ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA
Vice President for Academic Affairs
& Dean, Graduate School
Central Mindanao Uni...
 A syllabus is a legally-binding contract
between the instructor and the student.
 The syllabus should present this information
in a way that is
 Reasons to make this promise
 Objections
Two Fundamental Criteria:
What are outcomes?
OBE
(Education)
OBC
(Curriculum)
What the studentWhat the student
should achieve?should achieve?
OBLT
(Learning &
Teaching...
CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
Passive students Active learners
Assessment process –
exam an...
CONTENT-BASED
LEARNING SYSTEM
OUTCOMES-BASED LEARNING
SYSTEM
See syllabus as rigid
and non negotiable
Learning programs se...
Outcomes Based Principles
(Source: Spady, 1994; Killen, 2000)
OBE Principles Explanation Application to practice
Clarity o...
Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications
for Higher Education,” Educause Review ...
“Planning without
action is futile,
action
without planning 
is fatal”.
-Unknown
PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Stru...
EXAMPLES OF GOALS:
GOAL: To develop problem-solving abilities
BLOOM’S REVISED TAXONOMY
BLOOM’S REVISED TAXONOMY CIRCLE
PLANNING
YOUR SYLLABUS
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
4. Stru...
1. Develop
a well-
grounded
rationale
for your
course.
2. Define and
delimit
course
content
3. Decide on
desired learning
outcomes and
assessment
measures
Examples of learning outcomes, in addition to
the conceptua...
[Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus.
Boston: Anker, 1997.]
4. Structure
your students’
active
involvement
in learning
Decide what topics are appropriate to what
types of student act...
Decide on a mix of strategies to use to
shape basic skills and procedures, present
information, guide inquiry, monitor
ind...
5. Identify
and assemble
resources
required for
active
learning
2. What an outcomes-based syllabus includes in
addition to this basic information:
47
Creating an Objective-based Syllabus
Danielle Mihram, Director
Center for Excellence in Teaching
University of Southern...
48
Syllabus Writing Workshop
Tom McCambridge
Assistant Professor
Webpage address: http://public.clunet.edu/~mccamb
Outcome...
Thank you very much for listening!
50
Questions
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
Norsu penaso  outcomes based syllabus design
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Norsu penaso outcomes based syllabus design

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  • (to communicate in a comprehensive manner what the expectations are for your course): Define students responsibilities Define instructor’s role and responsibility to students Establish standards and procedures for evaluation Acquaint students with course logistics (particularly as we include more group work and out of class experiences) Establish a pattern of communication between instructor and students Include difficult to obtain materials such as readings, complex charts, and graphs.
  • Norsu penaso outcomes based syllabus design

    1. 1. ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA Vice President for Academic Affairs & Dean, Graduate School Central Mindanao University Musuan, Bukidnon SEMINAR-WORKSHOP ON OUTCOMES-BASED SYLLABUS DESIGN, TEST CONSTRUCTION AND ITEM ANALYSIS NEGROS ORIENTAL STATE UNIVERSITY JULY 15-16, 2013 Dumaguete City
    2. 2.  A syllabus is a legally-binding contract between the instructor and the student.
    3. 3.  The syllabus should present this information in a way that is
    4. 4.  Reasons to make this promise
    5. 5.  Objections
    6. 6. Two Fundamental Criteria:
    7. 7. What are outcomes?
    8. 8. OBE (Education) OBC (Curriculum) What the studentWhat the student should achieve?should achieve? OBLT (Learning & Teaching) OBA (Assessment) How to make the student achieve the outcome? How to measure what the student has achieved? The ProcessThe Process FlowFlow
    9. 9. CONTENT-BASED LEARNING SYSTEM OUTCOMES-BASED LEARNING SYSTEM Passive students Active learners Assessment process – exam and grade driven Continuous assessment Rote learning Critical thinking, reasoning, reflection and action Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations Textbook/worksheet focused & teacher- centered Learner-centered and educator/ facilitator use group/ teamwork Content Based Learning Versus Outcomes Based Learning (Source: Spady, 1994)
    10. 10. CONTENT-BASED LEARNING SYSTEM OUTCOMES-BASED LEARNING SYSTEM See syllabus as rigid and non negotiable Learning programs seen as guides that allow educators to be innovative and creative in designing programs/ activities Teachers/trainers responsible for learning - motivated by personality of teacher Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Emphasizes what teacher hopes to achieve Emphasizes outcomes – what learner becomes & understands Content placed in rigid time frames Flexible time frames - learners work at own pace
    11. 11. Outcomes Based Principles (Source: Spady, 1994; Killen, 2000) OBE Principles Explanation Application to practice Clarity of focus  Focus on what learners should be able to do successfully  Help learners develop competencies  Enable predetermined significant outcomes  Clarify short & long term learning intentions  Focus assessments on significant outcomes Design down  Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education  Develop systematic education curricula  Trace back from desired end results  Identity “learning building blocks”  Link planning, teaching & assessment decisions to significant learner outcomes High expectations  Establish high, challenging performance standards  Engage deeply with issues on learning  Push beyond where normally have gone Expanded opportunities  Do not learn same thing in same way in same time  Provide multiple learning opportunities matching learner’s needs with teaching techniques
    12. 12. Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)
    13. 13. “Planning without action is futile, action without planning  is fatal”. -Unknown
    14. 14. PLANNING YOUR SYLLABUS 1. Develop a well- grounded rationale for your course. 2. Define and delimit course content 4. Structure your students’ active involvement in learning 3. Decide on desired learning outcomes and assessment measures 5. Identify and assemble resources required for active learning
    15. 15. EXAMPLES OF GOALS:
    16. 16. GOAL: To develop problem-solving abilities
    17. 17. BLOOM’S REVISED TAXONOMY
    18. 18. BLOOM’S REVISED TAXONOMY CIRCLE
    19. 19. PLANNING YOUR SYLLABUS 1. Develop a well- grounded rationale for your course. 2. Define and delimit course content 4. Structure your students’ active involvement in learning 3. Decide on desired learning outcomes and assessment measures 5. Identify and assemble resources required for active learning
    20. 20. 1. Develop a well- grounded rationale for your course.
    21. 21. 2. Define and delimit course content
    22. 22. 3. Decide on desired learning outcomes and assessment measures Examples of learning outcomes, in addition to the conceptual knowledge and technical skills of a discipline or field:
    23. 23. [Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus. Boston: Anker, 1997.]
    24. 24. 4. Structure your students’ active involvement in learning Decide what topics are appropriate to what types of student activities and assignments
    25. 25. Decide on a mix of strategies to use to shape basic skills and procedures, present information, guide inquiry, monitor individual and group activities, and support and challenge critical reflection. The strategies you choose must fit with the outcomes you hope to achieve. 4. Structure your students’ active involvement in learning
    26. 26. 5. Identify and assemble resources required for active learning
    27. 27. 2. What an outcomes-based syllabus includes in addition to this basic information:
    28. 28. 47 Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California Outcome Based Education (OBE) Puan Dalmataksiah Binti Mohd Zain ACKNOWLEDGMENTS
    29. 29. 48 Syllabus Writing Workshop Tom McCambridge Assistant Professor Webpage address: http://public.clunet.edu/~mccamb Outcomes Based/Outcomes Focused Education Overview Mollie Butler, RN, PhD ACKNOWLEDGMENTS
    30. 30. Thank you very much for listening!
    31. 31. 50 Questions
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