Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
Concept of curriculum, composition of curriculum committee, steps of curriculum devt, curriculum evaluation, curriculum revision - the need, factors to consider and components
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.
GPA means Grade Point Average. GPA is a way to convert your grades into a numerical value.
CGPA means Cumulative Grade Point Average. CGPA is the measurement of average grade points obtained by the student in all the subject but it excludes additional 6th subject as per the scheme of the subject.
CGPA = Sum of SGPAs of all semesters/ number of semesters
SGPA means Semester Grade Point Average. SGPA multiply the credit allowed to each subject with the grade achieved in that subject and add the products. Divide this summer by sum of all credits to get SGPA.
Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher education by introducing a common quality assurance framework to enable mutual understanding and trust between higher education institutions, national and international quality assurance actors and the society in general.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Outcome Based Education (OBE), an overview based on technology, educational quality, and the future of education. We explore the possibilities of blending OBE into your academic workflow using technology.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
Concept of curriculum, composition of curriculum committee, steps of curriculum devt, curriculum evaluation, curriculum revision - the need, factors to consider and components
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.
GPA means Grade Point Average. GPA is a way to convert your grades into a numerical value.
CGPA means Cumulative Grade Point Average. CGPA is the measurement of average grade points obtained by the student in all the subject but it excludes additional 6th subject as per the scheme of the subject.
CGPA = Sum of SGPAs of all semesters/ number of semesters
SGPA means Semester Grade Point Average. SGPA multiply the credit allowed to each subject with the grade achieved in that subject and add the products. Divide this summer by sum of all credits to get SGPA.
Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher education by introducing a common quality assurance framework to enable mutual understanding and trust between higher education institutions, national and international quality assurance actors and the society in general.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Outcome Based Education (OBE), an overview based on technology, educational quality, and the future of education. We explore the possibilities of blending OBE into your academic workflow using technology.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
RCT's are considered as gold standard for health research. It also considered as one of high level under evidence based practice hierarchy. This presentation stated basic understanding of RCT.
This is a informative presentation on guiding about credits allotments and its connection to gain.
It will inform to audience regarding calculation of credit points and how to secure credits in nursing education. This will also a indicative presentation on calculation of SGPA and CGPA in connection with course credits.
21st Century is the techno driven century and our education is also not remain untouched. This brief presentation will bring a sense of technology used in nursing education and a concept of Smart Class Room.
Slides prepared for beginners of nursing research or novice researchers. it will enhance and clear there basic understanding about using research designs.
slides will make you understand current issues of nursing research and envisioning future scope or you say journey from nursing research to nurse scientist
Basic information about AIDS, HIV infection and how to manage it.
it will be good for basic learners to improve fundamental knowledge about HIV infection.
This presentation will enable the fresh medical/nursing and other health professionals to understand basics of ECG along with they can able to interpret in beginning.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
Follow us on: Pinterest
Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
1. LEARNING OUTCOME & CURRICULUM
MAPPING – A PRACTICAL GUIDE FOR
NURSING TEACHERS
PRESENTER
DR. ANIL SHARMA, R.N.R.M., MSN, PhD
PRINCIPAL, MANIKAKA TOPAWALA INSTITUTE OF NURSING
A CONSTITUENT OF CHARUSAT-CHANGA
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
1
2. SESSION OBJECTIVES
2
At the end of this session, participants will
be able to
Recognize outcome based education
Formulating learning outcomes
Arrange, Classify, Apply, Analyze, Adapt &
Appraise the Curriculum Mapping
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
3. OUTCOME BASED EDUCATION (OBE)
3
OBE means clearly focusing and
organizing everything in an education
system around what is essential for all
students to be able to do successfully at
the end of their learning experience.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
4. OBE Cont….
4
Starting with a clear picture of what is important for
students to be able to do,
Than organizing the curriculum, instruction and
assessment
To make sure this learning ultimately happens.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
5. OBE Simple word
5
Its a process which involves the
restructuring of curriculum,
assessment, and reporting practices in
education to reflect the achievement of
higher order learning and mastery rather
than the accumulation of course credits.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
