,

ED' 63 278

AUTHORTITLE

INSTITUTIONSPOTS AGENCY

PUB DATE...VOTE

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DOCIMEN2 RESUME 4

08 CE 018 965

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'' Harkins,, Frances . .

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Common Core Curriculum for Vocational Education.Category F: Stages and Structure of Curriculumbev.elopment. F-3: Applying Curricula. Specifics toVocational Education.

AVAILABLE FROM

IEDRS PRICEDESCRIPTORS

ABSTRACT

California State- Univ., Fresno..Bureau of Occupational and Adult Edlication (DHEW/OE),Washington, D.C.; California- State Dept. of

' Education, Sacramentod Vocatibnal EducationInstruction Services.78 .

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20p Not available in hard copy due tp,prtnt sizeand ensity: For related documents seerE 018935- 71 . .

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Dire , School of Family Studies and Consumer, Sciences, San Diego State University, San Diego,California 92182

5F-$10..83 Plus Postage. HC Not Available from EDRS.Behavioral Objectives; *Core Curriculum; *CurriculumDevelopment; Educational Objectives; HigherEducation; Learning Activities: Learning Nodules;

'Performance Based Teacher Education; Strident Needs;*Teacher Education'Curripulun; *VocationalEducation

Tilts module on applying curriculum specifics tovocational education is one of a set of Four on stages and structureof curriculum development and is, part of 'a larger series ofthirty-four nodules comprising a core curriculum intended for. use inthe profeisional preparation of vocational educators in the areas, ofagriculiuial, business, home economics, and industrial education.Following the module objectiie and overview and a bibliography ofsuggested resource materials (readings) for the entire module, fourlesions ate presented: (1) selection of specific clientele "did plansfor a Vgment of Oiriculus material: (2) job analysis; (3)objectives; and (4) dUrriculum product. -Each lesson contains theobjectiveriAverview, a liOt.of suggested ;earning activities, and alist of suggested resources (readings). Concludingthe nodule isaPpre/posttest and an answer key. (The modules have been field testedin various educational settings, includinTbachelor and mastersdegree programs, and are considered adaptable to many inst uctional,

. styles and student entry levels. CE 418 935-937 contain wo ingpapers.a4d other materials used in the development ,of the mo uleseries.) (3 H)

***********4***********i*f****34**4*******************************. Reproductions supplied by EDRS are the best tiat can 'be made

- 'from the original document,*********** *************************************0******************

A.

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. Common Core Curriculin .

for Vocational. Educatidn

F-3

APPLYING CURRICULUM 'SPECIFICS TO

VOCATIONAL EDUCATION

Module Writer: Frances Harkins, M. S.

fr-PC

CategOry F:

STAGES AND STRUCTURE OF CURRICULUM DEVELOPMENT

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Project 0:rectorGwen Cooke, Ph.D.

Assistantifroject DirectorMauiine Vander Griend, M. S.

1978

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U S DEPARTHE NT OF NI H.EDUCAIINN &WSNAIIONAL tHSTIT E OF

EDUCAT1 N

sHiS DOCUME Nt 'HAS SEEN *EMU).ONCE° EXACTOR AS RECEIVED RRCETHE pEllscRfog OA AttLIATION ORIGIN.*TING $T POINTS° VIEW OR OPINIONSstATE0 00 Nat CESSARMY RERRE.

4.SINS OF FICtAL NA comiANsTowe OR0ocimON pe$It ON OR POLICY

ABOUT THIS MODULAR CURRICULUM

This module is one of.a series of 34 modules intended for use in the pro-kessional'prepaiation of vocational educators in the vocational, educationservice areas of agricultural, businiss, home economics, and industrialeducation. The curriculum can be adapted to krious styles of instructionandto various entry - levels of students.

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It is recommended that an instructor planning to use these modules revieweach category to determine if any modification is needed in the objectivesand suggested activities so that they conform with local institutional, .

policies and/or vocational education programs. It is also suggested thatresources and activities be identified for the specific entry-level.of.ta student to be served.

