From Task List to Curriculum: A Teacher's Guide to Outcome-Based Curriculum. Second Edition.

Autor/inn/en	Brookhart, Donna; McGuire, Pat
Institution	Colorado State Community Coll. and Occupational Education System, Denver.; Colorado State Univ., Ft. Collins. School of Occupational and Educational Studies.
Titel	From Task List to Curriculum: A Teacher's Guide to Outcome-Based Curriculum. Second Edition.
Quelle	(1991), (144 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Competency Based Education; Criterion Referenced Tests; Curriculum Development; Job Skills; Learning Modules; Material Development; Postsecondary Education; Task Analysis; Teacher Developed Materials; Teaching Guides; Test Construction; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Produktive Fertigkeit; Learning module; Lernmodul; Lehrmaterialentwicklung; Post-secondary education; Tertiäre Bildung; Aufgabenanalyse; Lehrerhandbuch; Testaufbau; Ausbildung; Berufsbildung
Abstract	This guide is designed to assist the classroom teacher through all the major phases of development of an outcome-based curriculum. It is intended to aid in modifying a conventional curriculum to an outcome-based (competency-based) curriculum (OBC), building a course or program around an outcome-based model, revising curriculum toward an outcome-based model, and using curriculum resources. The main body of the guide contains sections with step-by-step approaches and brief explanations. These steps are described: task list verification, what to do with a verified task list, task standards and conditions, enabling objectives, performance guides, evaluation, using a competency profile, teaching activities, and lesson planning. A checklist for action is provided. Attached to the 38-page guide is a resource guide to which reference notations are made in the teacher's guide. The resource guide is divided into four sections. The performance objectives section contains materials on components of objectives, rules for performance objectives, domains of objectives, and shopping lists of verbs. The evaluation tools section offers definitions, describes the three domains, and contains indepth discussions of cognitive, psychomotor, and affective evaluation. The third section is a guide for implementing articulation. The final section offers suggestions for special needs students. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC