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Fulfilling the NPS Mission 101
Informal Visitor Contacts 102
Interpretive Talk 103
Conducted Activity 210
Interpretive Demonstration 220
Interpretive Writing 230
Curriculum-based Program 270
Planning Park Interpretation 310
Interpretive Media Development 311
Leaning Interpreters 330
Interpretive Research
Other Developmental Competencies


Planning Park Interpretation Curriculum-based Program Interpretive Writing Interp. Demonstration Conducted Activity Interpretive Talk Informal Visitor Contacts Fulfilling NPS Mission IDP Homepage Interp. Media Development Leading Interpreters Interp. Research Interpretive Writing Curriculum-based Program Planning Park Interpretation Interp. Media Development Leading Interpreters Interpretive Research Interp. Demonstration Conducted Activity Interpretive Talk Informal Visitor Contacts Fulfilling NPS Mission IDP Homepage





About the Module The Curriculum Certification Standard About Submission More Resources Anchor Products

Module 270: Present an Effective Curriculum-based Program

Competency Curriculum
The following curriculum components outline the developmental learning elements that compose the skills set for this competency. From these outlines, 1) employees and their supervisors can determine learning needs and strategies, 2) instructors can develop sessions and lesson plans. Each component also contains a list of useful references and developmental activities.

At the end of the Module, learners will be able to:

  • Articulate how curriculum-based programming contributes to resource stewardship and protection;

  • Describe what is meant by curriculum-based and list the elements of an effective curriculum-based program;

  • Deliver an effective curriculum-based program using techniques selected to meet participant needs and the intended learning outcome(s).

Benefits of curriculum-based programs; defining curriculum; elements of curriculum-based programs; developmental characteristics; learning styles; presentation techniques; group management.

All interpretive rangers, cooperative association employees, other partners and volunteers who present curriculum-based programs.

Classroom observations, labs, park, region, servicewide courses for rangers, universities, NAI, museum education seminars, workshops, professional training organizations, training contractors, Cooperative Park Education Unit (i.e., University of Massachusetts-Lowell), experiential learning, on-the-job training, and mentoring.

Within two years of appointment.

Editor: STMA Training Manager Interpretation

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