The activities listed are suggested. The use of any other activity orreading reference which the instructor believes woUJO.d help to accomplish -

,the objectives of that lesson is encouraged. .The choice of the teacherto use the entire module, either through group reports or indiliidualizedassignment,.will be related to individual student cotpetenty requirements.

localSinee many modules strongly recommend the use of cal adninistrative-personnel and community rsources, it is suggested that all site visitations and requests for assistance in the community be coordinated by pr

.,,.c4ared through the instructor. The instructor may wish to -distribute

. . ' these tasks among the student group and across the cdfimilnity with the classreport systembeing.qsed to disseminate the information gathere

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'These modules have been field tested in.variOus settings.' ey havebeen used with students working toward a bachelor's or ma er's degree.) A

. end with students seeking the designated subjects crede al do Calif-"ornica. Some modules were testedthrough student ind endent study,others as part of total Mass assignment, and still others as an alter--nate activity: Workshop participants examined the materials in terms ofcontent, activities, and resources. The adaptability of this curriculum,is one of its strengths. ,

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theThe materials could not have been completed yithout//

the participatiqn and,

contribution of many individuals. Chief among these persons were themod* writers, workshop participants, fieA4-test instructors and students.Conference. presentors and also;eontributed to this project.^ . yPtoceedinfs of the workshop are availabl, uppn request.

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- . If we can provide Abu faith .information:6r help in using this, curriculum,/

-, . please feel free to "contact us.". .

fPro ect tor.

.

Dr. Gwen C Cooke, ChairpersonHone Econo ics Department '

Californik Stateliniversity, ltesno

Assistant to Director

:1Maurine Vander Griend, Adjunct PyofessorHome Economics Department" ,

California.State University, Fresno. '

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IP' COMMON CORE CURRICULUM

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4 . VOCATIONAL EDUCATION

MODULE WRITERS

William Bain, M.A.Ann Bauer, 14. S.Lloyd Dowler, M.S. .'Frances Harkins, M.S.Hal Marsters, M.S A .

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This work was developed under at c'ontract with the XaliforniaO State Department of Education under the provisions orFublic

Law 90-5-76, EPDA, Part F. Edwever, the 'opinions expressed' herein do not necesgarilt reflect he positlien or policy of

the State Department.of Education and no official endorsementby the State Derpartment Of Edudatto.should be inferred. ',

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Joan Mtrtin, Ed .DKenneth Moshier, Ph.,D .Dwayne Schramm, Ph.D:Gayle ,Sobolik, Ph.D..Gary Winegar). D .Ed.

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TABLE OF COMMITS

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Module Objective. .

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Module Overview , :". . .. 44 .... 1...Resource Materials for tompleting.tbk Ad:tivi..ties'izi this Module. 2Lesson One: Selection Of Specific Clientele'dnd Plani"for.a. .-

Segment of CurriCuluziMaterial . 4 4

a. Objective .% 4

V. Overview ' '4c. Suggested Activities .. . 4

d. Suggested Resources 5.

!deism Two: Job Analysis 0 4 . 6a. Objective .

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b. Overview . 6c. Suggested Activities N . 1 4444 : . . .6d. Suggested Resources . .

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7,Lesson Three: Objectives , $8

a. Objective . ,

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b. Overviewt .-. - .. . 8.

c. Suggested AOtivities ... . 8

d. Sliggested Resources 'iP C. .Lesson ?curt Curriculum Product. . ., ....... : ... .. :10

111 a. Objective . . .. 10b. Overview : . .1.0

e. Suggested Activities . . . 10.

'Module Pre/Posttest ,I 11

Answer Key '. 13

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4PPLYINg CURRIC

Upon the satisfactory cobecome a vocational educe

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'(1) Develop\n indi-",unitito meet th

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UM SPECIFICS tO wick:conk, EDUCAT7011,,,

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Mcidule''Cbjeetig '1- '

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2.etion of this module', the student preparing to

Ica teacher will be able to,.::4 .

:Ilualized competencyzbqed curriculum model orneeds of a specific student or group of studentsable iiformation and educatiOnal trends.

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Oierview

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In this module you , will have the ooportunity to develop a segmqnt Of ,a

total curriculem thatmight'be innovative or used experimentally in indi-'vidualiang material to egif"the needs of a selict,Sd clientele. is

tamght in the glasiroom nd how it is taught is basically the decision andrelponsibil/ty of the teacher and herein fiei the challenge:

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Seviral kinds oimaterials maygive,you, an iata For iastance, the Vocaltional Edubation Amendments of'1976 bring linto focus soig new directions.VistriCt'plAhs for locitional Education-have vtluake'deitp, as do materialcolleet6d in completion of.previous modulel, other :types pf curria4umMaterials, slod'taped interviews 10.th counselorl'inditdministrators.'

