University of Idaho
CTE 426 occupational analysis and curriculum development
3 credits
Career and Technical Education/Professional-Technical Education Program
Department of Curriculum and Instruction
College of Education
Instructor
Robert G. Ketchum, Lecturer
Office
University of Idaho Coeur d'Alene Center
1031 N. Academic Way
Coeur d'Alene, ID 83814-2277
Office: Room 125
Voice: 208.667.2588
Email:
Course Description
Instructional design systems and curriculum development as a systematic method of designing, carrying out, and evaluating the total process of teaching and learning; based on research in human learning and communication, employing a combination of human and non-human resources to bring about effective instruction. Focus on secondary and post-secondary professional-technical education.
College Vision
The College of Education envisions being a leading, diverse, nationally recognized educational community. Our caring faculty members and innovative curriculum are:
· Preparing professionals through integrated programs grounded in research
· Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship
· Informing professional practice and community life through the exchange and utilization of knowledge
Together, our college community is achieving this vision through a culture of openness, innovation, and collaboration.
College Mission
The College of Education enriches lives by advancing excellence in research and practice in education, leadership, and applied human arts and sciences (adopted January 27, 2005).
Conceptual Framework
University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Practice; and,
Engaging in Community Building & Partnerships.
Global Course Outcomes
Upon successful completion of this course, the learner will be able to:
1. Explain the role curriculum plays in an effective professional-technical education program.
2. Describe and apply a variety of curriculum development concepts, principles, and procedures.
3. Analyze an occupation, job, and/or task to identify occupational competencies.
4. Derive authentic learner outcomes and objectives for teaching occupational competencies.
5. Develop integrated, standards-based curriculum and instruction.
6. Develop and/or implement personalized learning programs: individualized educational plans and learning contracts.
7. Evaluate textbooks, workbooks, and other vendor materials.
8. Explain curriculum development software and its role in the construction of courses, lessons, and assessments.
Teacher Preparation Standards
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.
8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Instructional Strategies
Outcomes, content topics, and learning activities will be delivered using web-assisted methodologies. This will include various forms of individualized, group, and cooperative strategies suitable for classroom, laboratory, clinical, studio, and production environments.
Accommodations
Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through the University of Idaho’s Disability Support Services in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.
· Idaho Commons Building, Room 306, Moscow Campus
· (208) 885-6307
· email:
· website: www.access.uidaho.edu
Prerequisite(s)
None
Course Website
https://bblearn.uidaho.edu
Textbook(s)
Finch, C. R., & Crunkilton, J. R. (1999). Curriculum development in vocational and technical
education: Planning, Content, and Implementation. 5th Edition. Boston: Allen and Bacon.
ISBN: 0-205-27902-3.
The textbook is available through the U of I Bookstore or online sellers such as Amazon.com.
Other Materials
Participants are required to provide their own materials for the completion of individual and group assignments (e.g., binders, transparencies, vendor materials, etc.).
Schedule of Meetings and Topics (This course will be fully online through BbLearn)
Course Requirements/Assignment Specifications
Reflective Commentaries: Each participant will prepare a reflective commentary covering the
content, discussions, and/or presentations of each class session. The commentary is to be posted on the designated online discussion board. The commentary is to be written in two parts: Part 1 is to focus on one or two points of particular interest (i.e., something that caught your attention, caused you to reconsider something, or clarified something you did not understand previously). Here, “reflective” is referring to a habit of mind that questions why, what, and how one goes about doing what one does, with an eye toward making "what is," better. It is a reflective critique of what has been learned and/or observed. As teachers, we all need to reflect on what we do and why we do it. Reflection is a vital part of improving instruction and learning. Part 2 is to focus on application; that is, on how the session materials can be put to use in “your” classroom or situation. Again, this is a reflective process looking for ways of applying what has been learned. The commentary is due within the week following the given session. Participants are expected to engage in online discussions of the commentaries.
Readings & Quizzes: Each participant is required to complete a series of quizzes based on
readings in the textbook. All quizzes will be completed online through the assessment link on
BbLearn.
Signature Assignment 1 Industry Analysis: Each teacher will meet with someone from industry in the content area for which he or she is teaching. This assignment is designed for the teacher to use the Job Analysis Cycle for the specific content area. From the conversation, the teacher should prepare a report that includes the following:
1. Jobs in content area, develop a short description for each job
2. Tasks for specific jobs (use provided task analysis process and documents)
3. Skills necessary to successfully perform jobs
4. The courses that are being offered to prepare students with necessary skills
The assignment must be submitted electronically at the course website on BbLearn.
Peer Observation: Each teacher is to take a professional day and observe another class member’s teaching, if another class member is not available in your district, choose another PTE teacher in your or a neighboring district. After you have observed the peer, you are to prepare a 2-3 page reflection paper. The paper should have to following components:
1. School and teacher observed
2. Classes observed with an explanation of the objectives for each class
3. Three teaching methods that you believed were highly effective and why
4. Two points of constructive criticism and suggestions for the teacher to improve
5. Your overall impression of your peer’s program and teaching methods.
The assignment must be submitted electronically at the course website on Blackboard Bblearn.
