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Transcript of Isabela state university obe
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FELINA PANAS - ESPIQUE
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with the Father of OBE-WILLIAM SPADY
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Rationale
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21ST CENTURY EDUCATION1
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GLOBALIZATION andASEAN INTEGRATION2
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ASEAN FRAMEWORKHuman Resources in the ASEAN Charter
One of the purposes of ASEAN as enshrined in the ASEAN Charter provides the basic principles for the cooperation, i.e.:
“…to develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”
6
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• Enhance cooperation among ASEAN University Network (AUN) members to increase mobility for both students and staff within the region.
“Free Flow of Skilled Labor” is one of the five core elements under “Single Market and Production Based” in the AEC Blueprint
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• Develop core competencies and qualifications for job/occupational and trainers skills required in the priority services sectors (by 2009); and in other services sectors (from 2010 to 2015)
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• Strengthen the research capabilities of each ASEAN Member Country in terms of promoting skills, job placements, and developing labour market information networks among ASEAN Member Countries.
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To be able to compete, our Filipino college graduate should already be equipped with the “21st century skills”
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ASEAN 2015 21ST CENTURY WORKPLACE REQUIREMENTS
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needs WORKERS WHO
have the following skills:
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LEARNING LEARNING INNOVATION SKILLSINNOVATION SKILLS
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1 Creativity
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2 Critical Thinking and Problems Solving Skills
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3 Communication Skills
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4 Collaboration Skills
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LIFE AND LIFE AND CAREER CAREER SKILLSSKILLS
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1 Flexibility and Adaptability
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2 Initiative and Self-Direction
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3 Social and Cross-Cultural Skills
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4 Productivity and Accountability
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5 Leadership and Responsibility
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ACCOUNTABILITY ACCOUNTABILITY AND ADAPTABILITYAND ADAPTABILITY SKILLSSKILLS
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1Exercising personal responsibility and flexibility
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2
Setting and meeting high standards and goals for one’s self and others
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3 Tolerating ambiguity
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Information, Communication and
Technology (ICT) Skills
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• Analyzing, transforming, and creating information USING TECHNOLOGY
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• Collaborating with others to solve problems and make decisions USING TECHNOLOGY
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• Performing a variety of complex tasks using sophisticated technology
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Higher Education Institutions (HEIs)
• Fast-track curriculum
• Offer short-term courses
• Adherence to ASEAN Qualifications Framework
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Six (6) Years
Four (4) Years Junior HS +Two (2) Years Senior HS + TESD Specialization (NC I and NC II) + Arts & Sports
Technical Educationand Skills Development
Baccalaureate, Post- Baccalaureate, Post-Doctoral/ Specialization
One (1) Year
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THE PHILIPPINE QUALIFICATIONS THE PHILIPPINE QUALIFICATIONS FRAMEWORKFRAMEWORK
LEVELLEVEL
GRADE 10
GRADE 12
TECHNICAL TECHNICAL EDUCATION AND EDUCATION AND
SKILLS DEVELOPMENTSKILLS DEVELOPMENT HIGHER EDUCATIONHIGHER EDUCATION
DOCTORAL AND POST DOCTORAL
BACCALAUREATE
BASIC BASIC EDUCATIONEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
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PQF Domains1. Knowledge, skills and values
2. Application
3. Degree of Independence
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THE PHILIPPINE QUALIFICATIONS THE PHILIPPINE QUALIFICATIONS FRAMEWORKFRAMEWORK
LEVELLEVEL
GRADE 10
GRADE 12
TECHNICAL TECHNICAL EDUCATION AND EDUCATION AND
SKILLS DEVELOPMENTSKILLS DEVELOPMENT HIGHER EDUCATIONHIGHER EDUCATION
DOCTORAL AND POST DOCTORAL
BACCALAUREATE
BASIC BASIC EDUCATIONEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
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LEVEL 6KNOWLEDGE,
SKILLS AND VALUESDemonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION Application in professional work in a broad range of discipline and/or for further study
DEGREE OF INDEPENDENCE
Substantial degree of independence and/or in teams of related fields with minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
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LEVEL 7KNOWLEDGE, SKILLS AND
VALUES
Demonstrated advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning
APPLICATION Applied in professional work that requires leadership and management in a specialized or multi-disciplinary professional work and/or research and/or for further study
DEGREE OF INDEPENDENCE
Highly substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multidisciplinary field
QUALIFICATION TYPE Post-Baccalaureate Program
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LEVEL 8KNOWLEDGE,
SKILLS & VALUES
Demonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and/or professional practice and/or for the advancement of learning
APPLICATION Applied in highly specialized or complex multi-disciplinary field of professional work that requires innovation, and/or leadership and management and/or research in a specialized or multi-disciplinary field
DEGREE OF INDEPENDENCE Full independence in individual work
and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertise-based autonomy and accountability.