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this module his been divided into .tour lessodst- 1 . . ',

41) Selection df Specific Clienttam'and Plans for t SFgien of'Curriculum Material

,(q) 41) Analysis

.00. lubljedtives

141 OurricAlum product

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% ' "' Resderce Materials for Completing the Activitiei in this Module. .

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I :' American Vocational Journal, 51, No. 8, (November) 1976.. .

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f ; "4" I 4..' .: -* California Business Education Program.Gtide'for Office 'and Distrib u-

.tive'Oecupations. Sacramqnto: Bureau of Business Education, Calif,.

r; .;- ornia State Department of Education, 1973. '.

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Cattell, Calvin J.; Shirley A. Chase; and Marilyn J. Molnar. Model, Curricula for-Vocational and Technical Teacher Education: Report

no,_V, Genet .Objectives, Set II: Columbus, Ohio: The C(nter forVocational Education, The Ohio State'University, 1972.

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Cimicillum Design for Consuter Education, Kindergarten Through GradeFourteen. Slcrmsentp: California State Department of Education, 19744_

Davies, Ivor:K. Competency Based Learning: Technology Management aidDesign. New York: McGraw-Hill: 1973. ' ..

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Fine, S. 41, and W. W. Wiley. An Introduction to Functional Job Analisid.Kalamazoo, Michigan; The W. E. Upjohn Institute for Employment Research',1972.

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Fleck, Henrietta. Toward Better_Teaching of Home Economics. (2nd ed.).,

:rev 'York: Macmillan, 1974. , .

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'' ' I z%.Houston, W. R.; and R. B. Howsam. Competency Based Teacher Education. .

Chicago: Science Research Associates, 1972.4

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INCINCEDesin oeturriculum Models in Consumer Education for Consumerand Horemakiai Education. Sacramento: Bureau of Homenaking Education,California State Department of Edudatioh, 3.976. ,

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. 'Introduction to Agriculture, California Vocational Agriculturg Curri,culum Guidelines, (2nd ed.). San Luis Obispo, California: Voca-6

tioaal Education Productions`, California Polytechnic' State University,''1976..

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rapier, Miriam B., ed.). Behavioral Objectives in Currigalown.Devel-.opment, S ?lected Readings, and Bibliography. Englewood Cliff', '

New Jersey: Educational Technology Publications, 1971. , ...,

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Kazanas; James N.; C. Harris; Dale Lemons et,al. The hilelsophi.gi'',Foundations of Vocational Education: New York: 'MSS InformaqghCorporation; 1973

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Krathwohl, D. R.; B. S. Bloom; and B. B.'Maia: 'A Taxanbme Or'Eauca-tional Objectives: Handbatta IX, The Affective Totain. 'New'York:David McKay, 1964.

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Mager, Robert F. Preparing nstructionai Objectives.. (ndBelmont, California: Fearon Publiphers;.1967.

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Mager,'Bobert F., and Kenneth M. Beach, Jr. Developing VocationalInstruction. Belmont, California; Fearou Publishers, 1967.,

Silpson, Elizabeth J. ,"The Classification of Educational Objeetives:'Psychomotor Domain." Illinois Teacher of Home Economics 10 (1966)110-144.

State of California. California Five-Year Sig:Plan for VocationalEdueation: , A Planning Process. Sacrament California.State De -1partmentof EducatiOn, 1977.

Tauber, Daniel, and Laurql Tanner. Curriculum Development:. New York:Macmillan, ,

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U. S. Department of Labor, Manpower Administration. Dictionary, of

Occupational Titles. (3rd ed.). Washington, D. C.: GovernmentPrinting Office, 1965.

