CHAP 7(H-I) EDUC212 PROFESSIONAL EDUCATION.pptx

CHAP 7(H-I) EDUC212 PROFESSIONAL EDUCATION.pptx

1. H. OUTCOMES-BASED EDUCATION

2. Outcomes-based Education (OBE) is one of the dominant curriculum innovations in higher education today . It came out as a curricular requirement for specific fields of study in engineering, nursing, and tourism education, among others. The ASEAN education framework for higher education requires all colleges , universities , and institutes to transform all their educational programs to OBE . OBE is defined as a curriculum design that ensures coherent, logical, and systematic alignment between and among the different levels of outcomes. OBE also ensures connection among the essential elements of the curriculum: intent , content , learning experiences , and evaluation .

3. As a curriculum design, it seeks to ensure that the necessary instructional support system, learning environment, and administrative support system are in place based on the desired outcomes developed by a HEI . It supports the quality assurance system . Basically, an educational outcome is a culminating demonstration of learning (Spady, 1993). It includes what the student should be able to do at the end of a course (Davis, 2003). OUTCOMES are clear learning results that we want students to demonstrate at the end of significant learning experiences and are actions and performances that embody and reflect learner competence in using content , information , ideas , and tools successfully (Spady, 1994).

4. COURSE LEVEL PROGRAM LEVEL DIFFERENT LEVELS & TYPES OF OUTCOMES INSTITUTIONAL LEVEL PHILOSOPHY VISION MISSION AIMS PROGRAM GOALS PROGRAM COMPETENCIES COURSE OBJECTIVES INSTRUCTIONAL OBJECTIVES OBE, as a curriculum design, enables higher education institutions to develop various curricula based on the needs of students and the demands of society. It encourages educational institutions to clearly focus on and organize the learning environment that supports the development of students and the implementation of the curriculum. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens.

5. OBE is an approach to planning , delivering , and evaluating instruction that requires administrators, teachers, and students to focus their attention and efforts on the desired results of education (Spady, 1994). Writing the learning outcomes in OBE closely resembles Robert Mager's Guidelines (1984) that include expected performance , the conditions under which it is attained , and the standards for assessing quality . Hence, it is a process that involves the restructuring of curriculum , assessment , and reporting practices in education to reflect the achievement of high-order learning and mastery rather than the accumulation of course credit . It is important that, when designing a curriculum for OBE, the competencies and standards be clearly articulated.

6. 2 COMMON APPROACHES TO AN OBE CURRICULUM (Spady 1994) The Traditional or Transitional Approach emphasizes student mastery of traditional subject-related academic outcomes (usually with a strong focus on subject-specific content) and cross-discipline outcomes (such as the ability to solve problems or to work cooperatively). The Transformational Approach emphasizes long-term cross-curricular outcomes that are directly related to students' future life roles (such as being a productive worker, a responsible citizen, or a parent). Examples of Traditional/Transitional and Transformational OBE Curriculums: Traditional/Transitional Outcomes: Students will be able to  identify the parts of a cell  and their functions. Students will be able to  differentiate between photosynthesis and cellular. Transformational Outcomes: Students will be able to  design and build a prototype solution  to address a local environmental issue. Students will  critically analyze data  collected during their project to draw conclusions.

7. FOUR ESSENTIAL PRINCIPLES OF OBE (I dentified by Spady 1994) Designing curriculum based on OBE principles is a noble process of making curriculum relevant and responsive to the students' needs and requires a paradigm shift in teaching and learning . 1. Clarity Of Focus 2. Designing Back 3. High expectations for all students. 4. Expanded opportunities for all learners.

8. CLARITY OF FOCUS This means that everything teachers do must be clearly focused on what they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly articulated.

9. DESIGNING BACK It means that the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program. Once this has been done, all instructional decisions are then made to ensure achieve this desired result.

10. HIGH EXPECTATIONS It means that teachers should establish high, challenging standards of performance to encourage students to engage deeply in what they are learning. Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learners. for ALL STUDENTS

11. Teachers must strive to provide expanded opportunities for all students. This principle is based on the idea that not all learners can learn the same thing in the same way and at the same time. However, most students can achieve high standards if they are given appropriate opportunities. EXPANDED OPPORTUNITIES for ALL LEARNERS

