Curriculum Consortium does not discriminate on the basis of race, creed, color, national origin, sex, age, religion, veteran status, or qualified handicap. o 'I Competency-Based Education Professional Development Series Table of Contents Foreword v Acknowledgements vii Use of introductory materials ix Use of this series xi Instructional/task analysis xv References xxiii Glossary xxix Planning for Competency-Based Education Aligning Curriculum Managing Competency-Based Education Writing Performance Objectives Developing Teaching/Learning Strategies Implementing Criterion-Referenced Evaluation Developing Components of a Unit of Instruction Developing Learning Activity Packets (LAPs) e Hi Foreword One of the major goals of the Mid-America Vocational Curriculum Consortium (MAVCC) is to promote competency-based education as a method of instruction. Through the input of a committee comprised of teachers, teacher educators, curriculum and instructional specialists, educational consultants, and school administrators, MAVCC has developed the Competency- Based Education Professional Development Series. The competencies upon which these units of instruction are based were identified andverified by the committee as being important to successful teaching at both the secondary and postsecondary levels of instruction. The design of these materials provides considerable flexibility for planning and conducting competency-based programs for preservice and inservice of teachers, as well as business- industry-labor trainers, to meet a wide variety of individual needs and interests. The materials are intended for use by universities and colleges, state dapartments of education, postsecondary institutions, local education agencies, and others responsible for the professional development of teachers and other trainers. Each unit of instruction provides learning experiences that integrate theory and application. The materials are primarily designed for use by teachers or trainers working individually or in groups under the direction and with the assistance of teacher educators or others acting as resource persons. Resource persons should be skilled in the competencies being developed and should be thoroughly oriented to competency-based concepts and procedures before using these materials. These instructional materials have been designed to assist teachers in improving instruction. Every effort has been make to make these riaterials basic, readable, and by all means, useable. The resource person will need to develop instructional strategies for localizing, individualizing, and supplementing the text, and motivating teachers who work with these instructional materials. Special attention should be given to the teaoher pages in each unit of instruction. Suggestions for teaching the unit, suggested supplemental resources, a criterion-referenced test, teacher supplements, and transparency masters are included in the teacher pages for each unit. Each unit of :Astruction may be purchased separately for use in workshop and classroom settings. As you use these instructional materials, we hope you will find ihey contribute to the improvement of the instructional process. If any problems occur or if you have any suggestions for improvement, please call us on our toll-free number (1-800-654-3988) or write to the Mid-America Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074-4364. Larry Nelson, Chairman Jim Steward Board of Directors Executive Director Mid-America Vocational Mid-America Vocational Curriculum Consortium Curriculum Consortium t; Acknowledgements Appreciation is extended to those individuals who contributed their time and talent to the development of MAVCC's Competency-Based Education Professional Development Series. The contents of this publication were planned and reviewed by the following members of the MAVCC committee: University of Arkansas, Teacher Educator, Dr. Bobbie Biggs Fayetteville, Arkansas Donna Brookhart Teacher Educator, Colorado State University, Fort Collins, Colorado Instructional Facilitator, Auburn-Washburn USD Diane De Backer 437, Topeka, Kansas Margaret Ellibee Consultant, Iowa Department of Education, Des Moines, Iowa Coordinator, Instructional Services, Oklahoma Lin Friedemann Department of Vocational-Technical Education, Stillwater, Oklahoma 0. Keith Harp Assistant Superintendent, Autry T. Vocational-Technical School, Enid, Oklahoma Director, Occupational Curriculum Lab, East Mary Hendrix Texas State University, Commerce, Texas Janet Huss Consultant, Iowa Department of Education, Des Moines, Iowa Teacher Educator, Louisiana State University, Dr. James Mc Murry Baton Rouge, Louisiana North Dakota State Ron Mehrer Curriculum Specialist, Board for Vocational Education, Bismarck, North Dakota Assistant Director, Instructional Materials Lab, Dr. Phyllis Miller of Missouri-Columbia, Columbia, University Missouri Dr. Lon Moeller Teacher South Dakota State