Developing Outcomes/Competency-Based Curriculum for Program and Training PDF

Developing Outcomes/Competency- Based Curriculum for Program and Training Premises of OBE: 1. All students can learn and succeed, but not at the same time or in the same way. 2. Successful learning promotes even more successful learning. Outcomes-Based...

Developing Outcomes/Competency- Based Curriculum for Program and Training Premises of OBE: 1. All students can learn and succeed, but not at the same time or in the same way. 2. Successful learning promotes even more successful learning. Outcomes-Based Education 3. Schools and teacher control the conditions that will determine if the students are successful in school learning. William Spady (1994) defined OBE as clearly focusing, and organizing everything in the educational system around the essentials for all the students to do successfully at the end of their learning experiences.  Educational Approaches Content-Focused vs. Outcome-Focused Education Exploring the Differences Between Two Educational Approaches Content-Focused Education Outcome-Focused Education Education is viewed as a process of 'pouring in' Education is characterized as an 'exploration' knowledge. process. Teachers are seen as the sole authority and infallible knowledge sources. Students play a passive role, receiving Vs Students actively engage with their learning environment. Focus shifts to desired outcomes and the information without engagement. facilitation of learning. The primary emphasis is on the subject matter Teachers serve as guides, encouraging critical and content delivery. thinking and application.  Learning Methodologies Comparison Comparative Analysis: Content-Based vs. Outcome-Based Learning Exploring the key differences between learning methodologies and their impacts on education. Aspect Content-Based Learning Outcome-Based Learning Learning Approach Passive learners Active learners Assessment Method Exam and grade driven Continuous assessment Cognitive Skills Rote learning Critical thinking and action Knowledge Integration Content broken into subjects Integration of knowledge  Learning Methodologies Comparison Comparative Analysis: Content-Based vs. Outcome-Based Learning Exploring the key differences between learning methodologies and their impacts on education. Aspect Content-Based Learning Outcome-Based Learning Focus Teacher-centered Learner-centered Syllabus Flexibility Rigid syllabus Flexible syllabus Responsibility Teacher responsible for learning Learner responsible for learning Goals Emphasize teacher's goals Emphasize learner's outcomes  Learning Methodologies Comparison Comparative Analysis: Content-Based vs. Outcome-Based Learning Exploring the key differences between learning methodologies and their impacts on education. Aspect Content-Based Learning Outcome-Based Learning Time Management Rigid time frames Flexible time frames Prior Knowledge Ignore prior knowledge Recognize prior learning Learner-Centered Approach Focuses on what students should know and be able to do, Outcome-Based Education enhancing engagement. Characteristics of Faculty-Driven Responsibility Involves faculty in defining, teaching, and assessing program Outcome-Based outcomes to ensure quality. Education Continuous Improvement Exploring the Essential Traits of an Effective Utilizes data to refine instructional methods and assessment practices for better outcomes.  Educational Outcomes Types of Educational Outcomes Understanding Immediate and Deferred Educational Outcomes Immediate Outcomes Skills acquired right after instruction, crucial for readiness in the workforce. Deferred Outcomes Skills applied years later, demonstrating long-term impact and relevance.  OBE Implementation Steps Procedure in Implementing OBE A Step-by-Step Approach to Effective Outcome-Based Education Identify Educational Objectives Specify Learning Outcomes Draft Assessment Procedures Align Teaching Activities Outline measurable outcomes for each Select teaching methods that directly Clearly define what students should learn educational objective to ensure clarity. Create a method to evaluate if the support the desired learning outcomes. and achieve by the end of the course. learning outcomes are being met effectively.  Learning Frameworks Four Essential Principles in OBE Clarity of Focus Designing Backwards High Expectations Expanded Opportunity Students should have a clear focus on what must The learning outcome has to be clearly defined in Establish high expectations, challenging standards Students are expected to excel, hence expanded be achieved at the end of the teaching-learning the beginning. will encourage students to learn better. equal opportunities should be provided. process  Learning Outcomes Nature and Characteristics of Learning Targets Essential Elements for Effective Learning Outcomes in Education Application and Reflective Active Language Use Assessment Standards SMART Criteria Integration Development Ensure learning targets are SMART: Learning outcomes should Outcomes should emerge from Utilize specific and active language Learning targets must inform Specific, Measurable, Achievable, emphasize the practical application thoughtful reflection on course to clearly convey expectations, students about assessment Relevant, and Time-bound to and integration of knowledge and content, ensuring they are helping students understand what standards, providing clarity on how enhance clarity and effectiveness. skills to enhance real-world grounded in what has been taught. is required of them. their performance will be relevance. evaluated.  