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APPLYING CURRICULUM SPECIFICS TO VOCATIONAL EDUCATION

Lesson One: Seleotd.on of Specific Clientele and Plans ,

for a Segment of Curriculum Material

Objective

Upon tde satisfactory ccilabletlon f thfs lesson; the student will selAt/a. specific population lewd deponstrate his/her ability to plan appropriate

material for.these students. 0

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Time should be spent in "brainstorming" in.order to discovpr what needs tobe done in vocational education and how it can best be done. The resultmay be (1) a structured unit developed, within a specified curriculum design;or (2)' a revision of a.selepted course offered today; or (3) a plan for aninterdepi;tuent approach to selected units in vocational education includingrequest .for funds; or (4) a proposal for developing curriculum. The moduleor unit may be developed for secondary, post-secondary, or adult purricu-

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The plan submitted to the instructor is to include a descrintion of specificclientele, the rationale, and the objectives of the curriculum segment tobe developed in terms of yoFr stated purpose.

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(1) Review Public Law 94-82 and/or articles pertaini o new legislation,such as those'presented in American VocatiOnal Journal, November, 1976.

(2) Describe in detail the pOpulation and setting selected for module/unit/lesson development. The case and setting may be selected from:

of District profiles of a vocational education program

b. )Materials collected from other courses, modules, lessons

c. Interviews with a local vocational education administratorI

, (3) Using Mager's Developing Vocational Instruction, outline a tentative '

plan of action, including selection of curriculum design.

(j) Describe in detail a.plan to incorporate one of the curriculum priorities''identified in the California Five - -'Year State Plan for Vocational-Educatilin.w,

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(5) Select clientele and interview the group liader (teacher) outline .' offerings and organize into a seventfal and integrated pattern to'meet the needs ofthe learner. Discuss this plan with. the personinterviewed 'and consider.suggestionsIbr, change of curri.cul de_

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(6) Review curriculum materials for a special group such as the andicapped-t-

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or diaa&antaged,.oreconcimically depressed area students; alapt foryour selected group.

(7) If you,are'interested in consumer and hoTt7e"Atking_edncation mrOgrams,EDA Strand of MATCHE curriculum and select ti-

viti6 for your clientele./

. (8) Select your own, project for curriculum development. Discuss,with in-structor.

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Suggested Resources

Cotrell, Calvin J..;.Shirley A. ahas;; and Marilyn J.'Molnar. ModelCurricula for Vocational and Technical Teaching Education: ReportNo. V, General Objectives; Set 71. Columbus, Ohio: The Center for

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Vocational Education, The Ohiottate University, 1972.

Kazanas, James N.; C. Harris; Dale Lemons et al. The Philosphy &Foundations of Yoqational Education. New York: MSS InformationCorporation, 19731 .

Mager, Robert F., aInstruction: Be

Public Law 51-462,State,DePaipt:ment

d Kenneth Beach, Jr. Developing Vocationalnt, California: Fearon Publishers,

L1967.(

4ducation ndments of 1976. Sacramento: California

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State of/California / alifornia Five-Year Plan Mr Vocational Education('A'PldridingProtes. Sacramento: California State Department of

1, Education; 19774 .

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U.'S. pepartmAnt of Labor; Manpower Administration. Didtionary of Name.-tional Titles.;* Ord ed.). Washington, D. C.: GovernmentPrintingCftioe;1965.

U.,S. Office of, Education. A Guide to the Development of VocationalEducation Programs and Services for the Disadvantaged. Washington,D. C:1- Government Printing Office, 1969.

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Work Experience Eaueation, A Handbook for California Secondary Schools,-

Sacramenio; California State Department of Education, 1972.

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c---1'Upon successful completion of assigned

activities, proceed to Lesson 2.

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APPLYI1G CURRICULUM SPECIFICS TO VOCATIONAL EDUCATION 4

Lesson Two: Job Analysis

Objective

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. Upon satisfactory completio of this leison, the vocational student willbe able to monstrate use of job and task analysis in developing vo-cational educ= ion c riculum..Overview

Taylor analyzed jobs by the use, of systematic observation, classifies-.

