Common Core 3.0Learning Objectives forStakeholder Feedback

Seeking Your Input to Improve Child Welfare Training!

For audio: call 1-866-740-1260enter access code 6439067

Contact information• Melissa Connelly• mconnelly@berkeley.edu• 510-643-9067

Feedback Process• Look at the current

training • Explain why we want

to revise core• Explain the concept

for the revision• Explore the role of

Learning Objectives• Demonstrate the process for giving feedback on

learning objectives

Common Core

What is it?

What does it

look like now?

How is it working?

Current Common Core

• Developed 8-10 years ago (rolled out in 2005)• 7 topics with standardized curricula and 14 topics

with standardized learning objectives • Doesn’t really train skill – mostly works on

knowledge• Topic based • Meets federal and state requirements• Meets evaluation goals (trainees do learn in class!)

http://calswec.berkeley.edu/common-core-curricula-child-welfare-workers

7 Topics with Standardized Content

• Learning objectives, trainer tips, training content, powerpoint slides, etc.

• These are often referred to as phase 1 topics:– Framework for Child Welfare Practice– Child and Youth Development– Critical Thinking and Assessment– Child Maltreatment Identification 1 – Child Maltreatment Identification 2– Family Engagement in Case Planning and Case Management– Permanency and Placement

14 Topics with Standardized Learning Objectives

Regions develop curricula which must meet the identified learning objectives. These are often referred to as phase 2 topics:• ICWA• Intimate Partner Violence• Introduction to Social Worker

Safety / Time Management / Stress Management

• Supporting Educational Rights and Achievement

• Health Care Needs• Court Procedures• Basic Interviewing

• CWS Documentation for Use in the Legal System

• MEPA• Substance Abuse• CWS/CMS• Values and Ethics• Mental Health• Child Welfare Practice in a

Multicultural Environment

Why Revise Core?

Improved flexibility

Improved learning experience

Better use of technology

Better reflect practice changes

Principles of the Revision

• Focus more on the skills beginning social workers need – clear out other content

• Train in ways that work for more social workers – include classes, on-the-job, and computer training

• Make sure content works for all counties• Meet federal requirements (as outlined in the

CFSR and the Program Improvement Plans completed by California in 2004 and 2009)

Common Core 3.0 Concept

Link to practice

Practice skills in the

field

Reinforce skills

• Divide content into practice blocks and link to actual social work activities

• Give basic content in the classroom or on the computer and then have on-the-job activities to practice new skills

• Come back after some experience on-the-job to refine skills

Common Core 3.0

• Content is divided into 6 blocks• Each block has 100 level online trainings and

classroom training• After the trainee completes the 100 level,

there are on-the-job activities to complete for each block

• After the field activities, there is an additional class in each block called the 200 level

Prac

tice-

base

d tr

aini

ng • Training centers on 6 key practice blocks

• Training makes the classroom to field connection

Mul

ti-m

odal • Online,

classroom, and field learning

• Uses modality to make best use of training time

Logi

cal S

eque

nce • Each content

block builds on the next

• Field work linked to classroom content

• 200 level ties it all together

Limited training days

County differences

Trainee differences

Constraints

Practice Blocks

Foundation Engagement Assessment Service Planning

Monitoring and

AdaptingTransition

The Role of Learning Objectives

Each classroom training, e-learning module and field training activity in the common core includes a set of learning objectives describing what the learner can expect to learn in the class. These learning objectives:• Define the key information that must be included in the class -

ensuring that all new social workers in California receive the same information (Krathwohl, 2002)

• Provide motivation for the learner to pay attention by building an expectation of what they will gain from the class (Kruse, 2010)

• Build a foundation for evaluating the effectiveness of the curriculum and assessing the learner’s improved knowledge or skill following the training event (Kruse, 2010)

ScopeIn order to define the scope of information to be included in a given training, the learning objectives are split into three categories of learning (Bloom et al, 1956):• Cognitive - knowledge based

learning• Psychomotor - skill based

learning• Affective - value based learning

DepthLearning objectives also describe the depth of learning to be achieved in the class. For example: • Knowledge - lower levels include being able to recognize or

recall facts and higher levels include analyzing or synthesizing information (Horner, et al, 2005)

• Skill - practicing a skill is considered a lower level than mastery of a skill

• Value - lower levels include recognizing the value of a concept or outcome and higher levels would include adopting a belief system that has a global effect on the learner’s behavior

OperationalizationThe words commonly used in developing knowledge and skill objectives are linked to testing:• In knowledge objectives, the underlying goal is that

the trainee will learn a specific concept or skill and the learning objectives use words related to the way the participant could be evaluated on the learning such as identify, recognize, or explain

• In skill objectives, the evaluation requires that the participant demonstrate a skill using a vignette or in a practice situation, so action words such as demonstrate, formulate, write, link, establish, practice, and assess are used

Core Learning Objectives

As you review the learning objectives we have developed for core, you’ll see that the classroom and online modules follow this pattern fairly closely. • E-learning modules typically focus on exposing learners

to key facts or pieces of knowledge so that they will recognize them when they experience them in the future.

• Classroom experiences offer a slightly deeper learning opportunity and a chance to practice skills.

• The field activities provide an environment for more skill practice and will have more skill-based objectives

Number of ObjectivesCurriculum developers consider several key factors when determining the depth and number of the learning objectives to include in a class:• The amount of time available to convey the

information, practice the skill, etc.• The related experience of the learners (the context

for learning)• The training activities used to convey the

knowledge, skill, or value (e.g., classroom, e-learning or field)

• In most cases, less is more

Linking Objectives• For the each of the practice blocks identified for core training we have

identified key content for online learning, classroom learning and field learning and learning objectives that define the content to be conveyed in the online module, class, or field activity.

• As you’ll see when you begin the review, learning objectives are presented within the identified practice area and are further linked when multiple modalities are designed to work together to present the full scope of key content.

• For example, within the Foundation area, there is an online module for Values and Ethics as well as a classroom module for Values and Ethics. Because these two modules work together to convey the full scope of knowledge, skills and values identified for Values and Ethics, they are presented together in this document for your review.

Contact information• Melissa Connelly• mconnelly@berkeley.edu• 510-643-9067

Next Steps• Use the survey links to share

your feedback

Thank you!!