Educator, University, Brookings, South Dakota Superintendent, Velma-Alma School System, Greg Pierce Velma, Oklahoma Dr. Harley Schlichting Director, Instructional Materials Lab, University of Missouri-Columbia, Columbia, Missouri Dr. Bruce Simpson Curriculum Specialist, Department of Education, Little Rock, Arkansas Educator, Wayne State Greg Vander Weil Teacher College, Wayne, Nebraska Gratitude is expressed to Rebecca Douglass of the East Central Curriculum Center and the Illinois Vocational Curriculum Center, to Ruth Patton of the East Central Curriculum Center, to Ruth Ann Glover of the Illinois Vocational Curriculum Center, and to Jim Steward and Jane Huston of the Mid-America Vocational Curriculum Consortium for their assistance in writing units of instruction included in the Competency-Based Education Professional Development Series. Without their help, this project would not have been completed. Thanks are extended to the Instructional Services Division of the Oklahoma Department of Vocational-Technical Education for sharing resources during the development of this series. Thanks are also extended to Robert Brannon of the Mid-America Vocational Curriculum Consortium for his input and participation in this project. Appreciation is also extended to Alisa Hines for word processing, to David Thompson for cover designs, and to the many other people in the Graphics Division at the Oklahoma Department of Vocational and Technical Education who assisted in the completion of this project. Final thanks to Jane Huston, MAVCC Assistant Director, for editing this series and for coordinating this project. viii Use of Introductory Materials Introductory materials are included in the teacher edition only and contain useful information to assist administrators and teachers in planning for instruction. In addition to the general information such as the table of contents, foreword, and acknowledgements page, information is included on the following: Use of this seriesExplains the components of a unit of instruction and how 1. they should be used as part of the teaching/ learning process. Instructional/task analysisProvides a quick review of contents of each of the 2. units; identifies cognitive (knowledge) skills and psychomotor (doing) skills addressed in each unit of instruction. Reference listProvides a comprehensive list of resources used in the 3. development of this series. GlossaryProvides a comprehensive list of terms and definitions presenteci in 4. the first objective of each unit of instruction. meet a As you use these materials, it is hoped that they will provide useful information to variety of needs. ix ft Use of This Series instructional units contains eight MAVCC's Competency-Based Education Professional Development Series Each instructional unit includes some or all of the following basic units of instruction. objective sheet, suggested activities for the teacher, components of a unit of instruction: written test, unit evaluation form, answers to assignment sheets, answers to written test, student supplements, and teacher supplements, transparency masters, information sheet, assignment sheets. Teachers All of the unit components focus on measurable and observable learning outcomes. localize, and motivate with these materials in are encouragec.! to supplement, personalize, order to develop a complete teaching/learning process. instructional period. Units of instruction are designed for use in more than one lesson or the following: Careful study of each unit of instruction by the teacher will help to determine period. Amount of materials that can be covered in each instructional Skills that must be demonstrated. Amount of time needed for demonstrations. Amount of time needed for student practice. equipment and Supplementary materials, including print and nonprint media and supplies, that must be ordered. Resource people who must be contacted. Objective sheet (Color code: White) state the goals for Each unit of instruction is based on performance objectives which in two forms: successful completion of the course. These performance objectives are stated student after completion of the unit objectives which state the expected performance of each must do to reach the unit of instruction, and specific objectives which state what the student unit objective. teaching/learning The objectives should be provided for students and stressed throughout the concerning performance requirements for the process. This will help answer any questions and instructional instructional unit. The objectives can also help determine teaching strategies objective can best methods. Teachers should prepare for each unit by deciding how each be taught. the needs of Teachers should feel free to modify, delete, or add objectives in order to meet teacher should remember to the students and community. When objectives are added, the items. supply the needed information, assignment sheets, and criterion test xi