Textbook Evaluation: Each participant will select and evaluate a textbook through the use of an
instructional module (i.e. a Learning Activities Packet [LAP]) located on Blackboard
Curriculum Software: The development of courses, lessons, and assessments is a time consuming
process. Today, there is software available to assist in the process. Each participant will provide evidence that they are familiar with a curriculum development software package. An evaluation form for this assignment will be available on BbLearn.
Signature Assignment 2 Curriculum Portfolio: Each participant will develop a curriculum portfolio for his or her program.
The portfolio should be designed as a guide that can provide stakeholders and the public with valuable information concerning the purpose and curriculum for the program. See the attachment for more information. This assignment will be due by the last class meeting and it must be submitted electronically at the course website on Blackboard BbLearn
Participation: Active participation is a proven enhancement strategy for learning. The synergy that
presents itself through guided and free discussion is rich in learning potential, especially with adult learners. Such learning opportunities are formed out of the sharing of experience and ideas. Every class is made up of planned and unplanned, active and inactive, learning experiences. One must, however, be present to engage or witness these experiences: they cannot be recreated or made-up later. Therefore, credit for participation is based on one's in-class/on-line presence. Simply put: One cannot participate if one is not present. Participation also includes online activities. It is important that all teachers actively engage in the dialogue on the discussion boards in order to make the online portion of the course rewarding.
TaskStream
The University of Idaho, College of Education has adopted the TaskStream assessment software for teacher preparation programs of which Career and Technical Education belongs. This is an online system of submitting and evaluating teacher preparation assignments and activities. Teachers will submit the Curriculum Portfolio project through TaskStream as a Signature Assignment in addition to the projects primary submission through BbLearn. If you have used TaskStream this year, you already have an account. If you have not used TaskStream this year you must create an account as described in the Appendix at the end of the syllabus. The website for TaskStream is www.taskstream.com.
Mid-Semester and Final Dispositions on TaskStream
Each student will be required to submit a self-assessment at the midterm and end of the semester. This activity will be completed and submitted through TaskStream. The assessment is comprised of questions related to teaching behaviors and dispositions
Expectations:
Plagiarism: All assignments are to be original to the student. Most of the written materials you develop will use other sources. Whenever you use another person's ideas in assignments, that person must be cited. Whenever you use another person's words, you must quote and credit the source.
Professionalism: This semester is part of your continual preparation in one of the world's great professions. The attitudes you exhibit in this course should reflect your seriousness about this profession. As an in-service or pre-service teacher, consider what you expect of your students.
Attendance and Participation: This online course require consistent and active participation in the Discussion Boards. Each student is expected to participate in the online discussions. Regular participation is considered an indication of your professionalism as well as your dedication to, and interest in education as a profession. For online assignments, establish a schedule to complete assignments in a timely fashion. Do not put assignments off until the end of the semester. You will not have enough hours in the day to complete course work if you put things off to the second half of the semester, and your instructor cannot guarantee time to complete scoring of all work.
Assignments: Assignments shall be submitted electronically through Bblearn. The instructor understands that the students enrolled in the course are busy. Beginning teachers and pre-service teachers face many challenges meeting job and family obligations. The assignments have been designed for practical application with teaching responsibilities. Because of the nature of an online course, the instructor is flexible with assignment deadlines. However, assignments submitted after an established or agreed upon deadline will have ten percent deducted from the final points for the assignment. If there are circumstances that will result in a late assignment, contact the instructor.
Timely Completion and Incomplete Grades: A final grade of “incomplete” will be given only for extenuating circumstances. We live in an uncertain world. From time to time we all encounter unexpected events. If you find that you cannot make a certain due date, please contact the instructor. Prior approval is required to submit a late assignment. Missing assignments at the end of the course does not qualify one for an incomplete grade without prior approval and extenuating circumstances.
Extenuating Circumstances and Special Needs: Components of this course may change due to the extenuating circumstances or learner needs. When and if that happens, those changes will not jeopardize the student in terms of required time to complete assignments. Students who have special needs (academic, physical, psychological, or health require special consideration or adaptation of course requirements, expectations, or field replacement) must notify the instructor verbally and then in writing at the beginning of the term.
Academic Integrity: The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action, which infringes upon academic freedom of other members of the community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.
Nondiscrimination Policy: The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, disability or status as a Vietnam era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans With Disabilities Act of 1990, the Civil Rights Act of 1991, the Rehabilitation Act Reauthorization of 1992 and other state and federal laws and regulations. Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in Faculty Staff Handbook (FSH) 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: April Preston, Human Rights Compliance Officer (885-4213); Gloria Jensen, Coordinator of Disability Support Services (885-7200); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the attention of the UI Human Rights Compliance Office (885-4212 or ). Retaliation for bringing forward a complaint is prohibited by FSH 3810.