Knowledge, Skills, and Abilities (KSA) Indicators Value Key Word(s) Definition Performance Ability 4 Highly Proficient Can do the complete competency quickly and accurately. Can tell or show others how to do the competency. 3 Proficient Can do all parts of the competency. Needs only a spot check of completed work 2 Partially Proficient Can do most parts of the competency. Needs help only on hardest parts. 1 Limited Proficiency Can do simple parts of the competency. Needs to be told or shown how to do most of the competency. Knowledge of Skills d Complete Theory Can predict, isolate, and resolve problems about the competency c Operating Principles Can identify why and when the competency must be done and why each step is needed. b Procedures Can determine step-by-step procedures for the competency. a Nomenclature Can name parts, tools, and simple facts about the competency. Knowledge D Evaluation Can evaluate conditions and make proper decisions about the subject. C Analysis Can analyze facts and principles and draw conclusions about the subject. B Principles Can identify relationship of basic facts and state general principles about the subject. A Can identify facts and terms about the subject
RECOMMENDED INSTRUCTIONAL METHODOLOGIES: The table below links the teaching methods and activities most effective for facilitating student achievement of learning outcomes published in this plan of instruction. Cognitive Level (Thinking) Goal for Students Teaching Methods Teaching Activities Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies Knows common terms, specific facts, methods, procedures, basic concepts, principles Lecture Computer-based Instruction Video Demonstration Mnemonics Examples or Illustrations Repetition Summaries Reviews Comprehension Descriptive Verbs: Describe, Explains, Summarizes Understands facts and principles Interprets verbal material Interprets charts and graphs Translates verbal material to mathematical formulas Estimates future consequences Justifies methods and procedures Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction 1. Teach to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students solve the new situation using the concept, principle, or procedure while instructor supervises. 5. Remediate/Reteach as required Application Descriptive Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Demonstration Individual Research Lab Exercises Case Studies Experiments Clinicals 1. Teach to the Knowledge Level 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario(s)
Constructs charts, graphs, or simple mechanisms Demonstrates correct usage of a method or procedure 4. Remediate/Reteach as required Psychomotor Level (Doing) Goal for Students Teaching Methods Teaching Activities Mechanism Descriptive Assembles, calibrates, inserts, removes, constructs, measures, fixes, dismantles, sketches Learned responses have become habitual and can be performed with some confidence and proficiency as designated by the KSAs Lab Exercises Case Studies Experiments 1. Demonstration 2. Observation 3. Evaluation 4. Feedback 5. Remediate/Reteach as required
Glossary of Terms Plan of Instruction (POI) A teaching-learning plan includes student centered instructional objectives, outlined content, instructional and evaluation strategies, and other relevant information needed to guide the development and/or revision of learning experiences such that students achieve stated educational and performance outcomes. Industry/Professional Competencies A major task that individuals perform in a given industry or profession . From these major tasks, performance objectives can be developed. Meeting performance objectives indicates a student has attained the associated industry/professional competencies. Taken together, these support the Course Instructional Objectives. Course Instructional Objectives The overall goal of the course of instruction stated in broad terms. This is supported by the attainment/completion of the competencies and associated competency tasks and sub-tasks. Task A skill that individuals perform that enables them to accomplish and satisfactorily complete/attain as given competency. Student Performance Objectives The skills each student is required to demonstrate during or at the conclusion of each module or course. These skills are the direct result of the attainment/completion of the professional competencies. Enabling Objectives/Key Indicators The required knowledge and/or skill each student must acquire in order to have the best chance of achieving the stated Student Performance Objective. Knowledge, Skills, and Abilities (KSA) Indicator A table that provides an alpha/numeric indicator of knowledge, knowledge of skills, and performance ability(s) students must demonstrate at the conclusion of specified instruction. Each competency designates the terminal level of KSA students must achieve. Enabling objectives/Key Indicators have a separate KSA designating the level of knowledge students must have in order to perform the associated competency(s). Modules A grouping of interrelated knowledge and skills representing a of a course. Modules may be taught independently of course content. Prerequisite Courses Courses students are required to successfully complete before being allowed entrance into other courses Instructional Note Knowledge and skills relevant to the course that students will be demonstrating during the course. For example: computer, technical writing, mathematics, and speaking skills.