Upload
tjcarter
View
1.441
Download
0
Embed Size (px)
DESCRIPTION
Citation preview
Session 2 -ADLT 602Session 2 -ADLT 602Program Planning, Program Planning, Management, and Management, and EvaluationEvaluation
Dr. Terry [email protected]
AgendaAgenda
Caffarella’s Interactive ModelCaffarella’s Interactive Model
Interactive Model of Program
Planning
Building a SolidBase of support
IdentifyingProgram IdeasSorting and PrioritizingProgram IdeasDeveloping
Program Objectives
DesigningInstructional Plans
DevisingTransfer of LearningPlans
FormulatingEvaluatingPlans
Making Recommendationsand CommunicatingResults
Preparing Budgetsand Marketing Plans
CoordinatingFacilities andOn-site Events
Discerning the Context
Selecting Formats, Schedules, and Staff Needs
What are the features of What are the features of Caffarella’s model that Caffarella’s model that make it unique and valuable make it unique and valuable for program planners?for program planners?
Assumptions Assumptions Inherent in the Inherent in the Interactive Interactive Model of Model of Program Program PlanningPlanning
What do we know about What do we know about adults as learners and adults as learners and how does that affect how does that affect program planning?program planning?
Adults as learners: What are the Adults as learners: What are the implications?implications?
Five Critical Issues in Program Five Critical Issues in Program PlanningPlanning
Developing a Learning Developing a Learning Contract for the Program You Contract for the Program You Want to CreateWant to Create
Learning Objectives
Learning Resources and Strategies
Evidence of Accomplishment of Objectives
Criteria and Means for Validating
Step 1: Diagnose Your Learning Step 1: Diagnose Your Learning NeedsNeeds
Step 2: Specify Your Learning Step 2: Specify Your Learning Objectives Objectives
Writing Behavioral Writing Behavioral ObjectivesObjectives
“An objective is a written statement, defining in precise terms, what the learner will be able to do at the end of training and how well.”
Robert Mager
Traditionally, behavioral objectives Traditionally, behavioral objectives address three things:address three things:
The desired behavior
The conditions under which the behavior is performed
The performance standards that are to be met
Example for ADLT 602:Example for ADLT 602:
At the end of this course
(condition), learners will be able to
design a program plan (desired
behavior) that uses all of the
elements of Caffarella’s interactive
model of program planning
(performance standard).
Analysis
Evaluation
Synthesis
Application
Comprehension
Knowledge
Bloom’s Taxonomy for Levels ofCognitive Processing
Step 3: Specify Learning Step 3: Specify Learning Resources and Strategies Resources and Strategies
Step 4: Specify Evidence of Step 4: Specify Evidence of AccomplishmentAccomplishment
Step 5: Specify How The Step 5: Specify How The Evidence Will be ValidatedEvidence Will be Validated
Step 6: Review Your Contract Step 6: Review Your Contract with Your Peerswith Your Peers
Step 7: Carry out your Step 7: Carry out your contract.contract.
Step 8. Evaluate your Step 8. Evaluate your learning. Ask those you learning. Ask those you indicated in Step 6 (peers or indicated in Step 6 (peers or others) to examine your others) to examine your evidence and validation data evidence and validation data and give you their judgment. and give you their judgment.