1. CCDET ALL STAFF FEBRUARY 7, 2014 ADAPTED FROM INFORMATION PRESENTED BY DR. CHARMAINE BRITTAIN, MSW, PH.D NSDTA CONFERENCE OCTOBER 2012 Curriculum Writing

2. BASED UPON WORK BY: JUDITH RYCUS AND RONALD HUGHES AT THE INSTITUTE FOR HUMAN SERVICES Levels of Learning

3. Level I: Awareness Provides a broad overview of the topic Introduces the topic and provides basic information Determines what the participants know Learning objectives start with verbs such as:  Recognize…  Become aware that…

4. Level II: Knowledge Provide comprehensive, factual information Trainees master essential job information Promotes linkages between the elements Learning objectives start with verbs such as:  Describe the…  List…  Explain…

5. Level III: Understanding Trainees make connections Refines the participants’ conceptions of their responsibilities Shows how participants can implement new knowledge and skill Learning objectives connect knowledge to the job:  Understands how ____ is applied to ____  Differentiates between ____ and ____  Knows how to ____

6. Level IV: Skill Develops participant’s capacity to perform a task Structures activities to provide practice Learning objectives use verbs that show skill mastery:  Demonstrates ____  Applies ____ to ____

7. LINKING COMPETENCIES TO LEARNING OBJECTIVES Learning Objectives

8. Competency/Learning Objective Examples Level I: Awareness  Identify various driving situations  Reflect on feelings related to various driving situations Level II: Knowledge  Describe the process of driving a car  Define various traffic signs  Explain the ten most important rules of the road

9. Examples continued… Level III: Understanding  Differentiate between driving techniques when driving in good weather versus bad  Describe how to avoid accidents in various case scenarios Level IV: Skill  Demonstrate how to park a car  Demonstrate how to safely pass another vehicle  Apply the 6 second rule

10. BERDIE, J., LEAKE, R. & PARRY, C. (2004). “A MODEL FOR SKILLS-BASED CLASSROOM TRAINING.” PROTECTING CHILDREN 19 (3). P. 53-64 Training Skills

11. Five Step Process Step 1: Explain (and discuss) Step 2: Demonstrate (and discuss) Step 3: Practice Step 4: Feedback Step 5: Discussion of Transfer Implications Step 6 (Optional): Embedded Evaluation

12. Linking Levels of Learning to Activities

13. Learning Activities Learning LevelDefinitionCompetency Language Associated Learning Activities 1.AwarenessProvides a brief overview and introduction Aware of Recognize Examine Lecture Discussion Quiz Videos/DVD Brainstorm Activity Guided Imagery Puzzles 2. Knowledge & Understanding Provides comprehensive, factual information Know Understand Lecture Discussion Debates Storytelling Mix/match cards

14. Continued… Learning LevelDefinitionCompetency Language Associated Learning Activities 3. UnderstandingLink the knowledge to how it can be applied on the job. Know how to Relates how to Case studies Small group exercises Demonstrations Problem-solving 4. SkillPerform or actually experiencing a task or activity Practices Able to Demonstrates Demonstrations Modeling Experiential exercises Role plays Simulations

15. A SEVEN-STEP PROCESS Steps for Developing Curriculum

16. Step 1 Write Competencies and learning objectives What kind of training do you want? What is the learning level of the training? What kind of time do you have? Who is your audience? Week 1

17. Step 2 Gather information. Identify your SMEs Check for previous trainings on topic Find related research articles Week 2

18. Step 3 Develop a preliminary lesson plan. Plan out time/length of each section Ensure each learning objective is covered Define the content and activities that relate to each objective Identify potential resources for each topic Weeks 3-4

19. Step 4 Flesh out with content and activity instructions Develop first draft Pull in all resource material Decide on format Weeks 5-8

20. Step 5 Concurrently, develop handouts, PPT, etc. Do this as curriculum is written Weeks 5-8

21. Step 6 Review, review, review…yourself and other readers. Revise, revise, revise. Send to internal reviewers Incorporate feedback and revise Send to external reviewers Incorporate feedback and revise Weeks 9-10

22. Step 7 Beautify curriculum.

23. Thank you!