Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.

1. Teaching Learning Techniques for effective outcome
based education
Presented by
Reshma Fathima.K
Assistant Professor
Grace College of Pharmacy, Palakkad

2. Traditional Education
• It is content oriented. Different degrees have their associated syllabi. Relevant
contents are taught and examined.
• In the traditional approach, the professor, lectures, and the students listen, take
notes, and solve problems individually.
• Teachers focus on ‘covering the content’ giving much less thought to the
learning by the student’ and ‘teaching methodology’.
• The content- driven approach to teaching has been reffered to as a teacher-
centered approach.

3. Traditional Education
• Instructional objectives and learning outcomes are not comprehensively
planned and informed to students.
• Student involvement is very low level.
• Too much technical, content at the expense of a broader, liberal education.
• Stress on lower order thinking skills
• Student assessment is not aligned to program outcomes.

4. What is Outcome based education?
• It is not what we teach, it is what students learn.
• OBE is an education approach that focusses on the graduate attributes or
outcomes after completing an academic programme.
• The desired outcomes are determined first and the programme curriculum,
teaching and learning methodology and supporting facilities are designed
to support the intended outcomes based on a very simple, practical, logical
notion that every one of us uses everyday in our lives.

5. What is OBE
• Outcomes based approach means know what you want to achieve and
then take the steps to do so.
• Eg: Mother wants to cook a meal, she has a picture of it in mind based
on whom she is going to serve and then she assembles her materials
and tools and begins a step by step process to create a meal.
• In other words, in order to achieve something you have to know or
have an idea of what it is you want to achieve.

6. Why OBE
Indian education system has already headed towards Outcome- based
Education (OBE) approach.
With the local accreditation body, National board of Accreditation (NBA)
heavily focusing on the adoption of OBE approach for all engineering
programmes in INDIA(from 2013)
Programmes to be accredited from 2013 will have to be based on OBE
approach.
No OBE = NO ACCREDITATION

7. Why OBE
• Under the present system most graduates are not
employable.
• OBE is more performance oriented.
• Graduates can easily adapted to industrial environment.
• Means better job opportunity.

8. Changing needs of Education

9. Employers Rating of Skills/ Qualities -2002
• Communication (verbal and written) 4.69
• Honesty/ Integrity 4.59
• Teamwork skills 4.54
• Interpersonal skills 4.50
• Strong work ethics 4.46
• Motivation and initiative 4.42
• Flexibility/Adaptibility 4.41
• Analytical skills 4.36
• Computer skills 4.21
• Organizational skills 4.05

10. Employers Rating of Skills/ Qualities -2002
• Detail oriented 4.00
• Leadership skills 3.97
• Self confidence 3.95
• Friendly / outgoing personality 3.85
• Well mannered / polite 3.82
• Tactfulness 3.75
• GPA (3.0 or better) 3.68
• Creativity 3.59
• Sense of humour 3.25
• Entrepreneurial skills/ risk taker 3.23

11. Traditional education process focuses on the inputs
Input
Teaching staff
Curriculum
Labs
Other resources
Process
Teaching and learning Students at Graduation
Assessment mainly via exam, test, assignments, Quality control from teaching evaluation

12. INPUT PROCESS PROGRAM &
SUBJECT
OUTCOMES
PROGRAM
EDUCATION
OUTCOMES
Teaching staff
Curriculum
Labs
Other resources
Teaching and learning Students at Graduation
Graduates to Fulfill
Stakeholders Satisfaction
Assessment by exam, test and assignments
Assessment of teaching staff, lecture material and flow, results and student
capabilities (short and long term outcomes), lab interview exit survey etc.
More thinking projects with analysis
Feedback from industry, alumni and other stakeholders.
Clear continuous improvement step.
Short term Long term
Stakeholders
NBA
Employers
Industry advisors
Academic staff
Public and parents
Students
Alumni

13. Establishing OBE
• Vision
• Mission
• Programme educational objective (PEO)
• Course outcome(CO)
• Teaching learning process
• Evaluation process
• Feedback
• Continual improvement

14. Programme Educational Objective(PEOs)
• Programme educational objectives are broad statements that
describe the career and professional accomplishments that the
program is preparing graduates to achieve.
• PEOs should be assessable and realistic within the context of the
committed resources.
• Eg: Our graduates will be successful and technically competent
managers/ leaders/ entrepreneurs in their chosen field
• Having high ethical and moral value.
• Striving continually to improve further.

15. Programme outcomes
• Program outcomes are narrower statements that describe what
students are expected to know and be able to do by the time of
graduation.
• These relate to skills, knowledge, and behaviors that students
acquire in their study.
• Knowledge: Facts students know and concepts they understand.
• Skills: skills students use in managing and applying their knowledge
such as computation, experimentation, analysis, synthesis/ design,
evaluation, communication, leadership and teamwork.

16. Programme outcomes
• Attitudes: Attitudes that dictate the goals toward which their
knowledge and skills will be directed – personal values,
concerns, preferences and biases.

17. Curriculum
• Having identified program outcome the next step is
curriculum development.
• Should have components to develop all the intended
outcomes as per PO
• It can be course work or activities like assignment, seminar,
project or reports.
• All the components should be evaluated.
• Then decide course outcome for each course/ activity.

18. Thinking skills
• Synthesis (creating)
• Evaluation (evaluating)
• Analysis (Analyzing)
• Application (Applying)
• Comprehension ( Understanding)
• Knowledge (Remembering)
HIGHER ORDER THINKING SKILLS
LOWER ORDER THINKING SKILLS

19. Thinking skills
• Each higher level skill automatically involves the lower-level
skills.
• Usually, undergraduate education deals almost exclusively with
remembering, understanding and applying.
• Ideally, all bloom levels should be addressed in every course
(need not be sequential.)

