1 Skills Based Skills Based Curriculum Development John Johnson Curriculum Consultant Common Curriculum Errors F il t t h WHAT h ld b t ht Failure to teach WHAT should be taught (e.g., the latest skills & concepts) Teaching WHAT should not be taught (eg outdated skills & equipment) (e.g., outdated skills & equipment)
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Skills BasedSkills BasedCurriculum Development
John JohnsonCurriculum Consultant
Common Curriculum Errors
F il t t h WHAT h ld b t htFailure to teach WHAT should be taught
(e.g., the latest skills & concepts)
Teaching WHAT should not be taught
(e g outdated skills & equipment)(e.g., outdated skills & equipment)
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• Accounting• Advertising• Auto Mechanic
• Data Processing• Customer Service• Training Manager
CURRICULUM
Should We Teach --What we know best?What we were taught?What we enjoy teaching?Wh h i i h?
• Computer Techniciang g
• GIS Technician
What we have experience with?What the textbook happens to include?
ORWhat the student/worker most needs for successful employment?
What is DACUM?An Acronym for Developing A CurriculUM
A Process for: Used by:Secondary & Post-Secondary Educators
DACUM Procedure1. Orient the committee2. Review the job/occupation
A) Develop Organizational ChartB) Conduct initial brainstorming
3. Identify duties (general areas of responsibility)4. Identify specific tasks performed5. List:
A) General knowledge & skill requirements of the jobB) Worker behaviors (desirable attitudes and traits)C) Tools, equipment, supplies, and materialsD) Future trends/concerns
6. Review/refine task and duty statements7. Sequence the task and duty statements8. Rank the duty & task statements (Tech I, Tech II, Tech III)
Graphic Representation of Job, Duty, and Task Relationships
Whole Job
Job Divided into Duties (6-12)
Job Divided into Duties & Tasks
(75-125)
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Job, Duty, Task, and Step Examples
JOBDUTYTASKSTEP
- Homeowner- Maintain the yard- Mow the lawn- Start the mower
DACUM Advantageso Employee involvement and buy-ino Use of Expert Workers / Panel memberso Use of Expert Workers / Panel memberso Efficient: 2 days vs. 6 weekso Specific vs. general job specificationso Identification of critical taskso Opportunity for brainstorming & sharing ideaso Group Consensus / Synergyo Group Consensus / Synergyo Solid foundation for the Curriculum Development Process
DACUM
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A-3: Task VerificationTask Rating
Mailed to 150 GIS Validation Survey Respondents
Professionals in
San Diego County
- 75 respondents
29%
55%
16%
GIS ManagersGIS AnalystsOther
A-4: Select Tasks for Training
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A-5: Task Analysis
Phase B: Curriculum DesignB-1: Determine Training Approach
P f /C t B d• Performance/Competency Based
B-2: Develop Learning Objectives• Translate Tasks/Competencies into Objectives (sequence)