12. Malan (2000) Identified Several Features of Outcome-based Learning. 1. It is needs-driven. Curricula are designed in terms of the knowledge, skills, and attitudes expected from graduates and aim to equip students for lifelong learning. 2. It is outcome-driven. The model has a line that runs from taking cognizance of training needs to setting an aim (purpose) for the program, goals for syllabus themes, learning outcomes, and finally assessing the learning outcomes in terms of the set learning objectives. 3. It has a design-down approach. Linked to the needs and purpose of the program, learning content is only selected after the desired outcomes have been specified. Content becomes a vehicle to achieve the desired learning outcomes, which are aimed at inculcating a basis for lifelong learning

13. Malan (2000) Identified Several Features of Outcome-based Learning. 4. It specifies outcomes and levels of outcomes Learning objectives are described in terms of Benjamin Bloom's cognitive, affective, and psychomotor domains and set according to Robert Mager's guidelines for formulating objectives. 5. The focus shifts from teaching to learning. The model has a student-centered learning approach where lecturers act as facilitators. Study guides help the learners organize their learning activities, and group work, continuous assessment, and self-assessment are major features 6. The framework is holistic in its outcomes' focus. Although the learning objectives are aimed at learning at the grassroots level, they are linked to goals and aims at higher levels. Attaining learning objectives is, therefore, not an end in itself; it provides building blocks for achieving higher-level outcomes.

14. As a curriculum innovation , OBE is a complete paradigm shift in higher education . It calls for an education that is more focused and purposeful. Outcomes-based Education follows a logical and systematic process that is linear , starting with the institutional outcomes. The interrelated processes and the expected outputs are clearly stated. An OBE curriculum is mission-driven , which requires all institutions to anchor all their curricular offerings to the curriculu m and to the vision , mission , and philosophy of the institution .

15. 3 MAJOR PHASES INVOLVED in PLANNING for OBE at the PROGRAM LEVEL

16. PHASE 1 The first phase of OBE is conducting needs analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if it is a state college or university, and examine the needs and demands of society. The result of the needs analysis will serve as the basis for developing institutional outcomes. The institutional outcome clearly defines the ideal type of graduate that the HEI aims to develop to contribute to society and the identity of the HEI, which enables them to design the different academic programs and develop the institutional culture that includes the core values of the HEI. DEVELOPING INSTITUTIONAL OUTCOMES

17. PHASE 2 DEVELOPING PROGRAM OUTCOMES The second phase of OBE is to design the program. At this level, it is important to identify the desired attributes, knowledge, skills, and values that an ideal graduate of the HEI aims to develop. The development of program outcomes is assigned to different colleges or academic units. The program outcomes reflect the necessary competencies that an ideal graduate of the academic program should possess. It is important that the program outcomes directly reflect the institutional outcomes of HEI.

18. PHASE 3 DEVELOPING COURSE LEARNING OUTCOMES The third phase is to develop the learning outcomes for different courses. It is important that these learning outcomes reflect the program outcomes set by the college for a particular degree program from undergraduate to graduate and postgraduate levels. Examples of these include BS Biology, BS Mathematics, BS Nursing, BS HRM, Bachelor in Elementary Education (BEED), MD, MA, MS, PhD, and other academic programs offered at the university or college. There are three steps that should be followed in developing learning outcomes:

19. THREE (3) STEPS THAT SHOULD BE FOLLOWED in DEVELOPING LEARNING OUTCOMES: 1. Developing Course Competencies Each set of competencies should reflect the nature of the courses, embody the course description, and focus on the learner and learning. Costa and Kallick (2009) Encouraged educators to include habits of mind in the course outcomes or competencies. These habits of mind are essential for students to accomplish the desired learning tasks or outcomes 2. Developing a Curriculum Map It is important for the college faculty to develop a curriculum map to plot the program outcomes with the specific courses for a particular degree program. In the curriculum map, the contribution made by each course to achieve the expected learning outcomes should be clear.

20. It is necessary to see that each set of course competencies be logically organized in a spiral progression, considering two architectonics of curriculum: the vertical organization (sequence) and the horizontal organization (scope and integration). 3. Developing the Syllabus The faculty will develop the syllabus for each course. This includes identifying course content, learning activities, and course requirements or assessment tools. OBE requires all teachers to focus on the outcomes prescribed for each course. OBE does not prescribe any template of syllabus. It simply directs teachers that the teaching and learning experiences as reflected in the syllabus should be aligned perfectly with the course competencies..

21. In OBE, The learning experiences should be learner centered and learning focused. The teacher should use constructivist teaching approaches that will help the students attain the desired course outcomes and contribute to the development of life-long learning skills. It is also desirable to focus on activities that develop 21st century skills, such as communication skills, collaboration, critical thinking skills, and creativity and innovation skills. In OBE, it is also highly desirable that the assessment tools are the best tools that will truly measure students' performance. It should be constructively aligned to the achievement of the expected learning outcomes.

