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Curriculum Based Approach for Developing
and Delivering Training to Small System
Jeff Oxenford Training and Technical Services Specialist
Let’s revisit
What do you remember?
Why do you remember it?
What action did you take?
We design training to _____ _______
Answer this question
We design training to Get Results!
RCAP Training through EPA
grant
Training and Technical Assistance for Small
Drinking Water Systems to Achieve and Maintain
Compliance Through Assessing and Addressing
Deficiencies
7
RCAP Training through EPA
grant
Training and Technical Assistance for Small
Drinking Water Systems to Achieve and
Maintain Compliance Through Assessing
and Addressing Deficiencies
8
Allow customization to address primacy
agency needs
Improve knowledge retention during training
What’s unique about our
training
Facilitation guide
Agenda, learning objectives, materials
Slides and speaker notes
Handouts (for students and presenters)
Activity worksheets
Example problems and solutions
ABC formula sheet, periodic table, checklists,
SOPs
Pre and post tests, evaluations
Curriculum package
RCAP staff meets with each primacy
agency at minimum annually to identify
training priorities.
How you can take advantage of
this training?
Curriculum design
For those who approve classes
Be able to identify key components of curriculum
and make a judgement about design
For presenters/ developers
Be able to apply tools to improve your curriculum
design
Learning Objectives
1. Needs analysis – What need does the training
address?
2. Learning objectives – What outcome do we want?
3. Content – What do you need to cover to achieve the
objective
4. Structure - How to structure the learning to improve
retention?
5. Evaluation/Assessment – Were the objectives met?
Curriculum design
Learning Objectives
Evaluation
Structure
Content
What need does
the training
address?
Needs Analysis
“If you don't know where you are going, you'll
end up someplace else.” Yogi Berra
“If you don't know where you are going, you'll
end up someplace else.” Yogi Berra
Needs analysis should cover
Current
situation Where we
want to be
Needs analysis should cover
Gap between
current and desired
results Current
situation Where we
want to be
Needs analysis should cover
Gap between
current and desired
results
Audience
Current
situation Where we
want to be
Needs analysis should cover
Gap between
current and desired
results
Audience Topics
Current
situation Where we
want to be
Tools for needs analysis
Where we want to be?
Achieve and maintain compliance
How did we conduct the analysis
Analysis of SDWIS data
Met with primacy contacts
Identified gaps
Why are they out of compliance?
What do they need to get into/stay in
compliance?
RCAP/EPA needs analysis
Develop menu of compliance topics
Key Audience – Operator/ Managers of small
water systems
How this impacted design
How are training needs being identified in your
state/ region?
Question
Evaluation
Structure
Content What outcome do
we want?
Needs Analysis
Learning Objectives
Statements of intended learning
Outcomes you want for your students
Specific and measurable actions
Learning objectives are:
We will teach (cover, present) …
Students will know (understand, ..)…
Are these good learning objectives?
We will teach (cover, present) …
Should be student focused: the Learner will…
Students will know (understand, ..)…
Should focus on a specific action - Students will
be able to explain (do/perform/use…) …
Are these good learning objectives?
Tool - Bloom’s taxonomy
(Wilson, Leslie O. 2001)
Action verbs
Create: Plan, design, construct
Evaluate: Justify, prioritize, test
Analyze – Compare, contrast,
Apply– Use, calculate, implement
Understand – Explain, summarize
Remember – List, name, describe
At the end of the session, participants will be
able to:
Describe what is an effective learning objective
Examine learning objectives and identify if they
are properly constructed
Construct an effective learning objective
Use learning objectives to design curriculum
Where in Bloom’s taxonomy
would these objectives fall
Evaluation
Structure
What do you need
to cover to
achieve the
objective
Needs Analysis
Learning Objectives
Content
References
Need to know criteria
AWWA Water Systems Operations (WSO) series
Standards/ regulations …
Root cause analysis
What knowledge/information is needed to fill the
gaps?
Tools for content
Cover only what the students
need to know
and can absorb
What’s the minimum you can cover to meet
the objectives
and then provide direction if they want more
detail
What do these pictures show
about learning
How should the
learning be
structured to
improve retention?
Needs Analysis
Learning Objectives
Content
Evaluation
Structure
Lists
Photos and Images
Acronyms
HOMES
KISS
Graphs and Charts
a. Add a frame to aid learning
Stories
Example: 4 Ways to Reduce Leakage
1. Improved leak repair time
2. Pressure management
3. Infrastructure management
4. Proactive leak detection
Graphic courtesy of AWWA (M36)
41
Periodic table provides information
on charge
42
b. Engage the learners
I hear and I forget.
I see and I remember.
I do and I understand.
Confucius
Student revisit content
c. Revisit vs review
http://www.byui.edu/learning-and-teaching/news/lest-they-forget
What structures have been
employed in this presentation?
Structure
Were the
objectives met?
Needs Analysis
Learning Objectives
Content
Evaluation
Pre and post tests
Evaluations
Tools commonly used
Thought and beliefs about the training
Were learning objectives met?
Were students able to apply on the job?
What are you evaluating?
For those who approve classes
Be able to identify key components of curriculum
and make a judgement about design
For presenters/ developers
Be able to apply tools to improve your curriculum
design
For this session – Did we meet
the objectives
