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Outcomes-Based EducationTheory, Curriculum and Practice

Presented by:Mr. Raymark D. Llagas1Issues in Higher EducationDeficiency, limited, and ineffective basic education. Motivation PrioritizationWeak researchPrograms that are not compliant with the CHEDS standards. Mismatch of jobs.

Trends in Education ASEAN 2015K-12Spiral Progression CurriculumAccreditation

Massive Faculty Upgrading and RetoolingPhilippine Qualifications FrameworkTypologyOBE or Outcome Based-EducationOutcome Based-Education

4Set Induction recommendations:

Role-play an argument between colleaguesShow a video about a conversation gone very bad preferably one from a popular movie or TV series.

What is your perception in the Outcome-Based Education?Survey about OBE1. A teacher will not stop teaching until all of the students learn.2. Output with considerable time.3. Product and practical exam.4. Adjust program for assessments.5. Ob-gynecologist6. More on performance7. We can teach in high school or college.8. Assessment of outputs.9. Extra income.

In life, which is more important?Destination or Journey?

Playing well or winning?Shopping or owning?Great job or great pay?Driving outstation or arriving?Sleeping or awaking?Enjoying or finishing the book?Studying or taking exams?

An educational method that focuses on what students can actually do after they are taught.O.B.E.3 Different Views about OBE1. As a theory in education.2. As a systemic structure for education.3. As a classroom practice.(From Dr. Roy Killen of the University of New Castle in Australia

PresuppositionSomeone can determine what things are essential for all students to be able to do.Example: AgriculturistWhat do you think an agriculturist should be able to do?Soil AnalysisFertilizer ComputationProper use of ToolsMethods of PlantingAsexual ReproductionHarvestingProper Handling in Transportation Example: DoctorWhat do you think a doctor should be able to do?Clinical SkillsPerform Practical ProceduresInvestigate a PatientManage a PatientHealth Promotion and Disease PreventionSkills of CommunicationRetrieve and Handle InformationTwo Common Approaches to OBEStudent mastery of traditional subject-related academic outcomes and some cross-discipline.Emphasizes long-term, cross-curricular outcomes that are related to students future life roles.

OBE Learning Outcomes KnowledgeUnderstandingSkillsAttitudesThree Basic Premises of OBEAll students can learn and succeed but not all in the same time or in the same way.Successful learning promotes even more successful learning.Schools (and teachers) control the conditions that determine whether or not students are successful at school learning.Four Essential PrinciplesClarity of FocusDesigning BackHigh ExpectationsExpanded Opportunities

Ten Life Performance RolesLearner and thinkerListener and communicatorImplementer and performerProblem finder and solverPlanner and designerCreator and producerTeacher and mentorSupporter and contributorTeam member and partnerLeader and organizerOBE as a curriculumThree Basic Styles of ProgrammingContent-basedActivities-basedOutcomes-based

Why is it important to know the outcomes prior to planning and teaching?

What do you want the students to learn?(Learning Outcomes)Why should they learn it?(Motivation)How can you best help students learn it?(Teaching Strategies)How will you know if they have learnt it?(Assessment)Course ObjectiveCourse Learning OutcomeNot behavioral in natureVerbs: Know, UnderstandOne course objective may generate several learning outcomesObjectives are intended results or consequences of instruction, curricula, programmes, or activities.What THE STUDENTS are be able to do (specific) at the end of instructionStated in behavioral termsVerbs: Identify, Discuss, EvaluateSeveral learning outcomes are derived from one course objectiveOutcomes are achieved results or consequences of what was learned evidence that some learning took place.

What THE TEACHER expects students to know and be able to do (as a whole) at the end of instruction

23Why Learning Outcomes?Provide direction in the planning of a learning activityFocus learners behavior on that is to be changedServe as guidelines for content, instruction and evaluationIdentify specifically what should be learnedConvey to learners exactly what is to be accomplishedIndicators, Metrics, TargetsIndicators competenciesMetrics what will be measuredTargets desired value

For example: After a course in Introduction to Psychology, students are expected to be able to discuss concepts in selected content areas of psychology. Metrics could include the completion of papers and particular levels of examinations. Targets would be desired standards, such as 100% completion with the average rating C+.

Writing Learning OutcomesWhat knowledge is the student able to articulate at the end of the course? What skills is the student able to demonstrate at the end of the course? What attitudes is the student able to exhibit at the end of the course? Finally, which KSAs can be grouped together to form a competency?

What are the characteristics of good learning outcomes?

Keep statements short and simple. State the outcome as a single sentence of 25 words or less.

Keep goals and outcomes aligned with the aims of education as stated in the Philippine Constitution, the national goals of education, and the vision, mission and goals of the institution. It should be SMART.

Consider the three domains of learning (Bloom, 1956, 1973).

State learning outcomes as results, not processes (activities or strategies).

Choose only one observable verb/behavior in a statement of outcome. Choose the behavior that is of a higher dimension of complexity.

Sequence outcomes logically

State objectives from the learners point of view, not the teachers.

Align content, methodologies, and assessment with the learning outcomes.

What is a HIGHER-ORDERThinking Skill?

Blooms Taxonomy : Cognitive DomainDiplomaBachelorPost-GradIn 2001, there was a revision to Blooms

Choosing Methodology

If the learning outcomes focus on the student, there should also be changes in the methodology used.For example: An engineering class could have simulations, experiments, and problem solving. A philosophy class could have discussions of readings, or critique of schools of thought. The content includes the knowledge of English grammar, syntax, and pronunciation; the skills of organization, fluency, and enunciation; and the attitude of openness to communicate.

One approach could be an exercise followed by a lecture followed by an application activity.

Another approach would be starting with a text that need to be corrected, culling the principles of grammar from the corrections, and then having writing exercises.

Assessment of Student Learning

Assessment involves one or more processes that identify, collect, analyze, and report data that can be used to evaluate achievement of learning outcomes.

Effective assessment uses relevant direct, indirect, quantitative and qualitative measures appropriate to the learning outcome It is also important to remember that in developing alternative modes of evaluation and assessment, rubrics must be clear so that the process maintains a certain objectivity and transparency.

As assessment improves the students learning, it likewise improves the teachers teaching. Preparing a Learning Plan

Learning PlanLay out the plans for content, methodology, resources, and assessment.

A syllabus with time element and specific activities.

OBE ProgrammingRationale explain why the program exists.Aims explain what the program can achieve.Outcome Statements- indicate what students are to learnContent Statements indicate what broad areas of content will be used as vehicles for student learning.Teaching Strategy Statement indicate how the learning activities will be organized. Assessment Guidelines indicate how student learning will be assessed and reported. Questions??Exercise: Write the outcomes, methodology, and assessmentfor a one lesson in the subject you teach

Outcomes-Based EducationTheory, Curriculum and Practice

Presented by:Mr. Raymark D. Llagas