20. Level 1: knowledge
Ability to recall or remember facts without necessarily
understanding them.
Level 2: Comprehension
Comprehension may be defined as the ability to understand and
interpret learned information.
Level 3: Application
Ability to use learned material in new and concrete situations
Level 4: Analysis
Ability to break down information into its components, eg : look
for inter-relationships.

21. Level 5: SYNTHESIS
• Ability to put parts together to form a new whole.
• Learning outcomes in this area stress creative behaviors and place
major emphasis on the formulation of new patterns or structure.
LEVEL 6: EVALUATION
Judge the value of material for a given purpose, eg: present and defend
options; identify strengths/ weakness; make convincing arguments.
Learning outcomes in this area are highest in the cognitive hierarchy
because they contain elements of all the other categories as well as
conscious value jugdements based on clearly defined criteria.

22. Teaching learning
• Decide teaching/training components for each course outcome
• Theory (for understanding)
• Practical(to develop skill)
• Seminar (for communication skill)
• Problems
• Assignments
• Project (small, group etc)

23. Evaluation
• Each of the teaching component is to be evaluated and reflect
in grade.
• No evaluation- No learning.
• Evaluation may be in the form of test, viva seminar etc.
• Self evaluation, peer evaluation and evaluation by teacher.

24. Feedback and Improvement
• Important component of OBE
• Teacher has to get feedback from students
• Find out weakness
• For PEO and PO get feedback from alumni, employer etc.
• Plan for strategies for improvement based on feedback.
• Implement the strategies.
• The cycle goes on and on.

25. Students
• Students join B.pharm not by choice.
• Some students join by compulsion.
• School curriculum is not conductive for OBE (reorientation
of students needed)
• Not trained for hardship in learning.
• Motivation level is low
• Many students are indifferent and ignorant.
• We have highly heterogeneous student populations.
• Student in different mediums
• Different socio economic background

26. • Different learning abilities.
• Rural and urban
Type A: academically committed and will learn well, virtually
whatever the teaching.
Type B: not academically inclined and need a degree so that
he can get a job. Put minimum effort to get a degree.
Type C: Indifferent and not bothered about education and
education outcome.

27. • Type B students are more in number.
• They need help if they are to reach acceptable levels of
achievement.
• The challenge we face as teachers is to teach so that Type B
and C learns more in the manner of Type A.
• Method of teaching to A may not work for B and need
different approach.
• Type C require more of one to one interaction.

28. Teaching levels 1
• Teachers responsibility is knowing the course content well, and
teaching clearly in detail.
• Thereafter its up to the student to attend lectures to listen
carefully to take notes to read the recommended readings and
write the exam.
• Teaching strategy is held constant usually in the form of lecture.
• The difference in students performance is attributed to
differences between students in
o Ability
o Motivation
o What sort of school they went to
o Cultural background and so on

29. • When students don’t learn that lot with just pass in +2.
• They wouldn’t even have been admitted 10 years ago.
• They lack any motivation at all.
• These students lack suitable study skills. But that’s not my
problem.
• Students now a days may be less academically oriented.
• That is precisely the challenge for teachers today.
• It doesn’t occur to the teacher to question himself. What
else could I be doing that might make them learn more
effectively.
• Until they ask that their teaching is unlikely to change.

30. Teaching levels 2
• Teachers at level 2 focus on what teachers do.
• Here also it is teaching only, but the making the students to
understand is teachers responsibility.
• Teachers always think of improving teaching or finding new way of
teaching.
• Change teaching tactics
• Learning is entirely depends upon the teacher.
• Traditional staff development programs are mainly focused on this.

31. • This level is much better than level 1
• And most of the so called good teachers today are at this
level.
• Level 2 is also a deficit model, the blame this time is on the
teacher.
• The notion is “ if the student does not perform the teaching
is not effective”.

32. Teaching levels 3
• In level 3 the focus is what the student does.
• Student centered model of teaching; the purpose of teaching is
to support learning. No longer say I taught them but they
didn’t learn.
• Expert teaching includes mastery over a variety of teaching
techniques, but unless learning takes place, they are irrelevant.

33. Step by step guidelines for OBE
• Understand vision and mission statement.
• Understand programme educational outcome.
• Understand programme objective stipulated by NBA.
• Derive/Finalise course outcome for the subject you are
handling ,in line with program outcome.
• Plan teaching learning strategy for each course outcome.
• Plan evaluation strategy.
• Analyse the outcome and get feed back from students.

34. • Make improvements in the teaching learning strategy.
• Repeat the cycle of feedback – improvement implantation.
Mostdifficultandyetmostimportantstep
Planning and implementing effective teaching learning
strategies

35. Possible teaching activities
• Effective classroom teaching.
• Seminars
• Assignments
• Problems
• Encourage group learning
• Peer tutoring
• Increase questioning ability (ask students to frame all possible
questions in a chapter and give answers)

36. Possible assessing activities
• Question session in tutorial class
• Question session in practical
• Formative assessment ( small tests 10 minutes duration)
• Self assessment( qualitative)
• Peer assessment ( qualitative)
• Problem solving assignments to assess analytical ability.
• Open book tests
• Conventional mid term test etc.

37. Improving students performance
Students perform when
• Realize the fruit of success
• Realize the effect of failure
• Get encouragement
• Inspired and motivated
Students also perform
When there is competition

38. Outcome of the seminar
• To know about the trending teaching skills.
• For understanding outcome based education.
• To gain the knowledge about soft skills and hard skills.
• To