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Outcomes based education

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OBE mostly by Killen and Spady

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Outcomes based education

  1. 1. Current Issues on Education Outcomes-Based Education Theory, Curriculum and Practice Presented by: MARK P. ARMENTA
  2. 2. Survey about OBE 1. 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-gynecologist 6. More on performance 7. We can teach in high school or college. 8. Assessment of outputs. 9. Extra income.
  3. 3. 3 Different Views about OBE 1. 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
  4. 4. Presupposition Someone can determine what things are essential for all students “to be able to do”.
  5. 5. Example: Agriculturist What do you think an agriculturist should be able to do? 1. Soil Analysis 2. Fertilizer Computation 3. Proper use of Tools 4. Methods of Planting 5. Asexual Reproduction 6. Harvesting 7. Proper Handling in Transportation
  6. 6. Example: Doctor What do you think a doctor should be able to do? 1. Clinical Skills 2. Perform Practical Procedures 3. Investigate a Patient 4. Manage a Patient 5. Health Promotion and Disease Prevention 6. Skills of Communication 7. Retrieve and Handle Information
  7. 7. Two Common Approaches to OBE 1. Student mastery of traditional subject-related academic outcomes and some crossdiscipline. 2. Emphasizes long-term, crosscurricular outcomes that are related to students’ future life roles.
  8. 8. OBE Learning Outcomes 1.Knowledge 2.Understanding 3.Skills 4.Attitudes
  9. 9. Three Basic Premises of OBE 1. All students can learn and succeed but not all in the same time or in the same way. 2. Successful learning promotes even more successful learning. 3. Schools (and teachers) control the conditions that determine whether or not students are successful at school learning.
  10. 10. Four Essential Principles 1.Clarity of Focus 2.Designing Back 3.High Expectations 4.Expanded Opportunities
  11. 11. Ten Life Performance Roles 1. Learner and thinker 2. Listener and communicator 3. Implementer and performer 4. Problem finder and solver 5. Planner and designer 6. Creator and producer 7. Teacher and mentor 8. Supporter and contributor 9. Team member and partner 10.Leader and organizer
  12. 12. OBE as a curriculum Three Basic Styles of Programming 1. Content-based 2. Activities-based 3. Outcomes-based
  13. 13. OBE Programming Rationale – explain why the program exists. Aims – explain what the program can achieve. Outcome Statements- indicate what students are to learn Content 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.
  14. 14. OBE vs. Content Based OBE Curriculum Outcome Skills in problem solving and decision making. Individual lesson under OBE Use a spreadsheet to develop a what-if scenario to generate possible solutions to a financial problem. Content Base Subject Computer Studies Individual lesson under content-based Summarize the steps involved in producing a solution to a problem.
  15. 15. The Issue of Integration 1. Key competencies were not based on isolated subjects. 2. KLA (Key learning areas) will be used instead of subjects through “clustering” process. Example outcome: Learners show critical awareness of language usage. Question: Can an English subject alone accomplish the learning outcome?
  16. 16. OBE in the Classrooms 1. Review essential prerequisites. 2. Create a positive learning environment. 3. Help students to understand what they have to learn. 4. Use a variety of methods. - Whole class instruction - Group instruction - Individual instruction 5. Provide sufficient opportunities 6. Personal closure to the lesson.
  17. 17. Assessment in OBE 1. A student can have a grade of incomplete. 2. Emphasizes the record keeping by the students. 3. Uses criterion-referenced assessment. 4. Uses SOLO taxonomy – an individualized assessment procedure. SOLO – Structure of Observed Learning Outcomes
  18. 18. Questions?
  19. 19. Thank You! For listening and cooperating!

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