6. OBE Cont….
6
Outcomes are the End
Product
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
7. OBE Principles
7
There are 4 basic principles:
1. Focus on outcome
2. Expanded opportunities
3. High expectations
4. Designing backward
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
8. Focus on outcome/ Clarity of focus
8
Facilitates students achievements on the intended
learning outcome
Clarify short & long term learning intensions
Assist learners to attain the outcomes
Focus assessment on outcome
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
9. Expanded opportunities
9
Learners may require different instructional
strategies and additional learning opportunities
(Learners can learn and succeed but not in the same
way)
Provide multiple learning opportunities to match
different learner’s need
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
11. High expectations
11
Most students can
achieve high
standards if they
are given
appropriate
opportunities
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
12. Designing backward (Curriculum)
12
Curriculum design begins with
EXIT OUTCOME
Followed by “Building blocks” of learning
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
13. Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
Course Learning Outcome (CLO)
Program Learning Outcome (PLO)
Program Aims and Program Educational Objectives
(PEO)
Institutional Vision and Mission
14. 5 Stage of OBE Implementation
14
1. Understand the Big Picture:
The Why ?
To produce graduates whom are ready for market
(Clinical/ Academic) demand at Global Platform
To meet global level of quality assurance
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
15. 5 Stage of OBE Implementation
15
2. Setting Objectives and Outcome (Breadth)
Formulate Aims, PEO, PLO
Identify domains and Taxonomies (Depth)
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
16. 5 Stage of OBE Implementation
16
3. Mapping of Outcome
Mapping of PLO-PEO
Mapping of PLO against regulatory requirement
Mapping of CLO-PLO
Mapping of CLO-PLO-Delivery methods and
Assessment
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
17. 5 Stage of OBE Implementation
17
4. Delivery of OBE Courses
Students learning time
Plan & Implement Teaching learning strategies
Assessment of courses (written, practical exam,
project, dissertation etc.)
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
18. 5 Stage of OBE Implementation
18
5. Continuous Quality Improvement
Closing the inner loop
Closing the outer loop
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
19. Continuous Quality Improvement
19
SAY,
What you
want?
DO, What
you say?
Prove It
Improve
It
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
21. Identifying learning outcome (LO)
21
Very broad but Very Direct Statement
These describe Knowledge, Skills, Attitudes
that students reliably demonstrate as a result of
undertaking an educational experience
LO’s articulates at several levels, including
lesson, course, program, degree etc.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
22. LO, Goals, Objectives & Degree Level Expectations
22
ARE
They All Terms
Same
Or
Different?
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
23. LO, Goals, Objectives & Degree Level Expectations
23
NOT MUCH
LO articulates a goal from student perspective
Learning Objectives articulates the goal from an
instructor perspective
Degree level expectations are learning outcome at
the degree level not at course level.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
24. How LO makes smile?
24
It set shared expectations between students and
instructors
Provide a valid source for students to set learning
goals
Provides clear directions for educators when
making instruction and assessment decisions.
Provides links between learning goals across
courses and years.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
25. How do I write a learning outcome?
25
Choose a verb that describes the level of learning you
intend, such as lesson, course, program
State the content the student will be considering
State what the student will be able to do as a result
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
26. 26
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
I GOT IT BUT NOT COMPLETELY
27. ANATOMY OF LEARNING OUTCOME
27
Each LO statement answer three (3) questions
about the student’s experience:
1. Do What ? (Verb)
2. With What ? (Content)
3. For What ? (this is what you will assess)
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
28. How do I use learning outcome to design a
learning experience such as a course?
28
1. What will student learn Learning outcome
2. How will outcomes be measured
Appropriate Assessment
3. What will students do to achieve these outcomes
Appropriate learning activities to develop the
required knowledge, skills or attitudes
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
29. CURRICULUM MAPPING (CM)
29
CM is the process by which you
determine Where, When and How
learning outcome are taught and
assessed within a degree program.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
32. What is Curriculum Alignment?
Curriculum alignment
refers to the process
of interpreting
learning standards,
then developing
learning objectives
that are directly
targeted to the
standards
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
35. A Curriculum Pacing Guide
is a planning tool that helps
teachers plan the pacing
of their instruction
so that all tested
topics are taught
prior to the
administration
of the Final exam
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
38. What is Curriculum Mapping?
Curriculum
mapping is a
process that helps
teachers keep track
of what has actually
been taught
throughout an
entire year
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
39. Why Curriculum Mapping?
The map becomes
a tool that is used
to help modify and
refine next year’s
instruction
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
40. A Pacing Guide
is an outline of the
intended
curriculum
A Curriculum
Map
is an outline of the
implemented
curriculum
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
41. How does our Institute get
Standards
of
Learning
Student
Achievement
From here... To here?