Learning Outcomes Hierarchy of Learning Outcomes Understanding Essential Levels in Outcome-Based Education Framework Institutional Outcomes Program Outcomes Course Outcomes Learning Outcomes These define the skills and abilities These outcomes focus on the These articulate the skills and These are immediate abilities students students should demonstrate upon competencies expected at the knowledge students should acquire by should demonstrate after a lesson or graduation, shaping overall completion of specific programs, the end of a course, ensuring instruction, fostering continuous educational goals. guiding curriculum design. alignment with program objectives. improvement.  Learning Standards Across Philippine Education System DepEd, CHED, and TESDA DepEd CHED TESDA K-12 Curriculum Guide – Physical Bachelor of Physical Education Curriculum Education (Grade 1 – 10) K-12 Curriculum Guide – Araling Panlipunan (Grade 1 – 10) Bachelor of Secondary Education Curriculum  Curriculum Map PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 FM x x x x P&S x x x x x Acute x x x x x Prev x x x x Immediate Outcomes Comm x x x - Contains the program outcomes and the different courses per year level COPC x x x x EBM x x x Research x PO1 – clinical competence PO2- effective communication PO3 – Lead and manage systems PO4-Research PO5- Inter professional collaboration PO6 Professional QA x x x development PO7 ethical, professional, legal standards PO8 nationalism and global cooperation PO9 Social accountability IT x x x x Ethics x x x x x x Issues x x x x PMgt x x x x x Occup x x x x Hospi x x x x CURRICULUM MAP - Listed according to the degree of breadth and depth that these courses contribute to achieving the program outcomes. Degree of emphasis: HOW PROGRAM OUTCOMES AND COURSES ARE TO BE COVERED I – introduced- basic concepts are merely introduced (program outcomes APMC Seminar- are merely introduced in the course) Workshop P – practiced- on & principles are presented the concepts 8/24/2016 with Assessment applications (program of outcomes are 15 not just introduced but practiced in theStudent course) Achievement D– demonstrated- I + P + with skills acquisition (program outcomes are practiced and demonstrated)  Educational Frameworks Introduction to Learning Frameworks and Targets Understanding Structured Approaches to Educational Success Structured Defining Learning Outcome-Based Assessment Continuous Learning Targets Education Alignment Improvement Frameworks Utilizing feedback from Learning frameworks provide a This approach emphasizes the Aligning assessments with Learning targets clarify the frameworks and targets allows systematic method to design and results of learning, focusing on learning targets ensures that expected outcomes for learners, for ongoing enhancement of assess educational programs, what students should be able to evaluation methods accurately outlining specific content and educational strategies and ensuring consistency in teaching. demonstrate after instruction. reflect student understanding criteria to achieve. programs. and skills.  Conclusion and Q&A Engage in dialogue and take actionable steps towards effective OBE implementation. R.A. 10533 Definitions of The Enhanced Basic Education Act of Curriculum, 2013 (K to 12) Instruction, and Learning K-12 is…? 2 Why k-12 education? Insufficient mastery of competencies due to congested curriculum Last Country in Asia and Last 3 in the world. 3 What’s with k-12 education? 4 Salient Features: -Strengthening Early Childhood Education -Building Proficiency through Language -Making the Curriculum relevant -Ensuring Integrated and Seamless Learning 5 Salient Features: (Spiral Progression) 6 Salient Features: -Gearing up for the future 7 What is SHS? 8  4 Tracks Academic Track Technical-Vocational Education. Track Sports Track Arts and Design Track 9  Academic Track -Accountancy, (Strands) Business and Management -Humanities and Social Sciences -Science, technology, Engineering and Mathematics -General Academic 10  Technical-Vocational Education. Track (Strands) -Agri-Fishery Arts -Home Economics -Industrial Arts -Information and Communications Technology 11 What are the subjects to take in SHS? 12 Subjects Cluster -Core Curriculum Subjects -Applied Track