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Outcome Based Teaching and Learning
Transcript of Outcome Based Teaching and Learning
Applying OBE in Teaching and Learning
1. Define Learning
Excerpt from a prototype Outcomes-Based Syllabus
Example of PO and SLO
For every 1000 entrants to Grade 1
For every typical
2. Determine the Evidence of Learning
Attaining Better Learning Outcomes in Basic Education
Yenna Monica D. P.
Confronting the Reality of Poor Learning
-not ready for work
- not ready for lifelong learning
48 % who finished highschool
23% would enroll in college
6% would not be able to complete it
bec of poor preparation in Basic Ed.
Opt to Apply for Work
Majority could not find work
poor communication skills
lack of experience
1000 entrants to grade 1
total of 312 will leave school before finishing G6 most of them in the first two grades
249 will finish the 6-year grade school in an average of 9.6 years each by repeating some grade levels two to three times
and only 439 will graduate from the elementary in 6 years.
Only 7 elementary school graduates will have at least a 75% score in achievement test for English, Math and Science.
7 graduates in Grade 6 with sufficient mastery of English, Math and Science
after exerting effort for an average of 7.31 school years per graduate
With a total yearly intake of 2.7 million new (non repeater) entrants for Grade 1
18, 900 grade school graduates with the required competencies in English, Science and Math necessary to eventually succeed in High School
389 will leave school without completing four years
248 will graduate within the required four years
For every typical 1000 entrants to high school
353 will graduate after repeating two to three times taking an average of 6.7 years
A typical group of 1000 Grade 1 entrants
will yield only 395 to finish high school
with only 162 of them finishing elem and HS in 10 yrs
while 233 eventually finish Elem & HS after each taking up to 16 yrs to complete the 10-yr basic education school cycling
Philippine Schools have generally failed to deliver overall excellence (high average achievement by all students) as well as failed to assure general fairness (low variations in levels of achievement among individual students) to the 90% of total school-age children that they take into Grade 1 each year. This failure has continued yr in and yr out for at least the past four decades through different economic circumstances and diff political administrations.
The problem of consistently poor learning outcomes is the result of sustained neglect
thus, improving learning outcomes cannot be achieved overnight
neither can the situation of poor learner performance be reversed by providing band-aid solutions
A system approach is needed for dramatic changes to happen.
Source: Vids by Ana de Armas y Villada
3. Understand that
4. Produce a product or performance on
as evidence of transforming of learning
proof that learning is taking place
preparing the assessment plan that defines how the learning outcomes will be monitored and evaluated.
determining the expected learning outcomes in terms of knowledge, process/skills, and understandings, and how student learning will be transferred or used in life situations.
3. Plan for Instruction
To ensure that the desired outcomes will be the target or focus of instruction, the instructional plan may be designed following the sequence:
KNOW - DO - REFLECT/UNDERSTAND- TRANSFER
determining which teaching strategies will be adopted to facilitate student learning, the activities that students will go through and undertake to bring about learning, and the learning resources that may be needed to support the learning process.
It is the learning outcomes that drive the entire teaching-learning process,
from planning to execution
and how such outcomes will be assessed, quality assured and measured.
Teaching and Learning need to be driven by the PURPOSE - the results that the teacher aims to produce from one's teaching.
Outcomes define what shall be taught, what how and these shall be assessed, QAd and measured; and how teaching shall bring out or facilitate the attainment of the desired outcomes.
Outcome based Education in Context
The Impetus to Shift
Change of Paradigm
the impetus to shift the judgement of quality education from process to outcomes originated from the dissatisfaction in the perceive lack of progress in American Education in the 1980s.
seal of collegiate quality
the cornerstone of self-regulation in colleges and universities
Until recently, accreditation focused almost entirely on the processes, structures, and resources such as the academic degrees of the faculty members, the method of instruction, numbers of books or journals in the library, and the size of the budget for research and development activities.
based on the assumption that institutional infrastructures, processes & resources would produce the desired educational outcomes.
with the great accountability from schools to ensure that students are able to demonstrate the desired skills and competencies when they leave school, American accreditation changed paradigm from INSTITUTIONAL INPUTS to STUDENT OUTCOMES and so did Philippine Accreditation.
