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OBE
- 2. Learning outcomes • Explain the meaning of the outcomes in OBE • State the relationship among intuitional outcomes, program outcomes, course outcomes and learning outcomes. • Draw the implications of the OBE principles in the teaching learning process • Determine whether or not given practices are in accordance with OBE principles
- 4. Outcome-based education (OBE), a recurring education reform model. It is a student-centered learning philosophy that focuses on empirically measuring student performance, which is called outcomes.
- 6. •According to HEI’s •• *HEIs define OBE as a means of describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes.
- 7. Spady (1994) gave four basic principles:
- 8. 1. Clarity of focus This means that everything teachers do must be clearly focused on what they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly articulated.
- 9. 2. Designing down It means that the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program.
- 10. 3. High expectations It means that teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are learning.
- 11. 4.Expanded opportunities Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that not all learners can learn the same thing in the same way and in the same time.
Editor's Notes
- EXPLANATION OBE is a process of curriculum design, teaching, learning and assessment that focuses on what students can actually do (i.e., learning outcomes) after they are taught. It attempts to embrace learning outcomes with the knowledge, skills, attitudes and values that match the immediate social, economic and cultural environment of society.
- What is Higher Education Institution (HEI) | IGI Global
- Students will understand what is expected to them and teachers will know what they need to teach during the course. Clarity is important over years of schooling and when team teaching is involved. Each team member, or year in school, will have a clear understanding of what needs to be accomplished in each class, or at each level, allowing student to progress. Those designing and planning the curriculum are expected to work backwards once an outcome has been decided upon, they must determine what knowledge or skills will be required to reach the outcome. Learners need to be informed of the intended outcomes engaging in the lesson or assessment activity Teachers therefore need to have a clear focus on what they want their learners to achieve. Hindi lang basta ituro kundi dapat naiintindihan ng mga bata as a teacher importante na matuto ang isang bata kc diba it reflects you as a teacher.
- Once this has been done, all instructional decisions are then made to ensure achieve this desired end result. The essence of OBE is to start with the end in mind – i.e. the outcomes In the case of South Africa, the Constitution provides the vision of the kind of society we want to develop within a democratic framework The critical and developmental outcomes are derived from the Constitution and describes the kind of citizen the education system aims to develop Learning outcomes for each subject are developed from the COs and DOs and enable us to implement this curriculum in the classroom
- Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning. Every learner must develop to his/her full potential Diversity needs to be accommodated The teacher needs to maxim ize opportunities for every learner by challenging learners to achieve and improve
- However, most students can achieve high standards if they are given appropriate opportunities. • We expect all learners to succeed, but not necessarily at the same time and in the same way • More time for remedial/enrichment as needed • Provide multiple opportunities to learn and demonstrate achievement • Use a variety of teaching, learning and assessment strategies • Allow more time for those who need it • Provide challenging and enriching learning experiences
- demonstration
- A collectively endorsed mission statement that reflects commitment to success for all students and provides the means for translating that commitment into action. Clearly defined, publicly derived "exit outcomes" that reflect changing societal conditions and that students must demonstrate before they leave school. Enabling outcomes are the stepping stones to terminal outcomes. They describe what the student must know, understand or do in order to achieve the terminal outcome. For example, “Students will explain the structure of a 2, 3, and 4 movement sonata” would be one of many enabling outcomes needed to reach the terminal outcome.
- Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science. The state of Illinois is an example of this approach. Although outcomes drive the schooling of these children, the outcomes themselves reflect the traditional content of public schools in the past. Many teachers find this a positive option for challenging the minimal achiever. For example, a considerable number of students currently find their way through our schools, accumulating enough credits to graduate, while picking up little in the way of content knowledge or skills. Their knowledge base reflects little actual learning, but they have become skilled in working the system. An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency. The idea of transformational reform is causing much turmoil. Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance. Examples of such outcomes from Colorado and Wyoming school systems refer to collaborative workers, quality producers, involved citizens, self-directed achievers, and adaptable problem solvers. Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs.
- The transformation approach performs the implementation of Lean Management as optimization program and strives to change the culture. It focuses the empowerment of the organization. The program combines the top-down- with the bottom-up approach, and is accompanied by consultants who are acting as trainer and coaches (and not as teachers!) Usually „small“ measurable successes with signaling effect for the complete organization are achieved quickly. By intensively involving the employees and enabling the organization a high sustainability of changes can be obtained. The “Continuous Improvement Process”, once developed, then runs without external support. ransform, metamorphose, transmute, convert, transmogrify, transfigure mean to change a thing into a different thing. transform implies a major change in form, nature, or function.