Subjects -Specialized Subjects 13 1.Core Subjects -Oral Communication -Reading and Writing -Komunikasyon at pananaliksik sa wika at kulturang Filipino -21st century literature from the philippines and the world -Contemporary Philippine arts from the regions -Media and information literacy 14 1.Core Subjects -General Mathematics -Statistics and Probability -Earth and Life Science -Physical Science -Intro to philosophy -Physical Education and Health -Personal Development -Earth science (STEM) -Disaster Readiness and Risk Reduction 15 2. Applied Track Subjects -English for academic and professional purposes -Practical Research 1 -Practical Research 2 -Filipino sa piling larngan -Empowerment Technologies -Entrepreneurship -Inquiries,investigatories, and immersion 16 3. Information, Media, and Technology -Information Literacy -Media Literacy -ICT Literacy 17 3. Specialized Subjects (ABM) 18 3. Specialized Subjects (HUMSS) 19 3. Specialized Subjects (STEM) 20 Thanks! Any questions? You can find me at: [email protected] 21  VlookUP and IF Functions 22  “It is particularly important teachers do not view 21st century skills Place your screenshot here as an additional ‘subject,’ but rather as skills to be integrated across all curricula” 23 Credits Special thanks to all the people who made and released these awesome resources for free: × Presentation template by SlidesCarnival × Photographs by Unsplash × Watercolor textures by GraphicBurguer 24 Presentation design This presentation uses the following typographies and colors: × Titles: Lato Thin × Body copy: Lato Light You can download the fonts on this page: http://www.latofonts.com/lato-free-fonts/ You don’t need to keep this slide in your presentation. It’s only here to serve you as a design guide if you need to create new slides or download the fonts to edit the presentation in PowerPoint® 25 SlidesCarnival icons are editable shapes. This means that you can: Resize them without losing quality. Change fill color and opacity. Isn’t that nice? :) Examples: Now you can use any emoji as an icon! And of course it resizes without losing quality and you can change the color. How? Follow Google instructions https://twitter.com/googledocs/status/730087240156643328 and many more...27 Developing Outcomes/ Competency- Based Curriculum for Program and Training Domains of Learning | The Learning Targets | Taxonomies of Learning Objectives Outline A Structured Approach to Understanding Educational Taxonomies 1 2 3 Introduction to Educational Taxonomies Cognitive Domain Domains of Learning and Targets An overview of educational taxonomies and their Exploring the cognitive domain and its stages of Exploring Domains of Learning and Learning Targets importance in learning. thinking and learning. 4 5 6 Integrating Domains into Teaching Psychomotor Domain Practices Affective Domain Understanding the psychomotor domain and its Effective strategies to incorporate all domains into relevance in skill development. Examining the affective domain and its impact on teaching methodologies. emotions and attitudes in learning. Domains of Learning Cognitive Domain 1 - Involves the learning and application of knowledge - Mental/Intellectual Development Psychomotor Domain 2 - Involves development of the body and skills it performs - Addresses body sensory and actuator response Affective Domain 3 Addresses the acquisition of attitudes and values - Involves motivation, attitude, and values 4 Ed uca ti o nal F ram ew o rk Introduction to Educational Taxonomies Understanding the Hierarchical Structure of Learning Objectives Definition of Taxonomy 1 - Taxonomy derives from Taxis (Greek), meaning “arrangement” and Nomia, meaning method, - Used for classifying information hierarchically. Purpose of Educational Taxonomies 2 They help educators define learning objectives and desired student outcomes effectively. Levels of Complexity 3 Educational taxonomies arrange objectives into levels that increase in complexity and depth. Sequential Fulfillment 4 Students can fulfill these objectives sequentially, building foundational knowledge for more complex ideas. Co gni t ive Le arni ng Le ve l s Cognitive Domain Exploring the Levels of Cognitive Learning and Development Application Knowledge Comprehension Utilizing learned information in The ability to recall or recognize Understanding the meaning of the practical situations, information from memory, forming information, allowing for better demonstrating real-world the basis of learning. retention and application. relevance. Analysis Synthesis Evaluation Classifying and relating Integrating various ideas to create Critiquing information based on assumptions, enabling deeper new products or plans, fostering established standards, essential insights into complex information. innovation and creativity. for informed decision-making. Co gni t ive Le arni ng Le ve l s Levels of Cognitive Learning An overview of cognitive learning