| Meeting 3, page 2 |
| Tips for Writing Tasks 1. Each statement should stand alone. 2. Avoid using "be able to" or "the student will" or other such beginning phrases; they just waste time and space. 3. A worker in the trade should be able to read the task and rate it as to umportance and how often performed. 4. Use the acceptable terminology used in the occupation. 5. Try to avoid using double verbs, such as "remove and repair." Use the more inclusive of the two (removing implies replacement). 6. Do not include any phrases that have to do with the knowledge needed to perform the task; focus on the skill. 7. Do not include ant mention of performing the skill safely. Safety will be learned right along with each step required to perform the skill. 8. Avoid flowery terms such as "correctly," "accurately," and so on. We will assume that the student will be taught to perform the skill correctly. |
| Action + Object + Qualifier (if necessary) |
| Tasks Need to be Sequenced, Validated, and Analyzed Sequencing Tasks - Arranging tasks in a logical orger for performance. Usually done in a "flowchart pattern." Validating Tasks - Completed task lists are presented to a panel of experts, usually an Advisory Committee or a "DACUM" panel. DACUM panels have their own little box later on this page. When the panel of workplace experts reviews the task listing, and agrees that it represents a true and accurate picture of the things that a worker is expected to perform on the job, the list is said to be validated. Analyzing Tasks - The process of breaking a task into its Enabling Objectives is what analyzing tasks is all about. An Enabling Objective is the knowledge needed to perform the task. Teachers teach knowledge, so enabling objectives are the things we teach to students so that they will know how to perform the task. |
| DACUM Panels A group of workplace practitioners gathered to identify the skills, knowledge and abilities that are required for workers on the job. Skills identified by a DACUM panel and organized into a task listing are automatically deemed "validated." Teachers are not technically a part of the DACUM panel, although they may serve as "resources." Comes from the terms "Developing a Curriculum." |
| Advisory Committees Advisory Committees are required by Chapter 74. They consist of representatives from business, industry, labor, students, graduates and parents of students in the program. As such experts, Advisory Committees make a good vehicle for validating a curriculum. Proposed Task Listings should be presented to the Advisory Committee members for validation whenever changes in curriculum are proposed. When the Advisory Committee approves the list, it is validated. |