ࡱ> ` )Abjbj t6 j3j3j383,3L |&5&5(N5N5N5777,|.|.|.|.|.|.|$O~hR|97@799R|N5N5<g|<<<9v8N5N5,|<9,|<<`uwN55 `$j3h:j0w4w\}|0|dw4o:fohwow87L86<P8,|8v777R|R|8<^777|9999   d*j3   j3     Guidelines for Creating and Assessing Your Curriculum: Instructional Design Elements & Content Review  A. INSTRUCTIONAL DESIGN ELEMENTS Criteria for a Structured Trainer/Facilitator Curriculum Manual: Design ElementTools, Information, and Fine PointsTeam Notes NEEDS ASSESSMENT DATA: Does the manual include materials for gathering needs assessment data? Tools to: Help a trainer or planner determine what participants want to learn and what skills they wish to develop Acquaint a trainer with trainees Guide the development of learning objectives Decide what content would be best to cover in a training Sample needs assessment materials: Questionnaires to be collected at the beginning of a training session Suggested questions trainers can ask in order to elicit information about participants Exercises to help participants think about their own learning objectives Pre-tests to determine what participants already know Activities designed to determine what participants already know or want to learn. If these materials are included, how effective are they for determining the needs of participants?  TEACHING APPROACHES AND PRINCIPLES OF ADULT LEARNING: Does the manual provide guidance on teaching approaches and adult learning principles? Does the manual: Discuss effective teaching methods? Provide specific teaching tips? Discuss how adult learn best? Provide specific tips to improve learning?  SUMMARY OF KEY MESSAGES: Does the manual provide a summary of key messages for the overall curriculum?  Are the most important issues or messages for the curriculum and/or lesson plan clear? AGENDA AND TIMEFRAME: Is a sample course outline or agenda with a realistic timeframe provided? Does the curriculum provide a clear and organized breakdown of what each session will cover? If yes, does the outline provide an estimate of how much time to allow for each part of the session? If yes, is the sequence logical and easy to understand?  MEASURABLE LEARNING OBJECTIVES: Are measurable learning objectives stated for each activity, lesson plan, or unit? Learning objectives: Explain what participants are intended to know, feel, or do as a result of exposure to the training content or learning activity. Indicate the expected training outcomes and establish accountability between the trainer and the participants.  APPROPRIATE TEACHING METHODS: Are teaching methods appropriate to the stated objectives?Is it possible to achieve the learning objectives using the teaching methods specified in the curriculum? Examples: Didactic learning objectives usually supported by teaching methods suited to transfer of knowledge. These typically include lecture, lecture with discussion or demonstration (i.e., photographs), case or paper presentations, and panels. Affective learning objectives usually supported by teaching methods that allow and encourage exploration of feelings, opinions, perceptions, attitudes, and values. Methods can include values clarification and voting exercises, opinion continuums, discussion groups, and reflection. Psychomotor learning objectives are usually supported by teaching methods that promote practice to mastery of new skills and behaviors. These methods can include role play, demonstration with observation and feedback, and guided practice. TEACHING NOTES: Are teaching notes provided for each session? These are notes about how to provide instruction.  If yes: Do the teaching notes include important teaching points for the trainer to introduce, discuss, or address? Do the teaching notes contain useful suggestions about how to present the material? Are the teaching notes clear and easy to understand? TEACHING AIDS AND HANDOUTS: Does the curriculum provide teaching aids and handouts?These could include: Overheads, slide presentations, case study slides, and other visual aids Videos, tape recordings, and other electronic media Participant worksheet, assignment sheets, and other handouts SESSION PLANNING AND CHECKLISTS: Does the manual include forms to help the trainer prepare for instruction? Examples: Lists or checklists of materials and supplies needed to support instruction Lesson plan forms or templates to help the trainer organize training sessions  ACTIVE LEARNING EXERCISES: Are they included in the curriculum? These allow participants to engage actively in the learning process. They provide opportunities to clarify, question, apply, and consolidate new knowledge. The benefits of using active learning exercises are many. They include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. Examples of active learning exercises: Role play: participants practice new behavior by assuming a character or role, personality or attitude other than their own. Group discussions: participants discuss issues together and then present ideas and opinions to others. Case studies: participants work individually or in groups to analyze and discuss a real or fictional situation with critical decision points. Interactive storytelling: participants listen to a story and make appropriate decisions about what should happen at decision points. Task groups: participants work together to complete a task. Brainstorming: participants quickly contribute ideas for solving a problem, discuss the ideas together, and eventually revisit the list to refine it by selecting the strongest ideas for continued focus of discussion. Step one in brainstorming occurs for the purpose of generating options (quantity) without criticism or rejection; step two identifies the best ideas from among them (quality). Skills practice: participants work in small groups to practice new skills. ACTIVE LEARNING EXERCISES: If they are included in the curriculum: Do they reflect and support the learning objectives? Is the main purpose of the exercise clearly identified in the teaching notes? Do they include opportunities for discussion, reflection, and debriefing so that participants can easily understand what they were intended to learn from the exercises? Are they sequenced late enough in the groups development or days agenda so that participants feel comfortable sharing their personal reflections or emotional reactions with one another?DIRECTION FOR FACILITATING ACTIVE LEARNING EXERCISES: Are clear instructions given to help trainers effectively lead these sometimes-challenging exercises?Is a timeframe given for each exercise to indicate how much time is needed to achieve its learning objective? (Active learning exercises generally take longer to implement than didactic teaching methods.) Are the learning exercises clearly explained and easy to follow? Are suggestions about facilitating adult learning provided in order to help trainers lead these exercises with sensitivity and skill?ADDITIONAL RESOURCES AND REFERENCE MATERIALS: Are these, or a list of them, provided?These might include reading suggestions, photocopied material, website addresses, and contact information for organizations. If they are included, are they appropriate and relevant to the curriculum content? Criteria for Developing Effective Learning Objectives CriteriaExamplesTeam Notes SPECIFICS: Objectives should state specific knowledge, attitudes, or skills a participant or group of learners should to able to demonstrate following completion of a training (e.g., workshop) or learning activity (e.g., case study).  