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ERIC Number: ED364725
Record Type: RIE
Publication Date: 1993-Dec
Pages: 7
Abstractor: N/A
Reference Count: N/A
Improving Training Quality by Avoiding the "What Errors" of Curriculum Development.
Norton, Robert E.
Curriculum developers must work hard to avoid the "what errors" of curriculum development. They must avoid failing to teach what should be taught and teaching what is no longer relevant and needed. Curriculum "what errors" are likely to occur when teachers design courses so as to teach what they know best, what they were taught, what they enjoy teaching, what they have had experience with, what available textbooks happen to include, what an occupational analysis done elsewhere includes, and what a 3- to 5-year-old occupational analysis includes. "What errors" can be avoided by using the Systematic Curriculum and Instruction Development (SCID) model. The major components of the SCID model are as follows: conduct a needs analysis, conduct a job analysis, conduct a task verification, select tasks for training, conduct a standard task analysis, and conduct a literacy task analysis. The efficient front-end analysis (job and task analysis) included in the SCID model makes it possible to avoid the "what errors" of curriculum development and design a high-quality training and/or educational program that can improve students'/employees' chances for job success and companies' profitability. (MN)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: DACUM Process; Systematic Curriculum and Instructional Develop
Note: Paper presented at the DACUM Invitational Seminar at the American Vocational Association Convention (Nashville, TN, December 1-2, 1993).