Developing Your Curriculum Guide: From Competencies to Student Performance Objectives.

Autor/in	Hedges, Lowell E.
Institution	Ohio State Univ., Columbus. Vocational Instructional Materials Lab.
Titel	Developing Your Curriculum Guide: From Competencies to Student Performance Objectives.
Quelle	(1995), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Agricultural Education; Behavioral Objectives; Competence; Competency Based Education; Curriculum Development; Curriculum Guides; Guidelines; Lesson Plans; Material Development; Postsecondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Kompetenz; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Richtlinien; Lesson planning; Unterrichtsplanung; Lehrmaterialentwicklung; Post-secondary education; Tertiäre Bildung; Berufsbildung
Abstract	This guide, which is designed to assist secondary and postsecondary vocational instructors, examines the process of writing student performance objectives (SPOs). Discussed in a section on scope and sequence are the following: the definitions of the concepts of scope and sequence; considerations in sequencing course materials; deciding who, what, when, and how long to teach competencies in a program; and the impact of major planning decisions on the basic content of a curriculum guide. The second section begins with a brief discussion of the three types of performance objectives--pertaining to the cognitive, psychomotor, and affective domains. It explains why performance objectives are needed, what they do not do, and how they assist in lesson planning. The third section, which details the process of writing SPOs, contains the following: definitions and examples of the performance, condition, and criterion or standard components; examples of condition statements, criterion statements, and SPOs; tips for writing SPO criterion components pertaining to the psychomotor and affective domains; guidelines for writing SPOs that avoid common misconceptions and problems; and a summary of techniques for writing SPOs. Each section contains references. (MN)
Anmerkungen	Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. DCG, $7).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01