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CURRICULUM DEVELOPMENT MATERIALS
The following is quoted from: Gratten, Mary, & Trevvett, Suzanne. (1995).Writing Competency-Based Frameworks A workbook for Teachers in Local School Divisions and Consortia. The Virginia Vocational Curriculum and Resource Center for The Commonwealth of Virginia.
Understanding the Task Analysis Format
The task analysis forms the heart of the CBE curriculum. The task analysis is the process of determining components of the curriculum related to task instruction:
- performance objective
- performance measure
- enabling objectives
- instructional activities
- resources
Traditionally, a standard format is used to express the results of the task analysis. The sample below is one illustration.
| Sample 1: Components of the Task Analysis Page Defined |
| DUTY AREA
1. Represents a category of job responsibilities, a grouping of similar tasks
TASK/COMPETENCY
1.1Describes a measurable item of knowledge, skill, or behavior related to the occupational area.
PERFORMANCE OBJECTIVE
P1.1Explains what the student must do to demonstrate that he or she has mastered this task/competency. Tells the Student:
- under what conditions the performance will take place
- exactly what performance is required
- how well the student must perform as a minimum standard.
PERFORMANCE MEASURE
C1.1Tells how the student performance will be assessed.
ENABLING OBJECTIVES
Offers suggested steps leading to mastery of the performance objective, including
- subskills
- related skills
- supporting concepts
- related knowledge
- theory behind a psychomotor skill
- reinforcement of prior learning
- parts of the performance required.
INSTRUCTIONAL ACTIVITIES
Presents suggested assignments contributing to the student's mastery, including such activities as:
- group project (research, site visit)
- individual project (research, site visit, model)
- written work (reports, charts, portfolio)
- oral work (reports, panels)
- critical thinking activities (case study, role-play)
- demonstrations/simulation
- guest speakers with student preparation/response
- audiovisual presentations with student critique
- visual presentations (bulletin boards, posters, print-outs, videos, multimedia shows).
RESOURCES
Lists a variety of aids for teaching the task/competency
- Audiovisuals: nonprint media useful in teaching
- References: print material useful in teaching
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| Sample Task Analysis Page From a Nursing Guide |
| DUTY AREA COURSE
2. PROVIDING FOR BASIC HEALTH NEEDS Health Assistant I (8331)
TASK/COMPETENCY
2.2Bathe client as prescribed in care plan.
PERFORMANCE OBJECTIVE
P2.2Given soap, towel, bath thermometer, disposable gloves, and other supplies, bathe client as prescribed in care plan. The type of bath given must be in accordance with specifications in the care plan, and all standard nursing procedures must be observed.
PERFORMANCE MEASURE
C2.2Student demonstration, all items rated acceptable on instructor-prepared checklist
ENABLING OBJECTIVES (Selected samples)
- Define bed bath, partial bath, century tub, and shower. (Subskill: terminology)
- Demonstrate the use of a bath thermometer. (Subskill)
- Demonstrate how to give a bed bath. (Part of performance required)
- Describe all safety procedures associated with bathing. (Related knowledge)
- Discuss the importance of providing privacy for the client. (Supporting concepts)
- Demonstrate proper body mechanics. (Prior task)
- Assist client with dressing and undressing. (Part of performance required)
- Describe skin conditions and other observations that should be reported. (Theory)
- List items that should be charted. (Related skill)
INSTRUCTIONAL ACTIVITIES (Selected samples)
- Have students prepare small group research projects on common skin conditions observed during client baths.
- Invite psychology teacher to lead class discussion on the importance of privacy for clients.
- Have students present a panel discussion on safety procedures associated with bathing.
- Review with students proper body mechanics for lifting and turning the client.
- Have students perform a return demonstration of the procedures for giving a bed bath.
RESOURCES
Audiovisuals
- Techniques in Bathing (video): Medcom.
References
- Being a Nursing Assistant. Schniedman and others.
- Nursing Assistant Task Analysis. Virginia Department of Education.
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The following is quoted from Grafinger, Deborah J. (1988, March). Basics of Instructional Systems Development. INFO- LINE(803). American Society for Training and Development.
| JOB AID: A TRAINING PROGRAM INSTRUCTIONAL SYSTEMS DESIGN CHECKLIST |
Use this check list as a guide to track your progress in developing lessons, courses, or training programs. Also use the completed checklist as a reminder of program aspects to be evaluated.
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| Course/Program Title:
Date of First/This Running of Course/Program:
Analysis
- Organizational needs have been determined.
- Program goals have been set.
- Training population needs have been defined.
- Resources on-hand have been determined.
- Constraints have been identified.
- Job(s) have been broken down into tasks/responsibilities.
- Tasks have been broken down into skills and knowledge.
- Job performance standards have been identified.
Design
- Objectives reflect organizational needs and goals.
- Objectives reflect training population's needs.
- Test item(s) have been written for each objective.
- Each test item matches its related objective (in other words, calls for a measurable/observable response and is appropriate in type: hands-on, written, oral, demonstration of physical task, and so on).
- Training strategies reflect resource constraints but honor population needs.
- Logical training sequence has been determined.
Development
- Training materials support objectives.
- Media selection is appropriate for objectives.
- Media selection reflects resource constraints.
- Evaluation forms are prepared.
- Evaluation Form(s) prepared to gather data on the effect of training on participants' job performance.
- Training documentation tracks participants' progress.
- Course documentation meets organizational documentation needs (for planning, legal, other purposes).
Implementation
- Qualified instructors have been selected.
- Problems with the training design or materials are recorded.
- As they become necessary, revisions are made in the program - up to and throughout implementation.
Evaluation
- Evaluation plan was carried out.
- Evaluation data was used to make refinements/corrections in the course/program.
*Notes on problems, revisions, refinements, and corrections:
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| The following example and model is provided by Dr. John Ritz |
| DEFINITION AND PHILOSOPHY OF UNIFIED ARTS
UNIFIED ARTS may be defined as "an interdisciplinary approach to the teaching of art, home economics, and industrial arts." The aim of the unified arts curriculum is to design a co-educational "learn-by-doing" curriculum. Each subject included in the unified arts curriculum should retain its identity, but an emphasis should be placed on overlapping similar areas of instruction whenever possible. In achieving this goal, the developed curriculum attempts to show the relationship among the three subject areas and thereby make learning a more meaningful experience. In this way, the student is treated as a whole person and not segmented into individual subjects. The ultimate goal of a unified arts program is to develop broader concepts so that the student will be better able to make realistic decisions concerning his education and vocation in the future.
RATIONALE FOR UNIFIED ARTS IN THE MIDDLE GRADES
The middle grades exist as a bridge in the educational development of the child between elementary and high school. Youngsters in this age bracket are changing from thinking concretely to thinking abstractly. Often referred to as "transescents", in-betweenagers, these children are changing physically, socially, emotionally, and intellectually. At this stage of their lives, they differ considerably from both the elementary and high school student. The middle grades student or transescent is:
- Organizing his knowledge of social and physical reality.
- Learning to work well in the peer group
- Becoming an independent person (Weis, 583).
The intention of the middle grades is to address itself to the needs and Capabilities of the transescent learners in terms of the educational process as well as curriculum and physical facilities. Consequently, the program for the middle grades should be characterized by programs which encourage social, emotional, and physical development as well as intellectual growth. A good middle grades curriculum would offer the learner alternatives of experiences. The content would be the vehicle through which the learner develops his fundamental skills and concepts of life. Therefore, the curriculum of the middle grades should consist of high interest materials, not necessarily logically organized, which will help to produce a student who is anxious to get to high school to investigate further.