What is Outcomes-Based Education?
Shift of Instructional Focus
focuses on classroom instruction on the accomplishments(skills and competencies) that students must demonstrate when they exit.
The Outcomes of Education
competencies/skills acquired upon completion of a subject, a grade/year, a segment of the program, or a program itself
problem solving skills
ability to communicate in writing, reading, speaking and mathematically
skill in creative expression
skill in technological innovation
passing the licensure exam
initial job placement
admission in a graduate program
ability to apply cognitive, psycho-motor and affective skills/competencies in the various aspects of the professional and workplace practice
promotion in job position/rank as evidence of work competence and skill and social relation
successful in professional practice or occupation as evidence of the skill in career planning, health and wellness and continuing education
professional recognition, awards, distinction as evidence of civic responsibility and participation in environment conservation & other social advocacies
Program Objectives (P.O.)
are broad goals that the program expects to achieve which are stated from the point of view of the faculty or of the program itself
deferred outcomes which are observable and verifiable, years after graduation
Student Learning Outcomes (S.L.O)
are operational definitions of each of the program objectives.
"to develop/ to enhance / to motivate"
"to demonstrate/to express/to illustrate/to apply"
immediate outcomes of education
Program: AB major in Social Sciences
Course: Introduction to Anthropology
Subject: Araling Panlipunan
Matching the Courses in the Curriculum with the desired SLO
Teacher Education Program (BEEd/BSEd)
based on CHED memorandum order no. 30, series of 2004
Determining the Attainment of SLO through OBA
is a comprehensive process of describing, judging and communication the quality of learning and performances of students. Assessment in education is a comprehensive term which includes measurement, evaluation and grading
requires teachers to define clearly, in language that their students can understand and apply, th learning targets, competencies or performances expected of the students and which the teachers should actualize.
a form of assessment in which students perform real-life tasks which are either replicas or simulations of the kind of situation faced by adult citizens or professionals.
Teacher Expectations in OBA
Student Expectations in OBA
focusing on the key elements of the curriculum that will lead to the desired outcomes
ensuring that every activity, inside and outside the classroom, help produce the desired results
providing opportunities for students to demonstrate proficiency in a variety of modalities.
reviewing and revising learning targets
understanding clearly what competencies/skills teachers expect to observe
being ready to demonstrate what they know
accepting responsibility for what they don't know yet
being prepared to continue achieving and reaching high performance.
Program: Teacher Education (BEEd/BSEd)
Course: The Teaching Profession
Characteristics of OBA
Use of measurable assessment tools
design of assessment tools should be measurable and less abstract
Original version: Understand the American criminal justice system.
Revised version: Describe the history of the American criminal justice system.
original: verbal ability
revised: to write, coherent paragraph composed of grammatically correct sentences
revised: can communicate spontaneously, showing remarkable fluency and ease of expression throughout
Key to OBA
the key is the teacher's ability to provide a realistic simulation or approximation of the setting in which the outcomes of learning will be required or applied.
Principles Involved in OBA
OBA utilizes criterion-based standards
provide descriptions of the different levels of performances that may be expected: Most Acceptable, Very Acceptable, Acceptable, Barely Acceptable, Unacceptable
EXAMPLE of HOLISTIC RUBRIC
"Assessing a Research Report"
OBA uses multiple indicators of quality
this is because most academic tasks involve more than one skill or ability
Principles Involved in OBA
the instrument used is analytical or dimensional rubric that yields sub-scores for each dimension as well as a cumulative score which is the sum
EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRIC
"Assessing the Analysis of Public Opinions on the Divorce Bill"
Types of Assessment Tools
Journal (notebook of student)
Literacy log book (new terms learned, etc)
performance or demonstration