The Vocational Educator's Guide to Competency-Based Personalized Instruction [microform] / Larry Fraser and Others.

Designed for use by vocational educators in planning, developing, and implementing a competency-based curriculum that is individualized, this guide begins with definitions of "competency-based curriculum" and "personalized instruction" and rationale for their use. A section on pl...

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Bibliographic Details
Online Access: Request ERIC Document
Main Author: Fraser, Larry
Corporate Author: Minnesota. Department of Vocational Education
Format: Microfilm Book
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1976.
Subjects:

MARC

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245 1 4 |a The Vocational Educator's Guide to Competency-Based Personalized Instruction  |h [microform] /  |c Larry Fraser and Others. 
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500 |a Availability: Minnesota Instructional Materials Center, 3554 White Bear Avenue, White Bear Lake, Minnesota 55110 ($1.25).  |5 ericd. 
500 |a Sponsoring Agency: Office of Education (DHEW), Washington, DC.  |5 ericd. 
500 |a ERIC Note: Guide prepared by Project H.O.P.E.  |5 ericd. 
500 |a ERIC Document Number: ED150279. 
520 |a Designed for use by vocational educators in planning, developing, and implementing a competency-based curriculum that is individualized, this guide begins with definitions of "competency-based curriculum" and "personalized instruction" and rationale for their use. A section on planning suggests resources to check before planning a new curriculum and outlines the first three of seven suggested steps for developing a competency-based personalized instructional system: develop a philosophy, define terms, and develop a plan. This is followed by a section on curriculum development which covers the next two steps: determine competencies and tasks and organize instructional resources (learning packets; objectives; mode, method, and media; learning activities or strategies; and evaluation of learning). The sixth step, manage the learning environment, is discussed in a section covering the role of the instructor, testing and grading, monitoring the student's progress, monitoring the student's attendance, and using learning contracts. Evaluation and revision of the system, the final step, is outlined under two topics: areas needing evaluation and revision. A final section on assessment contains rating scales for use in assessing the extent to which an existing program is personalized and in assessing progress toward personalization once a revised program is in operation. A bibliography of suggested resources is appended. (JT) 
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650 0 7 |a Administrator Guides.  |2 ericd. 
650 1 7 |a Competency Based Education.  |2 ericd. 
650 1 7 |a Curriculum Development.  |2 ericd. 
650 0 7 |a Curriculum Evaluation.  |2 ericd. 
650 1 7 |a Guidelines.  |2 ericd. 
650 0 7 |a Guides.  |2 ericd. 
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650 0 7 |a Rating Scales.  |2 ericd. 
650 1 7 |a Vocational Education.  |2 ericd. 
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