Approaches in obe
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The document discusses approaches to adopting an outcome-based education (OBE) curriculum. It outlines the key goals and philosophical assumptions of OBE, which include ensuring all learners can succeed and developing their talents. The document also describes characteristics of OBE curricula, such as having program objectives, outcomes, and performance indicators that are outcome-driven and assessed. It provides examples of OBE approaches teachers can take, such as writing good learning outcomes and familiarizing different curriculum models, as well as changing assessment methods to focus on outcomes over content.
Approaches in obe
- 1. Approaches in Adopting OBE Curriculum
- 2. • “OBE is a learner-centered, results oriented design, based on the belief that all individuals can learn”.
- 3. Primary Goal of OBE • To transform students into graduates with full competence in their field of study and who also possesses Filipino values, industry desired values and global citizen values.
- 4. The two main purposes of OBE inform its underlying philosophy of ‘success for all learners’. • ensuring that all learners are equipped with the knowledge, competence and qualities needed to be successful after they exit their educational system and • structuring and operating schools so that those outcomes can be achieved and maximized for all learners s
- 5. Philosophical assumptions, of OBE: ● • all learners are talented and it is the duty of schools to develop their talents • the role of schools is to find ways for learners to succeed, rather than finding ways for learners to fail. • mutual trust drives all good outcomes-based schools • excellence is for every learner and not only for a limited number • by preparing learners daily for success the following day, the need for corrective measures is reduced • learners collaborate in learning, rather than competing with each other • as far as possible, no learner is excluded from an activity in a school and a positive attitude is essential.
- 6. According to Spady and Marshall (1991:67), OBE is based on two fundamental premises: • all learners can learn and succeed but not on the same day or in the same way • success breeds success and schools control the conditions of success.
- 7. OBE addresses the following key questions: As a teacher • What do I want the students to have or able to do? • What will I do for them to achieve it? • How do I close the loop?
- 8. • Focus on student learning by: – Use learning outcome statements to make explicit what the student is expected to be able to know, understand or do; – Provide learning activities which will help the student to reach these outcomes; – Assess the extent to which the student meets these outcomes through the use of explicit assessment criteria.
- 9. Characteristics of OBE curricula • It has program objectives, program outcomes, course outcomes and performance indicators. • It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated. It is centered around the needs of the students and the stakeholders. • Program objectives address the graduates attainment within 3-5 years after their graduation. • Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives. • Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators.
- 10. Program Outcomes Program Objectives Missions Visions Stakeholders Course Outcomes Advisory committee Outcome-Based Education (Closing the Loops) Alumni Assessment Assessment Assessment CQI CQI CQI Analysis Analysis Analysis
- 11. OBE Approaches 1. Write good outcomes A good outcome is, among other things: • Attractive – students want to achieve it • Comprehensible – they know its meaning • Attainable – they can learn to achieve it • Coherent – it clearly fits into their programme 2. Familiarize two models of curriculum • Model A – “Curriculum is content. Teaching is the delivery of content. (Assessment is seeing if the content has been learned.)” • Model B – “Curriculum is outcomes. Teaching is supporting students to achieve learning outcomes. (Assessment is seeing if these outcomes have been achieved.)”
- 12. Two approaches to curriculum planning compared Model A Model B Plan the curriculum to be taught Plan the learning outcomes Ensure they are assessable Plan learning activities Teach the curriculum content” Provide resources, support and feedback to the students as they do learning activities Give feedback to aids student learning Ensure students receive feedback (have they attained the course outcomes) Assess what students have learned the content Assess and detailed feedback to each student about their progress towards the outcomes” Review & change teaching
- 13. 3. EFFECTIVE COURSE DELIVERY Responsibility of Lecturers: – carefully planned – teaching strategy in accordance with lesson – incorporated new delivery strategies to address specific problem of the students. Responsibility of Students: - must be responsible for their own learning. - define clearly student Learning Time (SLT) copyright cmassengale 13
- 14. 4. Adopt OBE - DELIVERY MODES • Lecture • Guest Speaker Delivery Modes Face- to- Face Active Cooperative/ Collaborative Technology- Based Delivery Experiential Method Work- Based Learning (WBL) • Presentation • Tutorial • Seminar • Colloquium • Problem-Based • Case Study • Project-Based • Online learning • Teleconference • Simulation • Practical • Industrial Training • Work Attachment • Field Trip • Visit • Lab • Demonstration • Workshop • Guest speaker
- 15. 5. Apply OBE- FOUR COMMON TEACHING SITUATIONS & ASSOCIATED TLA Situation Teaching Activities Learning Activities LECTURE Talk, explain, clarify Listen, take notes, accept, query, discuss with peers, one-minute paper TUTORIAL Set/answer questions, provide feedback Pre-read, prepare questions, learn from peers, critique, analyse PROJECT Set brief, provide ongoing feedback Apply, create, self-monitor, communicate, teamwork PBL Set problems provide feedback Set learning goals, design, apply, access desired content and skills, integrate, solve problems
- 16. 6. Change Methods of Assessment • “If you want to change student learning, then change the methods of assessment.” “Chuckett & Sutherland, 2000” • objective tests, • case studies, • essay questions, • projects, • end-of-chapter type problems, • reflective journals, • seminar presentation, • practicum, • portfolio, • examinations, peer and self-assessment
- 17. The Role of the Teacher in an Outcomes-based Approach to Education • The lecturer becomes more a facilitator learning by stimulating creativity, self learning and critical thinking. • Outcomes become more important to the lecturer than the written syllabus.
- 18. “If you don’t know where you’re going, any ride will do.” Increasing the knowledge and skills of the learners is the responsibility of the teacher.
- 19. Thank You!