A unified arts program is logically in harmony with the goals of the middle grades. It establishes an environment so a student can develop in the areas of exploration, skill development, consumerism, careers, and leisure activities. Through the employment of the unified arts concept, the student is exposed to a larger gamut of the practical and fine arts subject areas. The aim being the synthesis of the individual arts into a meaningful whole. In this way, unified arts integrates knowledge, skills, attitudes, and values between and among the arts. The resulting curriculum design is not a course, but rather a series of instructional units. By having this type of related arts learning experiences over a two-year developmental growth period, the student has the opportunity to make individual decisions about these experiences. The end result of a learner's unified arts experiences should place him or her in a better position to cope with future career, leisure, and educational decisions.
CONTENT SOURCE FOR UNIFIED ARTS
In planning for a curriculum revision and unification program, it is advantageous to identify a common body of knowledge for deriving instructional content. If the separate subject areas of art, home economics, and industrial arts are used as the content base, fragmentation would inevitably occur. Conflicts would arise concerning what to unify and what activities could be used to interrelate concepts that are common to all the subjects involved.
For this reason, a content source related to the three subject areas and the needs of the students must be indentified. Since technology is one of man's major endeavors and the unified arts rely heavily upon techniques for the majority of its content, it appears that technology would provide a unifying base for drawing program content. In addition, this curriculum guide was undertaken as a life and career awareness program for the students of Cabell County. Since we live in a complex society, both the community and the students, need to understand and reflect upon this changing society. Through the study of technology these goals can be achieved.
Technology, to the surprise of some, is much more inclusive than the mere tools and machines. Skolimowski defines technology as:
The totality of all man-made tools, their function and use, the material results of their application (technological products), the social impact of these products and the influence of technological change on the life of particular individuals and societies and groups (DeVore, 9).
For these reasons, technology has been selected as the content source for this curriculum guide. A structural model of this content source appears on the following page.
UNIFIED ARTS PROGRAM OBJECTIVES
A unified arts program will provide experiences which will:
- Guide the learner toward more successful relationships with peers and family through a better understanding of himself/herself and his/her needs.
- Assist the learner in adjusting to his/her environment through an examination of social roles and an evaluation of the expectations of his/her society.
- Introduce the learner to a variety of experiences so he/she may discover new interests and further develop those which already exist.
- Develop the learner's basic understanding in the safe use of common tools, machines, and appliances located in the learner's environment so he/she may have a workable knowledge of their function and respect for their care and use.
- Allow the learner to work creatively with a variety of materials and help him/her develop manipulative skills.
- Develop in the learner a positive work attitude, self-direction, self-discipline, and a respect for property and the rights of others.
- Help the learner to become familiar with a variety of vocations in our society and develop constructive uses of leisure time.
- Accommodate the needs, interests, and potentialities of each learner.
UNIFIED ARTS
Program Development
Model
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| UNIFIED ARTS SCOPE AND SEQUENCE SEVENTH GRADE |
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1 week - Unifying Experience (Introduction) weeks per unit
12 weeks - Independent Units (4 weeks per unit)
- Art: Drawing
- Pencil, charcoal and inkColor
- Types (contour and gesture)\
- Home Economics: Family Management
- Grooming
- Home care
- Manners
- Child care
- Industrial Arts: Communications
- Concept of Communications
- Sketching and drafting
- Graphic communications
- Electronic communications
4 weeks - Unifying Experience (Design Unit)
15 weeks - Independent Units (5 weeks per unit)
- Art: Introduction to Crafts
- Stitchery
- Weaving
- Macrame
- Enameling
- Ceramics
- Decoupage
- Home Economics: Clothing & Textiles
- Hand stitching & repair
- Material analysis
- Clothing care
- Machine sewing
- Industrial Arts: Production
- Tool
- Materials
- Processes
- Mass production
4 weeks - Unifying Experience (Crafts Fair) |
| UNIFYING EXPERIENCE EIGHTH GRADE CAREERS (Four Weeks) |
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GOALS:
- To expose students to the world of work vicariously or simulated to the extent that they have some comprehension of the diversity and complexity of work alternatives.
- To assist students in developing an appreciation of the dignity and value of work as the means by which people meet personal needs, satisfy life goals, and contribute to their society.