QUALIFICATION TYPE
Doctoral Degree and Post-Doctoral Programs
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“There remains…a profound gap between the knowledge and skills most students learn at school and the knowledge and skills they need in typical 21st century communities and workplaces.”--Partnership for 21st Century Skills (www.21stcenturyskills.org)
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The way students learn needs to change….
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In a nutshell, OBE implies the best way to learn is to first determine what needs to be achieved. Once the DESIRED RESULTS or ‘exit outcomes’ have been determined, the strategies, processes, techniques and means are put in place to achieve the predetermined goals. In essence, it is a working-backwards with students as the centre of the learning – teaching process (CMO 26, s. 2012)
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OUTCOMES• Sets of
competencies, expressing what the student will KNOW, UNDERSTAND or BE ABLE TO DO after completion of a process of learning
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OUTCOMES• Statements that describe
SIGNIFICANT and ESSENTIAL LEARNING that learners have ACHIEVED, and can RELIABLY DEMONSTRATE at the end of a course or program.
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All learners can learn and succeed; success breeds success; and “teaching institutions” (schools) control the conditions of success.
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OBE is learner-centered
BUT - It is NOT reporting in class-It is NOT doing role playing or drama in a programming class-It does NOT mean lecture is a “no…no” inside the class
-IT IS TEACHING THE STUDENTS IN THE WAY THEY EASILY LEARN
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1
Content Based Learning
System (CBLS)
Outcomes Based Learning System (OBLS)
Passive Active
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2
CBLS OBLSExam and
Grade Driven
Continuous Assessment
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3
CBLS OBLSRote Critical
thinking, reasoning, reflection &
action
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4
CBLS OBLSTextbook Focused
and Teacher Centered
Varied Sources and Learner
Centered
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5
CBLS OBLS•Teachers responsible for learning
•Motivated by the personality of the teacher
• Learners take responsibility for their learning
• Motivated by Feedback/affirmation of worth
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6
CBLS OBLS•What the teacher hopes to achieve
•What learner becomes, understands and does
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7
CBLS OBLS•Content placed in rigid time frames
•Flexible time frames
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8
CBLS OBLS•Stay in single learning institution until complete
• Learners can gather credits from different institutions until qualification is achieved
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9
CBLS OBLS•Previous knowledge and experience in learning field ignored
• Recognition of prior learning
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1
Focus on what learners will be able to do successfully
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2
Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education
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3
Establish high challenging performance standards
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4
Do not learn the same thing in the same way at the
same time
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1
Ensure all learners are successful in that they are equipped with the knowledge, skills and qualities (values and attitudes) required after they exit the educational system
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2
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented.
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Killen (2000) says to be useful in an OBE system, assessment criteria should conform to the following principles:
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The assessment procedures should be valid – they should
assess what they are intended to assess
1
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The assessment procedures should be reliable – they
should give consistent results
2
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The assessment procedures should be fair – they should
not be influenced by any irrelevant factors such as the learner’s cultural background
etc.3
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Assessment should reflect the knowledge and skills that are most important for learners to
learn4
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Assessment should tell educators and individual learners something they do not already know, stretching learners
to the limits of their understanding and ability to apply their knowledge
5
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• Assessment should be comprehensive and explicit.Assessment should support every learner’s opportunity to learn things that are important6
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Because learners are individuals, assessment should allow this individuality to be demonstrated
7
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Implementation of OBE in Higher Education
Institutions (HEIs)
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CHED MEMO NO. 46, SERIES 2012
• OBE is an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve a desired level of competence.
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• For HEIs, this means describing the attributes of their ideal graduates based on their VMOs and using these as bases for developing specific program outcomes.