levels and their applications in education Level Description Verbs Sample Objective/Outcome Knowledge Recall/recognize information Define, List Define levels of cognitive domain Comprehension Describe, Explain, Interpret Understand meaning of information Explain purpose of cognitive domain Application Utilize information to complete a task Compute, Solve, Use Write objective for levels of cognitive domain Classify and relate assumptions or evidence Analysis Contrast, Examine Compare cognitive and psychomotor domains Synthesis Integrate ideas into new product/plan Design, Develop, Organize Design way to write objectives combining three domains Judge effectiveness of writing objectives using taxonomy Evaluation Critique based on standards Appraise, Judge, Justify P syc ho mo t o r L ear ning L eve l s Psychomotor Domain Exploring the Levels of Psychomotor Learning and Skill Development Perceiving Patterning Accommodating Refining Recognizing movement positions Reproducing recognized movement Modifying movements based on Demonstrating efficient control over and patterns; essential for initial patterns; foundational for building feedback; crucial for adapting to movements; indicative of advanced skill acquisition. coordination. different environments. skill mastery. Varying Improvising Composing Performing patterns in diverse ways; Originating novel movements; Creating unique movement encourages creativity and flexibility showcases creativity and personal patterns; reflects the highest level in skills. expression in performance. of psychomotor learning. P syc ho mo t o r L ear ning L eve l s Levels of Psychomotor Learning A structured overview of psychomotor learning stages and objectives. Level Description Verbs Sample Objective/Outcome Perceiving Recognizing movement position/pattern Listen, Observe Discover headstand movement principles Patterning Reproducing movement position/pattern Imitate, Practice Perform headstand following modeling Accommodating Using/modifying movement position/pattern Adjust, Modify Use headstand in routine Refining Demonstrating efficient control Improve, Master Perform headstand with pointed toes Varying Performing pattern in different ways Design, Develop Perform headstand in three positions Improvising Originating novel movement combinations Construct, Invent Combine headstand with new skill Composing Creating unique movement pattern Create, Invent Create floor exercise routine A ffe ct iv e L ea rning Affective Domain Exploring the Significance of Attitudes and Values in Learning Receiving The first step where learners become aware of new information, capturing their attention effectively. Characterization Responding The final level where actions consistently reflect the Involves exhibiting new behaviors as a reaction to adopted values, showcasing personal growth. learned material, showing engagement. Organization Valuing Integrates new values into an existing framework, creating a Demonstrates the learner's commitment to new values, coherent set of beliefs. indicating a deeper emotional investment. A ffe ct iv e L ea rning L ev el s Levels of Affective Learning A detailed overview of affective learning stages and objectives Level Description Verbs Sample Objective/Outcome Receiving Awareness/attention Listen, Notice, Tolerate Listen attentively to badminton introduction Responding Showing new behavior Comply, Enjoy, Follow Voluntarily help set up badminton nets Valuing Definite involvement/commitment Carry out, Express Attend optional badminton match Organization Integrating new value into set Choose, Consider, Prefer Purchase own badminton racket Characterization Acting consistently with new value Act on, Depict, Exemplify Join intramurals to play badminton twice per week Te achi ng St ra t egi es Integrating Domains into Teaching Practices Strategies for Effective Teaching Across Cognitive, Psychomotor, and Affective Domains Comprehensive Lesson Plans Design lessons that incorporate cognitive, psychomotor, and affective domains to enhance learning outcomes. Holistic Assessments Develop assessments that evaluate not just knowledge, but also skills and attitudes for a well-rounded evaluation. Diverse Teaching Methods Utilize various teaching methods to cater to different learning styles, ensuring all students are engaged. Reflective Practice Encourage teachers and students to reflect on their experiences, fostering continuous improvement in teaching and learning. Learning Targets Statements of student performance for a restricted type of learning outcome that will be achieved in a single lesson or a few days. Contains both a description of what students should know, understand, and be able to do at the end of instruction and something about the criteria for judging the level of performance demonstrated. Learning Targets 1. Knowledge Mastery Targets These targets ask students to know or understand specific content related to a learning target