- To provide students with a knowledge and understanding of categories of work and its basic elements of data, people, and things thus providing for an early development of conceptual framework of the world of work (Career Education, Cabell County Public Schools, 1).
RATIONALE FOR UNIT:
Career education is an integral and inseparable part of a total education program. Individuals should have the opportunity throughout their occupational life to advance to their highest potential consistent with their abilities, interest, and desires and the needs of society. This ideal can most easily be met if education is provided in career exploration and its related possibilities . From experiences gained through career exploration in the middle grades, students are provided with opportunities to investigate various vocational interests through hands-on experiences, field trip observations, guest speakers, and related classroom instruction. If properly developed a career education unit should provide students with the knowledge, skills, and values, needed to make fulfilling career choices in their future.
OBJECTIVES FOR UNIT:
- To explore a number of occupations available within the art, home economics, and industrial arts areas in order to gain information about workers in various occupational areas.
- To explore the relationships of various occupations to everyday experiences and surroundings.
- To become aware of the various educational and vocational requirements for various occupational levels.
- To realize that certain abilities are essential for various occupational families.
- To relate educational skill development and self-information to worker skill requirements.
- To become aware of the responsibility for planning and selecting a career.
POSSIBLE ACTIVITIES:
- Develop an outline for analyzing a career including job title, job description, Training required, education required, estimated salary, employment location, and job requirements.
- Informal discussions of what types of careers exist within the areas of art, home economics, and industrial arts.
- Arrange for field trips to facilities that have occupations related to art, home economics, and industrial arts areas.
- Invite guest speakers from occupational areas related to art, home economics, and industrial arts areas.
- Research selected occupations related to the art, home economics, and industrial arts areas using a job analysis outline.
- View movies relating to various job clusters in the arts, home economics, and industrial arts areas.
- Write letters of application for jobs listed in the local newspaper.
- Using video taping equipment, simulate and record job interviews.
NOTES:
REFERENCES:
Career Analysis Study Outline (Provided in this section).
Cabell County Public Schools, A Guide for Career Education, Huntington, West Virginia, Cabell County Public Schools, 1973.
Holden, Donald, Art Career Guide, New York, Watson-Guptill, 1961.
Science Research Associates, Handbook of Job Facts, Chicago.
, Job Family Series Booklets: "Jobs in Art," Chicago.
, Job Family Booklets: "Jobs in Professional Home Economics," Chicago.
U. S. Department of Labor, Occupational Outlook Handbook, Washington, D. C., U. S. Government Printing Office, 1975.
The Encyclopedia of Careers and Vocational Guidance/u>, Volume I and II, Chicago, J. G. Ferguson Publishing Company, 1967.
Feingold, S. Norman and Swerdloff, Sol., Occupations and Careers, New York, McGraw-Hill Book Company, 1969.
Kaufman, William I., 1001 Top Jobs for High School Graduates, Bantam Books, Inc., 1965.
Lang, Carole J., Handbook of Job Facts, Chicago, Science Research Associates, Inc., 1973.
Audio-Visual aids in the Cabell County Curriculum Materials Center:
| Film |
Title |
| FR1536 |
What Else do Fathers do? |
| FR1537 |
Just What do Mothers do? |
| FR1547 |
Home Economics |
| FR1545 |
Personal Services |
| FR1546 |
Technical and Industrial |
| FR1539 |
The Electrical Workers |
| FR1540 |
The Gas and Oil Workers |
| FR1541 |
The Telephone Workers |
| FR1534 |
Super-Market |
| FR1535 |
Service Station |
| TR326(0) |
Automotive Foundry |
| TR607 |
Job Application and Interview |
| FR1232 |
Covers in Advertising |
| FR1228 |
Careers in Fashion Design |
| FR1227 |
Careers in Fine Arts |
| FR1233 |
Careers in Education |
| FR1235 |
Careers in Photography |
| 4719 |
Technicians in Our Changing World | |
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