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Source: CHED Handbook on Typology, OBE, and Institutional Sustainability Assessment
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THE SLU OBE PROCESSDevelopment of SLU’s Institutional OBE
FrameworkIdentification of Institutional Outcomes and
Graduate Attribute
Development of Program Outcomes
Curriculum and Course Mapping
Development of PO-PI-KC-AM-EM-ST – (Program Outcomes - Performance Indicators - Assessment
Evaluation Methods-Standards Matrix)
Development of Course Syllabi
1
2
3
4
5
7
Development of Program Educational Objectives
6
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University OBE Framework & CHED Framework
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Graduate outcomeInstitutional Intended Learning Outcomes (IILO)Institutional Learning Outcomes (ILO)Graduate AttributesGeneric Intended Learning Outcomes
Program Intended Learning Outcomes (PILO)Program Learning Outcome (PLO)Student OutcomeStudent Learning Outcome
Subject Intended Learning Outcomes (SILO)Course Intended Learning Outcomes Outcome(CILO)Subject OutcomesCourse Learning Outcome (CLO)
Also known as……
Instructional Objective/OutcomeModule OutcomeILO
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Program Outcomes
Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all learners are expected to demonstrate.
Institutional or program outcomes may also emphasize lifelong learning.
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CHED Handbook on Typology, OBE, and ISA
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The program outcomes common to all disciplines and types of schools may very well reflect some of the attributes of the HEI’s ideal graduate, namely, the ability to:
a)articulate and discuss the latest developments in the specific field of practice. b)effectively communicate orally and in writing using both English and Filipino. c) work effectively and independently in multi-disciplinary and multi-cultural teams. d) act in recognition of professional, social, and ethical responsibility. e) preserve and promote “Filipino historical and cultural heritage”.
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Program OutcomesUsing HEI Type
Graduates of universities participate in the generation of new knowledge or in research and development projects.
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Step 1: Framing of the Program Outcomes
STEP1
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Determining Program Outcomes
• The vision and mission of an HEI should determine its institutional outcomes, i.e., the kind of graduates it produces and the impact it has on society.
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Knowledge
Knowledge is an intellectual understanding or familiarity with INFORMATION AND FACTS, principles or processes
KnowledgeWhat students should know and understand by the time the PROGRAM is completed.
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What one actually capable of doingWhat one is physically capable of doingWhat one can mentally be able to manage
SkillsWhat students should be able to do by the time the course is completed.
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Attitudes
Attitudes
What the students’ opinions will be about the subject matter of the course by the time it is completed.
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ValuesThe beliefs we develop concerning issues, concepts, people and things as a result of all the cultural and religious influences are referred to as our values.
Values Values are belief systems that guide our behavior
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Tips in Developing/ Writing Program
Outcomes
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Keep program outcomes aligned with the national and global program standards, vision/ mission and goals of the institution and the institutional horizontal typology.
State outcomes in terms of learner’s performance, not the teacher’s
Keep statements short and simple. State the outcome in 25 words or less
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Consider the three domains of learning in stating the program outcomes
State outcomes as SMART (Simple, measurable, attainable, realistic and time-bound)
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State outcomes as results, not processes (activities or strategies). Outcomes are ends while activities are means.
Begin with an observable verb/behavior in the statement of outcomes. Choose the behavior that is of higher dimension of complexity (HOTS)
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Sequence outcomes logically, e.g. according to Complexity – from lowest to highest level of
the taxonomy or by Domain – cognitive, affective, psychomotor
Do not join elements in one outcome statement that cannot be assessed by a single method
Program outcomes statements should be framed in terms of the program and not individual courses
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In writing the program outcomes
•Remember SMART
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BEHAVIORAL VERBS TO AVOIDbecause they are vague and difficult to measure and
there is no product involved
appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, understand, comprehend, know, learn
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Verbs to Avoid
• Appreciate• Acquire• Know• Be aware of• Understand
• Realize• Perceive• Enjoy • Learn• Comprehend • Value
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Sample Program Outcomes
A. Fine Arts Poor: Demonstrate knowledge of the history, literature and function of the theatre, including works from various periods and cultures.
Better: Explain the theoretical bases of various dramatic genres and illustrate them with examples from plays of different eras.