Examples: "Upon completion of the module, a learner will demonstrate increased knowledge of the opportunistic infections and co-infections associated with HIV infection by improved scores from pre-test to post-test of at least (X) points or (X) %. When presented with a patients case, the learner will analyze options for treatment and select a single, correct course of action from a list of alternatives. MEASURABLE: It should be possible by observation, testing, problem-solving exercises, or some other means of evaluation to determine whether participants have achieved the anticipated learning objectives.  Examples: By the end of this training, the participant will be able to correctly identify three strategies to promote adherence to ARVs in reaction to presentation of a specific patient case study. At least 90% of participants will correctly select five side effects and drug interactions for each key antiretroviral drug.  ACHIEVABLE AND REALISTIC: Learning objectives describe expectations of knowledge, attitude, or behavior change that are realistic given the conditions for instruction (e.g. the time allowed and size of the group).  Examples of weak learning objectives: The trainer will provide a lecture series on the spread of HIV among transportation workers. (This objective describes a teaching strategy, but does not address the learning outcome for participants.) The participant will learn about the spread of HIV. (The verb used in this statement is not measurable or specific.) Examples of stronger learning objectives: As measured by serial observation with scored feedback on performance, a participants ability to communicate effectively with patients and families will improve by (X) points or (X) % between the first and last observation. Following the training, the participant will develop a staff evaluation process for her/his clinic that addresses at least 90% of the essential criteria presented during the workshop.  WIDE RANGE OF ABILITIES Do learning objectives address the development of a wide range of abilities? Do they describe a combination of the following: Examples of learning objectives: DIDACTIC LEARNING OBJECTIVES: Increased knowledge, understanding, or ability to analyze or solve problems  participants will identify barriers to adherence to universal precautions and suggest solutions for addressing the most common challenges to adherence. participants will quantify the level of risk associated with perinatal transmission of HIV infection in specific risk conditions. learners will critically analyze the treatment guidelines recommended by the Ministry of Health. AFFECTIVE LEARNING OBJECTIVES: Changes in participants attitudes, values, or ability to identify and manage emotions  participants will be able to explain the value and outcomes of effective patient-provider communication related to palliative care. learners will reflect on their own biases and speculate how those might affect their interactions with patients. Following observation of a videotaped provider-patient interview, learner will be able to identify at least six skills or actions of the provider that facilitated effective communication and learning for a patient and his/her family.  PSYCHOMOTOR LEARNING OBJECTIVES: Development of skills and/or the ability to apply knowledge to behavior Examples: Measured through observation, a provider will successfully initiate a conversation about risk factors associated with HIV with a young adult. Case reviews by an objective review panel will indicate effective treatment decisions in at least (X) % of specific cases sampled. Criteria for Selecting Teaching Aids CriteriaTools, Information, and Fine PointsTeam Notes AUDIENCE READING LEVEL: Are teaching aids appropriate both in writing and concept for trainees level of literacy? Have the reading levels been evaluated? Have they been assessed in a focus group or pilot training?  FORMATTING: Do teaching aids help clarify or enhance the content of the curriculum? Are they free of visual clutter? Are the key points evident in the visual layout? Would a participant be able to absorb all the information on the teaching aid, or is there too much information provided? Is the information or material sequenced and presented logically?VISIBILITY: Is the visibility of the teaching adequate and appropriate for the teaching environment? Can a participant be expected to read overhead transparencies or projected slides easily from any point in the training room? Is the lettering size or image size large enough? Are the images clear? Are the images understandable in the cultural context of your classroom? Are any videos or other electronic media used of sufficient visual and audio quality? B. CONTENT REVIEW Content ComponentQuestions and Fine PointsTeam Notes ACCURACY: Is the content of the curriculum accurate? Is curriculum information based upon the best evidence available? TIMELINESS: Is content timely? Does the content reflect current thinking/research/policy in the content area? Does the content correspond with current HIV/AIDS guidelines?  REFERENCED: Can the information contained in the content be accurately referenced? Has the information been previously published by a credible source? Is it based on research findings or current policy? Is the information well established within the field?  APPROPRIATE: Is the content appropriate for the local context?  If specific practices or actions are promoted in the curriculum, are they appropriate given the resources available and cultural norms of the local context? Do visual images reflect local realities? Is the content reflective of, sensitive to, and respectful of local cultures? Are the practices and behaviors promoted in the curriculum acceptable within the local culture and community? Is the information conveyed in a culturally appropriate manner? In other words, is the use of language and expression acceptable and understandable to the people who live in this area? SEQUENTIAL: Is the content presented in a way that sequences information from basic to specialized and from simple to complex? Does the curriculum begin by presenting the most basic information or concepts first, then progress to increasingly complex information and ideas? Does the sequencing of content enable participants to build upon what theyve previously learned?     Guidelines for Creating and Assessing your Curriculum: Design and Content Review  PAGE 15 of  NUMPAGES 15 August 2004 These guidelines(and the Guidelines to Creating and Assessing Your Curriculum: Methodology tool(contain valuable information for you and each member of your team. This information will be very useful during each stage of producing a curriculum. 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