Targets can either be to know outright or by reference through memorization These targets are often stated using verbs such as define, name, list, describe, and identify (Example:) 1. Students will locate negative rational numbers (including integers) on a number line 2. Know that numbers and their negatives add to 0 and are on opposite sides and at equal distance from 0 on a number line. A sses sing t he Le arni ng Targe t s Learning Targets 2. Reasoning Targets Reasoning targets ask students to understand concepts and content by explaining, putting in their own words and interpreting Students may be asked to extend and refine their reasoning and use that knowledge in a meaningful way (Example:) Students will compare their viewpoint about a classroom issue with the viewpoint of another person. A sses sing t he Le arni ng Targe t s Learning Targets 3. Skills Targets Skill targets are those that must be observed or demonstrated in order to be assessed These targets lend themselves to performance assessment Knowledge targets always underlie skills targets. (Example:) Students demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline. A sses sing t he Le arni ng Targe t s Learning Targets 4. Products/Performance Targets These targets require students to create a product There is a difference between “tasks” and product targets (Tasks: activities students engage in a while working on knowledge, reasoning or skill targets. Products: are the focus of the lesson by which we judge knowledge and reasoning) (Example:) Students will construct simple charts from data and observations collected in the science experiment A sses sing t he Le arni ng Targe t s Learning Targets 5. Dispositions Targets These targets reflect student attitudes, beliefs, and feelings They represent valuable affective outcomes we hope students attain as a result of their education experiences These may be difficult to quantify May best be assessed through observation or conversation with a rubric (Example:) Students will demonstrate enjoyment in participating the activities A sses sing t he Le arni ng Targe t s Writing Learning Targets Benefits of a well-written target: Guides the design of fair course assessment plan, selection of content/activities/teaching strategies/technologies, and make sure all critical course components are purposefully aligned to support student learning. For students to see a clear picture of where the course is taking them and what is expected to be successful in the course. Students will be able to direct and monitor their learning throughout the lesson/unit/semester by referring back to the learning targets. A sses sing t he Le arni ng Targe t s Writing Learning Targets Parts of Learning Targets A well-constructed learning targets describes an intended learning outcome and contains three parts: Part 1 – An observable student behavior Part 2 – Conditions under which the resulting behavior is to be performed Part 3 – A criterion that shows how well the student can perform the behavior (Example:) Compute for the values of x in the equations using the given formula to correctly balance the system. A sses sing t he Le arni ng Targe t s Unpacking Curriculum Standards and Competencies Content Standards Identify and set the essential knowledge and understanding that should be learned by the students. Performance Standards Describe the abilities and skills that the learners are expected to demonstrate in relation to the content standards. Learning Competencies Refer to the knowledge, skills, and understanding that learners need to demonstrate in every lesson or activity. A sses sing t he Le arni ng Targe t s Steps Unpacking Curriculum Standards and Competencies 1. Classify standards as knowledge, skills, and values Knowledge – if the learning competency calls for remembering and basic comprehension of a concept or skill Skill – if the learning competency calls for the learner to demonstrate or apply a skill or desired behavior Values – if the learning competency calls for valuing and appreciation 2. Identify the prerequisite knowledge, skills, and values for each learning competency. 3. Look for for the desired skills or behavior in every competency. Identify the most suitable activity for each desirable behavior. A sses sing t he Le arni ng Targe t s Steps Unpacking Curriculum Standards and Competencies 4. Classify learning competencies to determine appropriate assessment tools. Standards with Conventional Testing (SCT) – these are learning competencies that require traditional assessment tools like quizzes and exams. Standards with Performance Tasks (SPT) – these are learning competencies that require performance tasks for assessment or authentic assessment. Standards for Continuing Development (SCD) – these are competencies that focus on values and attitudes that cannot be assessed. Conclusion and Q&A Enhance your teaching effectiveness by applying educational taxonomies today!