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B. Philosophy Poor: Discuss philosophical questions. Better: Articulate relevant examples of philosophical questions.
C. General Education Poor: Think in an interdisciplinary manner. Better: Integrate understanding of theories, principles, and/or knowledge from other disciplines to help solve the problem.
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D. Business Poor: Understand how to use technology effectively. Better: Use word processing, spreadsheets, databases, and presentation graphics in preparing their final research project and reportE. Humanities Poor: know the historically important systems of psychology. Better: Articulate the foundational assumptions, central ideas, and dominant criticisms of the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology.
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Remember
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STEP2
Before engaging into the process of curriculum mapping, you need to have these ready:
•Program outcome statements•Subject descriptions with outcome statements
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RATIONALE• Ensure that the COURSES in the CURRICULUM will all be in function to the achievement of the PROGRAM OUTCOMES
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• The map must be developed to validate if there is a match between desired outcomes and the content of the programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program.
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A LEGEND is useful in correlating the outcomes and
the courses
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For example I –INTRODUCED – This subject offers learning
opportunities for this particular intended outcome at an introductory level. On completion, students should have the foundational knowledge/skills/attributes to pursue this outcome further.
R- REINFORCED – This subject will build upon student’s existing knowledge, skills, attributes in this particular intended outcome to provide learning opportunities through w/c students can reinforce and/or further develop the knowledge/skills/attributes described in the outcome statement
A – ASSESSED – the attainment of this outcome will be assessed in this subject.
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Another Legend• I – Introduce • P – Practice skills with
supervision • D – Demonstrate skills without
supervision
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I - Introductory – an Introductory Course to an outcome
E - Enabling – an Enabling Course or a course that strengthens the outcome
D - Demonstrated – a Demonstrative Course or a course demonstrating an outcome
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Step 3: Developing an Outcomes-Based Syllabus
and Learning Plan
STEP3
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Goals of a SYLLABUSIt provides a clear statement of intended
learning goals and student learning outcomes.
It answers questions such as:
What do you want your students to learn? (what are the learning outcomes which you expect from the course?)
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What assignments, classroom activities, and pedagogical approaches will help your students master the identified knowledge, skills, or attitude changes?
How will you determine that students have accomplished what you set out to teach them? (How will you evaluate their achievements?)
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Learning Plan
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SALIENT PARTS• Program Outcomes • Course Description• Course Outcomes• Learning Plan
– Course Learning Outcomes/Instructional objectives– Topic– Strategies– Product or Performance Indicators /Assessment– Resources
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IMPORTANT
•Alignment
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The Relationships among Outcomes
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COLUMN 1: Framing of CLOs - all the Course Learning Outcomes (CLOs)
MUST fully contribute to the achievement of the Course
Outcomes (COs)
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What • Outcomes that are
expected from a certain course and these are assessed and evaluated through various measurement tools.
LEARNING OUTCOMES
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What • Sets of competencies,
expressing what the student will know, understand or be able to do after completion of a process of learning.
LEARNING OUTCOMES
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What • Statements that
describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course.
LEARNING OUTCOMES
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How• Specify both an observable
behavior and the object of that behavior.
E.g. “Students will be able to write a research paper.”
1
LEARNING OUTCOMES
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How• Criterion could also be
specified.
E.g. “Students will be able to write a research paper in the appropriate scientific style.”
2
LEARNING OUTCOMES
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How• Specify the condition
under which the behavior occurs (optional)
E.g. “At the end of their field research, students will be able to write a research paper in the appropriate scientific style.”
3
LEARNING OUTCOMES
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Guidelines
LEARNING OUTCOMES
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Guidelines
LEARNING OUTCOMES
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Writing LEARNING OUTCOMES
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• How will they be able to demonstrate these capacities?
• What assessments can we use to demonstrate growth in students’ knowledge, skills, abilities, and dispositions as they progress through the course?
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EFFECTIVE TEACHER
CHALLENGE!
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IF YOU STOP GROWING TODAY, YOU STOP TEACHING TOMORROW.
Neither personality nor methodology can substitute for this principle. You cannot
communicate out of a vacuum. You cannot impart what you don’t posses. TEACHERS ARE PRIMARILY LEARNERS
The Law of the Teacher