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DOCUMENT RESUME ED 297 144 CE 050 651 TITLE Washington DOCUMENT RESUME ED 297 144 CE 050 651 TITLE Washington State Traffic Safety Education Curriculum Guide. A Master Guide for Implementing a Performance-Based Curriculum. INSTITUTION Washington Office of the State Superintendent of Public Instruction, Olympia. Div. of Vocational-Technical and Adult Education Services. PUB DATE Apr 87 NOTE 338p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MFO1 /PC14 Plus Postage. DESCRIPTORS *Driver Education; High Schools; Motor Vehicles; *Safety Education; Signs; Traffic Accidents; Traffic Control; *Traffic Safety ABSTRACT This guide for implementing performance-based curriculum is intended to teach students decision-making driving. Heavy emphasis is put on the tasks and concepts involving traffic flow tasks (interacting with other highway users) and the functions and factors that affect that interaction. It is a "90-hour" guide, that is, the average student needs about 90 hours of classroom and independent study time to complete the activities, exclusive of in-car lessons and practice. Nineteen modules are providedm introduction to the highway transportation system, preparing and controlling, maneuvering in limited space; signs, signals, and pavement markings; human functions; intersections; traffic flow; lane changes; passing on two-lane roadway; freeway driving; complex driving; obtaining a driver's license; avoiding and minimizing impact, vehicle malfunctioning; vehicle characteristics, motorcycle awareness, nonmoturized traffic; roadway variations; limited visibility, lessened traction, special driving conditions; legal responsibilities, post-crash responsibilities; planning for travel; internal factors, physical factors, alcohol and ,ther drugs; vehicle maintenance; and system improvement, fuel conservation. Each module consists of a list of objectives; student learning activities (classroom group and independent study); teacher-led discussion outline; overhead transparency masters; study sheets; and worksheets. (YLB) XXXXXXXXXXXXXXXXXXXXXXXXXXXXX*XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Reproductions supplied by EDRS are the best that can be made from the original document. XXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX 4) State of Washington Superintendent of Public Instruction Dr. Frank B. Brouiilet Superintendent Cheryl Chow Assistant Superintendent Division of Instructional Programs andServices Sue Collins Director Instructional Services and Technology Traffic Safety Educational Staff Dr. Gary Bloomfield, Program Manager William Hiblar, Supervisor Clyde Mc Brayer, Regional Coordinator Joseph Mertens, Regional Coordinator Arthur Opfer, Regional Coordinator April, 1987 Second Printing A TRAFFIC SAFETY EDUCATION CURRICULUMGUIDE FOR WASHINGTON STATE The Master Traffic Safety EducationCurriculum Guide was developed from a Sample Guide compiled and updated by Mr. Joseph Mertens, TrafficSafety Education Regional Coordinator, from 1978-86. A review committee was formed in 1986 to provide input for the final draft of the guide. Funding andsupport was provided by the Office of the Superintendent of Public Instruction. A deep appreciation is extended to the teacherson the reviewcommittee whose competency and willingness to give of their time made the task and resulting guide possible. CURRICULUM GUIDE REVIEW COMMITTEE Joe Mertens, Chairperson, Regional TSE Coordinator, ESD 101, Spokane Norm Bomkamp, TSE Teacher, Defensive Driving School and Oak Harbor School District Chuck Kelley, TSE Teacher, Mountain View High School, Evergreen School District, Vancouver Jeff Kelsey, TSE Teacher, Kent-Meridian High School, Kent School District, Kent Dick Kessel, TSE Teacher, Spanaway Lake High School, Bethel School District, Spanaway Al Reeves, TSE Teacher, Lake Roosevelt High School, Grande Coulee Dam School District, Coulee Dam Jim Seidensticker, TSE Teacher, Chelan High School, Lake Chelan School District, Chelan A special thank you goes to Janis Jolly Amen+ of Chewelah, Washington who loaned her talents in providing the majority of the illustrations in the guide. INTRODUCTION TO THE USE OF THE MASTER TRAFFIC SAFETY EDUCATION (TSE) GUIDE FOR IMPLEMENTING PERFORMANCE BASED CURRICULUM PERSPECTIVE It is difficult to put anything together that hasmany parts without following directions. And soit would be difficult to use this guide unless the potentialuseris willing to spend some timeto understand its composition and design. It is imperative, then, that the potential user study this introduction well and then explore all of the guide well before attempting to implement it or revise it to fit their needs. Ofcourse, the guide is designed, for the most part, for the Washington State program. Itis necessary, then,to realize that the