%,tion!'and talplation of,job activities in a study df the steel.industriin 18115; The Principles dfSclentific Mmnagenent, 1919. The UCIS. Employ-meit Service used job analysis techniques to analyze 54,0b4 job'i between

$14199. The Dictionary bf Occuptional. Titles (DOT) is a summary of thisstudy. Information obtained. from job analysis is used by DOT to define

ijobs in terms of what i41°.done, how it is done, and why it. is done. DOT'4,5 a source of information about job functions performed by the worker, theattitudes, interests, and temperament required hyrthe job; the Physical demandsplaced on the worker; the, conditions under'which the worker must function

Robert Mager, in Developing Vocaticinat Instrpction, 1967, defines a taskas.a logically related set of actions requil+d for the completion of ajob objective. In task analysis all of the tasks Ire listed in.terns of whatis done on 'the job. From this list Mager suggestTidentifying the type-ofperformance and the learningitifficulty so that a time schedule may be pre-paredfor teaching each task.

Suggested Activik.ies .. a, (1) Make a job analksis%

(2) Write a job description.'

(3) Develop a list'of tasks'appropeate for the job by-using DOT, or bymaking a systematic observation of an individual working on the job,or by talking with the person perforning the job or his supervisor.

(4) 'Apply the principle of task analysis to your special project ordplan.

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Suggested ,Rei,ources I,

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dtotrell, Calvin 174; Shir1RV.A./fhase; and Marilyn J. Molnar:model durrieula for Vocationkl and Technical Teacher Education:Report No. ye, General Objectives., SetII: Columbus, Ohio: TheCenter for Vocational Education, The ftioState University,.1972.

Davies, Ivor K. Competency Based Learning: Technology, Managetent,and De%ign. New York: McGraw-Hill, 1973.

Fine, S. A., and W. W. Wiley. AnIntroduction to Functional JobAnalysis. 'Kalamazoo, Michigan: The IC E. Upjohd Institute forEmployment Research, 1971:'

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Mager, Robert F., and Kenneth M. Beach, Jr. Developing Vocational'Instruction.. Belmont, California: Fearon Ppblishers,1967.

U. S, Depkrtment of Labof, Mahpower Administration. Dictionary of°Occupational Titles. 13rd ad:). Wkshington,.D. C,: .Governmenp.Printing .Office, 196.5.

U. S. Office of EdUcatio. A Guide to the Deve/Ipment,of.VocationilEducation Program's and Services for the Disadvantaged. 4reabingt9di'D. C.: Government Printing Office, 7.969.

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activities,_ proceed toyLesson 3.:` 4

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AlTLYING-CURRICULTJORECIFIdS TO VOCATIONAL EDUCATIONS

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' . Lesson Three: Objectives.

. Objective. .

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Upon aatisfacto completion of this les#on,-theybcatitnal student Will''' be able to'demon trate the, ability to4write performance objectivesfor a

speciiid prograp..P

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Overview 44174lk

Behavioral objedtt es and e al.pracikes are.governed by What the

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sphool_seeks to itAieve. Bask li, the majority of writers 'agree that abehavioral objective: (1) nibit, be stated in terms of-the student; (2) must

Istate the behavior, e student is to perform; (3Y must list the conditionsunderwhich the beha *or s to b, petforqed; (4) must list the criteria thestudent must, achieve in order t6,subcessfully et"Complish the task.

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1N) Review Mager, De AlomingITNE.tional Implications, and A. Taxononr of.

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Educational Objegives by Krithvohl and Bloom in preparation fpr Writ-. ing bIhavioral.objectiVire .

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(2) "Se at least five performance objectives f6r selected dress of vo- ilk. . .

'.'cationaleducation. Rdve a classmate critict2e the objectives; re- -

'write if necessary. Discuss with your instructor.'.

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(31 kead Ralph W. Tyler, "The Father of Behavioral Objectives; Criticizes.Thera: An Interview," Phi- Delta Kappan.-Irol. 50,-ftptember, 2973, 57.What purpose are behavioral objectivei serving today?. How does Tyler.assess the of behavioral objectives? Do you agree with him?State your,agreenent or disagreement-in writing.

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Suggested Resources . ..

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'California BusineseEducationiprogram Guide for Office and Distribu-. tivi Occupations.. Sacramento: Buieau o Business Education, Cali.=

fornia Stake `Department of Education, 19n. 'V . ...

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Cotrell, Calvin J. ; Shirley A Chase;, and ,Marilyn 4. Molnar. ModelCurricula for Vocational and Technical Teacher Education: ReportNo. V;10eneral Objeptiyes, Set II. Columbus, Ohio: Tie Center for

Vocat4ona3. Educati4WThe Ohio State tiniv'ersity, 1972..

