Outcome Based Education - Teaching Learning Process

1. TeachingLearningTechniquesforeffective
Outcome BasedEducation
Presented By
Dr.R.Mynavathi
Professor / IT
Velalar College of Engineering and Technology

2. Outcomes of this presentation
• What is OBE ?
• Explain the process of OBE
• Apply OBE concept for Teaching Learning Process
• Analyze the different methods of TLP
• Evaluate which TLP will perform better for a particular
concept
• Create / Design an innovative method for TLP

3. 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.

4. 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.

5. 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.

6. Changing needs of Education

7. 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

8. INPUT PROCESS
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
PROGRAM &
SUBJECT
OUTCOMES
Long term
PROGRAM
EDUCATION
OUTCOMES
Stakeholders
NBA
Employers
Industry advisors
Academic staff
Public and parents
Students
Alumni
OBE

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

10. 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)

11. Step by step guidelines for OBE
• Understand vision and mission statement, PEOs, PO, PSO.
• Derive/Finalise course outcome for the course 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.
• Make improvements in the teaching learning strategy.
• Repeat the cycle of feedback – improvement implantation.

12. Mostdifficultandyetmostimportantstep
Planning and implementing effective
teaching learning strategies

13. 1) 10 − __________ = 6
2) 100 − __________ = 70

14. 0
1
2
3
4
5
6
7
8
9
10
Friends of
numbers
Numbers bounces to 10
2+8
1+9
0+10
3+7
4+6
5+5

15. 1) 10 − __________ = 6
2) 100 − __________ = 70
4
30

16. 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)

17. Developing Innovative Teaching
Methods

18. If We Teach Today As We Taught Yesterday
, We Rob Our Children Of Tomorrow.
-John Dewey

19. What is innovative teaching?
New, Novel, Unusual, Unexpected, Out of Box,
Fresh, Off beat,Unbeaten,Different,Creative, Ahead
of the curve, Different, Creative, Original, Advanced,
Unique,Technology based, Imaginative, Inventive,
Inspired, Ingenious, Fertile, Resourceful, Pioneering,
state of the art, ….
19

20. Innovative teaching
Must be distinguished from :
• Mere change
• Innovation implies change for the better.
• It is always students centred and improves the
learning processes.
20

21. Innovative teaching
“Any kind of teaching which addresses
creativity and applies it to methods and
contents can be seen as innovative
teaching.”
21

22. Exploring Innovative Teaching Techniques
22
• Group Work & Presentations
• Mnemonics
• Humour
• Gamification of Learning
• Mind Maps

23. Exploring Innovative Teaching Techniques
23
• Problem Based Learning
• The Z – A Approach
• Flipped Classroom
• Integrating Technology into Teaching

24. Exploring Innovative Teaching Techniques
24
• Parson’s pedagogy
• Code rearrangement task
• Programs with jumbled up lines
• Students think about procedural steps to solve the
problem

25. Exploring Innovative Teaching Techniques
25
• Role Play
• Students identify the concept
• A role will be assigned to each student
• Each student can then assume their role, and act out the
situation, trying different approaches where necessary

26. Exploring Innovative Teaching Techniques
26
• Gallery Walk
• group of students interact with different stations set up around the classroom.
• At each station there is a question written on a large sheet of butcher paper or
poster board that students have to think critically about to answer
• Students usually write their response on a sticky note or directly on the large sheet
of paper and then continue to the next station.
• At the end of the walk, a student at each station reviews what is written on the
poster board/butcher paper.

27. Exploring Innovative Teaching Techniques
27
• DUMB WIZARD TECHNOSHARE
• Students are divided into teams
• One person from a team picks up a lot containing a technical
word
• The technical word should be acted and the other members
identify the word
• The concept related to the word is explained

28. 28
ACTIVITY
Gallery Walk