Module-1-L1-Outcomes-Based-Education.pptx

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1. Outcomes-Based Education Module 1 – Lesson 1

2. Learning Targets Upon completion of the lesson: I CAN discuss outcomes-based education, its meaning, brief history and characteristics. I CAN identify the procedures in the implementation of OBE in subjects or courses. I CAN describe outcomes and learning outcomes. I CAN discuss each type of outcomes.

3. Background In response to the need for standardization of education systems and processes, many higher education institutions in the Philippines shifted attention and efforts toward implementing OBE system. Thus, the Commission on Higher Education (CHED) mandated the need for the implementation of OBE by issuing a memorandum order, CMO No. 46, s. 2012 re “Policy Standard to enhance quality assurance in Philippine Higher Education through an Outcomes-Based and Typology-Based QA”.

4. What is OBE? Outcomes-Based Education (OBE) 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 credits. Proposed by Dr. William Spady , OBE is an education reform model, and a student- centered learning philosophy that focuses on empirically measuring student’s performance, which are called outcomes.

5. OBE means clearly focusing and organizing everything in an educational system around what is essential for all students to be able TO DO successfully at the end of their learning experiences. 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 that this learning ultimately happens.

6. OBE is a paradigm shift in the education system that’s changing the way students learn, teachers think and schools measure success . Spady came to the Philippines to introduce OBE in order to share the benefits of OBE. He conceptualized OBE in 1968 after observing that US education system was more bent on how to make them ACHIEVE GOOD SCORES . He also said that OBE is more concerned not with one standard for assessing the success rate of an individual.

7. “So there are graduates who pass exams, but lack skills. Then there are those who can do the job well yet are not classic textbook learners.” “In OBE, real outcomes take us far beyond the paper-and-pencil test.” An OBE-oriented learner thinks of the process of learning as a journey by itself. All students can learn and succeed, but NOT ON THE SAME DAY IN THE SAME WAY.

8. It’s about developing a clear set of learning outcomes around which an educational system can focus,” he said. Outcomes are clear learning results that students can demonstrate at the end of significant learning experiences. They are what learners can actually do with what they know and have learned .

9. The Outcomes of Education Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program . In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program.

10. Learning Outcomes A learning outcome is what a student CAN DO as a result of a learning experience. It describes a specific task that a student is able to perform at a given level of competence under a certain situation. 

11. Learning outcomes are specific statements of what students will be able to do when they successfully complete a learning experience (whether it's a course or program ). They are always written in a student-centered, measurable fashion that is concise, meaningful, and achievable.

12. Examples that are specific and relatively easy to measure are: discuss outcomes-based education, its meaning, brief history and characteristics identify the procedures in the implementation of OBE in subjects or courses define learning outcomes describe each type of outcomes

13. Level of Learning Outcomes

14. Why write Learning Outcomes? Learning outcomes help teachers... describe to students what is expected of them plan appropriate teaching strategies, materials and assessments learn from and make changes to curriculum to improve student learning assess how the outcomes of a single course align with larger outcomes for an entire program

15. Principles of OBE Clarity of focus High expectations Expanded opportunity Design down

16. 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 .

17. High expectations It means that teachers should establish high, challenging standards of performance in order 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 learning.

18. Expanded opportunity 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 in the same time. However, most students can achieve high standards if they are given appropriate opportunities.

19. Design down 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 end result.

20. 2 Types of Outcomes In outcomes-based education , classroom instruction is focused on the skills and competencies that students must demonstrate when they exit. There are two types of outcomes: immediate and deferred outcomes.

21. Immediate outcomes are competencies and skills acquired upon completion of a subject; a grade level, a segment of a program, or of a program itself. Examples of these are : Ability to communicate in writing and speaking Mathematical problem-solving skills Skill in identifying objects by using the different senses Ability to produce artistic or literary works Ability to do research and write the results

22. Deferred outcomes refer to the ability to apply cognitive, psychomotor, and affective skills/competencies in various situations many years after completion of a subject; grade level or degree program. Examples of these are : Success in professional practice or occupation Promotion in a job Success in career planning, health, and wellness Awards and recognition

23. End.