rules and regulations call for objectives inthe 27 concepts listed as the titles for the modules. In addition the guide containsthree modules notlisted as required concepts: Module 8-Freeway Driving, 9-Complex Driving, and 10-ObtainingyourDriver's License. It is perhaps more necessaryto realizethe basis forthe course is task oriented as the titles of the modules would indicate. And most important of all is that the "driving force"philosophy behind the program is that our purpose is to teach studentsdecision making diving. Heavy emphasisis put on the tasks and concepts involving trafficflowtasks (interacting with other highway users) and the functions and factors that affect that interaction. Much less effort is made on the basic control tasks where the greater emphasis used to be. Our secondary purposein Washington is to prepare students for the Department of Licensing test - hencetheone modulethat devotes the effort to that. NUTS AND BOLTS This Master TSE Curriculum Guide for implementing performance-based curriculum is a "90-hour" guide. That means that the "average" student needs about 90 hours of classroom and independent study time to complete the activities included exclusive ofin car lessons and practice. For example, if classroom is scheduled for 45 hours, the student wouldneed about 45 hours of independent study time. If class is scheduled for 90 hours, most students could complete most of the requirements in class. Variables such as class size, teacher availability for individual help, time on task by theteacher during classroom instruction and by the students during study time,all affect this "average needed time for students to complete allthe requirements. A. BASIC ITEMS YOU WILL FIND IN THIS GUIDE. 1. Module Title Pages This is the cover sheet for each module. The 19 of these Title Pages actually comprisethe "Guide". All the other items arethe support materials. On the title pages are listed the Objectives the students are required to meet topass the concepts covered in the module. In order for a student to complete the course successfully, all modules must be passed according to the criteria inthe Objectives. Also on the Title Pages are the Stud.'nt Learning Activities (SLA's)from whichthe students can learA the concepts and pass the Evaluations in order to meet the Objectives. These SLA's are divided into two sections, Classroom Group Activities and Independent Study Activities. 2. Teacher-Led Discussions- Thesepages contain the outlines for leadingdiscussions on various topics in Moduleswhich have Teacher-Led Discussions as part of the Classroom Group Activities. -2- 3. Overhead Transparency Masters - Theseare non-commercial masters for transparencies designed to provide a visual wherethereis a lack of available A.V. or where it was deemed it could enhance the 411 program most. 4. Study Sheets - These are informational pages which contain information deemednecessary to the program whichwaseither non-existent or insufficiently covered in othersources. Some Study Sheets were created specifically as resources forcertain Worksheets. 5. Worksheets They are the items students complete using various resources as part of studying the concepts. These items are assembled into the guide for each Module in the order listed above. B. HOW TO IMPLEMENT THIS GUIDE. The Master TSE Curriculum Guideis just that, a Guide, not a lesson plan. The first 11 Modules are sequenced generally in the order that coincides within car-lessons. In Modules 12 to 14, there are aspects ofin car lessons, but do not have specific objectives for students to achieve in-car. The remaining Modules, 15 through 19, cover the concepts we referto as non-lab Modules. The concepts are ones that affect .he driving task, but are not specifically related to skills in actual driving ofthe vehicle. Although thereis order and general sequence, lesson plans must be drawn up to use the guide. An example of a 60 day lesson plan is included as Example A at the conclusion of this introduction. Part of the design of this guide includes the procedure that principally Modules 4through10 are completedindependently bythe students. The following items numbered 1through 4 are the instructions students receive at the beginning of a course: 1. Most of Modules 4 through 10 are to be completed independently by you. You should proceedwith independent student learning activities and evaluations in Modules 4 through 10. These modules should be done in the order that theyare taken up in the Behind-the-Wheel lessons (refer to Behind-the-Wheel Driving Lessons). No student should be working more than one Behind-the-Wheel lesson ahead. (E.g.,if you have completed the module(s)for Behind-the-WheelLesson 4exceptfor the in-car lesson, you may be working in the module(s) for Behind-the-Wheel
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