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
42. Important to
know and do
Assessment
Instruction
Curriculum
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
46. Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
End Lession
Curriculum
Alignment,
Pacing, and
Mapping
Can Put You On
Target
for Success!
47. Curriculum Mapping
47
Curriculum Mapping is the documentation and
discussion of what we teach.
It is a collaborative process that helps us
understand teaching and learning throughout
the degree
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
48. Why we need Curriculum Mapping?
48
It benefits ALL students.
Mapping is a COMMUNICATION tool.
Mapping is a PLANNING tool, it keeps us FOCUSED
and targets necessary information.
Promotes PROFESSIONALISM and teaching
creativeness.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
49. Benefits of CM
49
Mapping is not burdensome, in fact it replaces
repeat teachings and (eventually) lesson plans.
Mapping allows us to focus on fewer goals, and
therefore, teach concepts in depth.
Mapping will eliminate wasted review and expand
teaching time.
It vertically shows curriculum steps.
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
50. Curriculum Mapping: Advantage
50
Provide an effective strategy for articulating, aligning
and integrating learning outcomes across a sequence of
courses
Communicates to students, Instructors, administrator
and external stakeholders how student learning
outcomes are achieved within a degree program
Stimulates curriculum reform by highlighting high-
impact teaching and learning practices and revealing
gaps and redundancies in your curriculum
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
51. Curriculum Mapping Attempts to:
51
Create a “snapshot” of the educational activities of
every classroom
Capture the content skills and assessments taught
by every teacher
Organize this information into an easily accessed
visual that presents a timeline of instruction by
teacher and course
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
53. Sample Curriculum Map
53
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
Essential
Questions
Content/
Activities
Outcomes Assessment Standards
October
November
December
54. Essential Questions
54
Focus on a broad topic of study.
Have multiple answers and perspectives. They
address “why” or “how”.
They are “mental Velcro” that helps ideas stick in
students’ minds.
Example:
What is Anatomy & Physiology?
What NANDA said?
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
55. Content
55
Content is the essential concepts and topics covered
during a month.
Example:
Articulated or disarticulated bone sets
NANDA verbs
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
56. Outcomes
56
Outcomes are key abilities and processes students
will develop related to specific content
Example:
Explain anatomical structures
Formulating nursing diagnosis
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
57. Assessment
57
Assessments are the products or performances that
demonstrate student learning.
Assessments are what the student does (the actual
product or performance)
Examples:
Oral viva / demonstrating the bones
Practical session (Writing Nursing Process)
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
58. Activities
58
Key activities that lead to acquisition of knowledge
and skills.
Describe the "how" for the knowledge and skills.
Example:
Demonstrating disarticulated bones
Practicing writing nursing diagnosis
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
59. 59
Once we have our Maps,
what do we do with them ?
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
60. Maps are never finished;
they are a work in progress!
Documentation
Examination
Revision
Documentation
Examination
RevisionDocumentation
Examination
Revision
DocumentationExaminationRevision
61. CREATING CURRICULAR MAP
61
Where are outcomes covered in the curriculum
Where are the logical assessment point in the
curriculum
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
62. Curriculum mapping need this approach:
Show Time
Curriculum Map can be consider like:
Real Map
OBE Mapping
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
63. Next…
63
While working on Map, Teacher may identify few
impressions based on discussion:
Few courses outcome have no connection with
program outcome
Or few courses may have connection with
program outcomes
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
64. NEXT…
64
Faculty job to determine course at three levels based
on their outcome with their assessment strategy:
1. Introductory
2. Intermediate
3. Degree level (Highest Proficiency)
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
65. Faculty Assignments
Match the Outcome with Courses
Such as
Outcome -1 Course -1
Course -2
Outcome-2 Course- 3
Course-4
Outcome-3 Course-5
Course- 6
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
66. 66
Reference Available on Request @
anilsharma.nur@charusat.ac.in
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG
67. Thank You All Teachers
67
Charotar University of Science & Technology
Accredited Grade “A” with NAAC & KCG