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Curriculum Design for'Consumer Education, Kindergarten ThroughGradeFourteen. Sacramento: CaliforniaState DIPartment of Education,:

Introduction to Aericulttre, California Agriculture Curriculum Guide-lines. (2nd ea,). San Luis Obispo, California: Vocational Educa-tion Productions, California Polytechniq State University, 1976.

. Kapfer, Miriam B. led.). ,Behavioral Objectives in Curriculum Developmeat, Selected Readinge and Bibliography. EnglewoOd Cliffs, New JeEducational Technology Publications, 1971.

Krathwohl, R.; B. S. Bloom; and B. B. Masia. 'A Taxonomy'of Educa-tional Objectives: Handbook II, The Affective Domain. New York:David McKay, 1964.

%. Mager, Robert'F. Preparing_Instructional Objectives. (2nd ed.). -

Belmont, California: Fearon Publishers, 1975.

Mager, Robert F., and Kenneth M. Beach, Jr. Developing VocationalInstruction. Belmont, Calfornia: Fearon PUblishers, 1967.

.-Sibpson, Elizalieth J. "The Classification of Educational Obrectives:Psychomotor Domain," Illinois Teecher of Home EConomics 10 (196.6).110-144.

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Upon successful completion of as'sighed,activities, proceed to Lesson 4.

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APPLYING CURRICULUM SPECIFICS TO VOCATIONAL EDUCATION4

Objective

Lesson Four: Curridulum Product

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The vocational education student will be able to demonstrate the ability :to use data and resources in developinea competeiCyTbasFd.curritul.um

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Overview'1

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Thts lesson is the culmination of activities completed for this moduls.° ,

The report prepared may include many of your past educational experiences .

or it may seem as a review of curriculum studies.

Suggested Activities

Al) Prepare a report including data and resources used and a sample offihal curriculum material.) Present_to instructor or class. Evaluatethe report using any/evaluation form acceptable to the instructor.

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This finalipTesentation will serveas posttest for this module.

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MODULE PRE/PITTET

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Stu4ent: ThiPpre/positest is designed to assess your knowledge of,appiication'of,curriculumspecifics to vocational education.Since this medble is an individualited and competency-basedlimning device, you will neea'to study only those lessonithat. ary,presented onthe basis of your respdnse to this

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1. List the main steps in sequential order to be taken in developing,curricmlum... v' .st.or*

a. Concept ...

Oeneralizatipn. :

c. .Compeldricy4bagb,d objectives

d. Performance objective

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DescrilWthe charact$4stics of individpalized

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4.*'Iast five types of available

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curriculum 'resource materials.

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5. Define job analysis,and job description;/explain how each is used.in. ,

curricultm development. ,

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6. 'ghat -is meant by.the following statement: "program meets statestandardse"

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APPLYING CURRICULUM SPEC6ICS TO VOCATIONAL 'iDUCAT4/ , i

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.ANSWER KEY' MODULE PRE/POSTTEST

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Instructor: Do not reproduce this page in Students' booklets:, Youmat retain it for grading and prescriptive purposes..Answers will vary with individuals. "A preferred response.might be sAdlar to the answer presented.

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1. The steps to be taken'tm deveictifing,,atthi.culum are described in'vary-(L1) ing terms b' Robert44iger in Developing VOcational-Instructioh, 1967:

Specification.of the dehAred results; deielopment of an instrument bywhich success can be measured;. development procedures, lessons, andmaterials designed to achieve the specified result; and procedures toihsure th'e continual' improvement of course effectiveness.

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.. . :2. a. Concept: 'A concept is defined as a general idea that is formed(L3t 'about-several experiences.

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b. Generaliaatton: "Generalizations are broad summary statements whichunify specific,fhcts and show relationships between ideas. Since,

.. generaliations Are abittact, they have meaning in a number of situ-ations. 'Thus, theyca# be viewed al a core around which a varietyof subject matterarees,can be developed." Maximizing Human Potential.California State Department, of Education, 1977.