22. Criterion-referenced assessment is encouraged in OBE; therefore, a clear description of the assessment tool, methods of assessment, and rubrics are included. The references should be updated and useful for understanding the course. The class requirements and the evaluation criteria should be clear and based on the competencies of the course. If a HEI prescribes standard evaluation criteria, then it should be reflected in the syllabus.

23. I. TRANSITION CURRICULUM

24. is part of the K to 12 basic education curriculum specially designed to develop the LWD's indispensable life skills regardless of a person's level of functioning or the degree of severity of his or her disability. TRANSITION CURRICULUM

25. refers to the educational program in support to the transition of learners with disabilities. This covers the Transition Curriculum and other policies for this purpose. TRANSITION PROGRAM

26. The TRANSITION PROGRAM is designed for special learners who are intellectually disabled and physically handicapped. It is designed to meet their special needs and respond to their specific interests . It is like a care package that will empower the learners in their transition from home to school, or from post-elementary or post-secondary to the world of work. In the transition program , the learners will also enjoy an education that will enable them to become functional in their everyday lives.

27. Questions & answers Invite questions from the audience.

28. In the Philippines, Quijano (2007) presented the Philippine Model of Transition , which focuses on enabling every special learner to engage in community involvement and employment . The model envisions the full participation , empowerment , and productivity of those enrolled in the program. THREE (3) CURRICULUM DOMAINS (1) daily living skills (2) personal and social skills (3) occupational guidance and preparation This model necessitates the need for support from professionals and other key people in the community for the individual with special needs to attain independent living. According to Gomez (2010), this model of transition program can also be used for children in conflict with the law (CICL).

29. NO. 1 TRANSITION TO SCHOOL LIFE May i nclude children and adult special learners who would like to attend or who have been assessed to be ready for regular school under the inclusion program. This may also include students who would like to learn basic literacy programs under the Alternative Learning System.

30. NO. 2 TRANSITION AFTER POST-SECONDARY SCHOOLING I ncludes programs that will prepare special learners for vocational courses and on-the-job training. It may also include programs that will help students move to higher education if possible. NO. 3 TRANSITION FROM SCHOOL TO ENTREPRENEURSHIP includes programs that will allow special learners to become entrepreneurs in their respective communities.

31. NO. 4 TRANSITION FROM SCHOOL TO ADULT LIFE includes programs that will allow students to adjust and adapt to adult life. NO. 5 TRANSITION TO FUNCTIONAL LIFE includes learning life skills that will allow the special learners to learn how to take care of themselves and develop some special skills that they can use every day.

32. SUMMARY: 1. CURRICULUM INNOVATION refers to new ideas, practices, or materials introduced into the curriculum to improve and enhance student learning. Examples include standards-based curriculum, multicultural curriculum, indigenous curriculum, brain-based education, gifted education curriculum, differentiated curriculum, technology integration, outcomes-based education, and transition curriculum. 2. A STANDARDS-BASED CURRICULUM is designed based on content standards and helps ensure students learn common knowledge, skills and values. 3. A MULTICULTURAL CURRICULUM promotes cultural literacy, awareness, and understanding through integrating diverse perspectives, combating prejudice, and creating an inclusive environment. 4. An INDIGENOUS CURRICULUM integrates local cultural knowledge, traditions, language and community resources into the mainstream curriculum to make it more relevant to indigenous learners.

33. 5. BRAIN-BASED EDUCATION applies principles from brain research about how people learn best to curriculum design and instruction. 6. GIFTED EDUCATION CURRICULUMS , such as the Schoolwide Enrichment Model, Parallel Curriculum Model, Autonomous Learner Model and Integrated Curriculum Model, provide enrichment, acceleration, higher standards and independent research opportunities tailored to gifted students. 7. A DIFFERENTIATED CURRICULUM considers diverse learner needs, styles, and interests and includes tiered activities, flexible grouping, and varied assessment tools. 8. TECHNOLOGY INTEGRATION IN THE CURRICULUM utilizes computers, online platforms and digital resources to enhance teaching and learning, often including goals around ICT literacy. 9. OUTCOMES-BASED EDUCATION focuses on aligning curriculum, teaching strategies, and assessment to equip students with the knowledge, skills and behaviors needed for future life and career roles. 10. TRANSITION CURRICULUMS help prepare special needs learners acquire life, employment, and functional skills required for greater independence and community integration.