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c. Competency-based: "Cbmpetbncy-based is a movement as some see asthe more coulpreh4nsive of the alternative terms and hence as themore capable.of incl ding'thewide range of types of objectives and

maiof abilities to pert rm....The two terms competency -based and per-formance-baved re n synonymous and hence subject to persbnal

choice." W. R. Houston and R. B. Howsam, Comnetency4Based TeacherEducation, 1972, p. viii.

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4.

d. Performance objective: The characteristics of a useful performanceobjeotive, atcording to R. F. Mager, Preparing Instructional Objec-tives, 1975;1. 23; are: (`l) performance /what the learner is ableto do);(2) conditions (important conditions under which the perfor-

'' riarice is expected to occur);43)criterion (the quality of perfor-. mane that will Tie considered aceptable).

3. Two examples, are: (1) the Kiva Plan,, which was an exploratory curricu-.(L1) lum probe idttiated by an enterprising principle l to serve a sidgle

school, with about thirty children from an affluent community. This

1kd

a

Pre/Posttest Answer Key (continued)

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curricula focused'upon the very able learner. (2) The Minnetka . ,

plan, which is an individualized cur 'cula, which pioneered in self-teaching materials, individualized i truction, and programied learn -.ing. As the program was developed, he student worked at his onpace but would have to complete a given step in the program withouterror. He was responsible for self-checking and assumed a large rolein achieving mastery by himself. Time could vary but mastery orquality was more constant.

4. Available curriculum materials:(L4)

a. References on instructional techniques and procedures'b. Mediac. Guides/course outlinesd. Curriculum designe. Outlines. of'concepts and generalization *

f. Instructional patternsg. Guidelineih. Periodicals and jouionals

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i. Yodels

5. Job analysis is the process of determining and reporting pertinent -

( L2 ) information relating to the nature of a specific job. Jobs can be .-analyzed by use of systematic obfervation, classifiiition, and tabu-,lation of job activities. Throw job analysis a logical procedure'can be outlined for presenting content and training for specific skills.

6. As.a.condition of eligibility for fedeilil funds a local educational '

(LI) agency's vocational education prognam must meet program standards asoutlined in the state plan. These standards result froth recommenda-tions Made by Many ad hoc advisory committees.

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N corm CURRICULUM FOR-VOCATIONAL EDUCATION.

datetoryk: 4Introdiation to Vocational Education

A,1 History, Philosophy%) and Trends inlocational Education)6g :,Scope, Function, and organization Vocational Education'A-3 `Vocational Legislation \'A-A.-Assessing the Job Market and Employment,Trends

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Category B1 -Cooperative Relationship

B-1. Rationale for Cooperative Relationships.B-2 Advisory CouncilsB-3 Cooperative and Work' Experience Programs

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, Waregory*C: Vocational Students

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S

*, C-1 Promoting Vocational Education and Recruiting Eligible Students,

for Vocational Education.'C-2 Aiseshing Students' Personal Characteristics

, C-3 Guidance and CounselingC-h Assisting Students with Special Needs

:in Vocational Education Program

C-5 Assessing the Nee'as of the Disadvantaged StudentC-6 Developing Student Leadership Qualities in 'Vocational

ProgramsC-7 Student Organizations

Category D: Administration and Supervision

D-1

1)7PD-3

D-5i.6

D-7D-111

Education

Fiscal Management of a Vocational Education ProgramWriting a Vocational Education Project/BudgetRecqpd Keeping in Vocational Programs,Conference LeadersBipgelection, Supervision, and Evaluation of PersonnelSchool Law and Its Relationship to Vocational EducationStaff DevelopmentImplementation of Change

Category"El Curriculum Design in Vocational Education

E-1 Developing a Curriculum Design in Vocational EdUcationE-2 Applying Learning Theory to Vocational Education.E-3 Instructional Strategies

Category Pt 'Stages, and Structure of Curriculum De elopment

F-I Theoriei in Curriculum Development *.

F-2 Building a Curriculum for Vodational EducationF -3 Applying Curriculum Specifics to Vocational EducationF-h Safety

Category G: Evaluation and Research

G-1 Evaluation ModelsG-2 Evaluation Procedures for Local ProgramsG-3 Introduction to Research Wcedures in Vocational EducationG-h Research Design in Vocational' ducatIontG-5 Development of a Research Proposal in Vocational Education

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