Mindterm Reviewer for Principles PDF

MIDTERM REVIEWER FOR PRINCIPLES LESSON 1: OTCOME-BASED EDUCATION (OBE) AND ASSESSMENT “Content without purpose only trivia” – Steve Revington If the content does not have a purpose therefore it lacks a clear objective or educational value. It may not provide any meaningful information or contribute...

MIDTERM REVIEWER FOR PRINCIPLES LESSON 1: OTCOME-BASED EDUCATION (OBE) AND ASSESSMENT “Content without purpose only trivia” – Steve Revington If the content does not have a purpose therefore it lacks a clear objective or educational value. It may not provide any meaningful information or contribute to the overall knowledge or understanding of a topic. What is OBE? Outcome – Based Education Education based on the outcome It 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. Outcomes– as clear learning results that we want students to demonstrate at the end of learning experiences (expextations), what learners can actually do with what they know and have learned, and tangible application of what has been learned. (Spady, 2007) Traditional v.s Outcome-Based v.s TRADITIONAL: more on delivering content (passive) OUTCOME-BASED: engage students more actively (active) TRANSFORMATIONAL OBE– is concerned with a long-term, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent; beyond the four corners of the classroom settings) Who is the father of OBE? - William F. Spady ILOs – Intended Learning Outcomes TLAs – Teachers Learning Activities ATs – Assessment Tasks 2 Types of Learning Outcomes  Enabling Outcomes – Small Outcome Ex. ability to communicate in writing, reading, speaking, and solving mathematical problems  Exit Outcome – Big Outcome Ex. success in professional practice or occupation as evidence of skill in career planning 4 Outcomes in Different Level 1. Institutional Intended Learning Outcomes (IILOs) – the broadest The VMGO based 2. Program Intended Learning Outcomes (PILOs) Ex: BSED MATH (Program) 3. Course Intended Learning Outcomes (CILOs) Course = Subject (The outcomes for ex. Algebra) 4. Learning Outcomes (LOs) – the most specific Expected things to have at the end of the lesson (e.x. The students will be able to: ) 4 Principles of OBE Clarity of focus: In an OBE system, educators and learners have shared understanding of what needs to be achieved. Learning objectives are explicit and measurable, enabling everyone to align their efforts toward specific goals. Teachers must begin with the end clearly in mind. Designing back: Instead of starting with content and activities, educators begin by identifying the desired outcomes and then design the curriculum to achieve those outcomes. It means the curriculum design must start with a clear definition of the intended outcomes that students are to achieve by the end of the program. High expectations: The principle is rooted in the belief that learners are capable of reaching remarkable level of competence when provide with the right support and challenges. Expanded opportunities: This inclusivity ensures that all learners can thrive and succeed if they are given appropriate opportunities –what really matters is what they learn, the importance, regardless of the particular learning method. ASSESSEMENT 1 (LESSON 1) 1. What does OBE stand for in the context of education? Outcome-Based Education 2. According to Nicholson (2011), OBE is characterized by which of the following? Focus on intended learning outcomes 3. What is the primary focus of Designing Down in OBE? Setting clear learning objectives and outcomes 4. Which principle of OBE involves setting challenging standards for students? High Expectations 5. What are Exit Outcomes in the OBE framework? The major, overarching goals students are expected to achieve 6. Which level of outcomes reflects the vision and mission statements of an institution? Institutional Intended Learning Outcomes (IILOs) 7. What does Clarity of Focus in OBE entail for teachers? Developing a clear plan based on intended learning outcomes 8. How does Transformational OBE differ from Traditional/Transitional OBE? Transformational OBE is concerned with students' future life roles 9. What does the principle of Expanded Outcomes aim to achieve? Providing equal opportunities for all students 10. The realization of which outcome level leads to the attainment of other outcomes? Learning Outcomes 11. What role do enabling outcomes play in the OBE framework? They represent smaller goals that lead to larger outcomes 12. Which of the following is a characteristic of Traditional/Transitional OBE? Mastery of specific subject-related outcomes 13. In OBE, what is the purpose of high expectations? To challenge students to engage deeply with their learning 14. Which level of outcomes includes the attributes expected of a graduate? Institutional Intended Learning Outcomes (IILOs) 15. How are Learning Outcomes different from Course Intended Learning Outcomes (CILOs)? Learning Outcomes are specific instructional targets in the classroom 16. Which principle of OBE ensures that instruction is aligned with clear goals? Designing Down 17. What should teachers aim to provide under the principle of Expanded Outcomes? Opportunities for all students to succeed 18. Why is the concept of “Designing Down” crucial in OBE? It focuses on the end results of learning rather than the process 19. Which of the following is NOT a level of outcomes described in OBE? Subject Intended Learning Outcomes (SILOs) 20. How do enabling outcomes contribute to achieving Exit Outcomes? By establishing specific, incremental goals that lead to larger outcomes 21. What is the primary goal of Clarity of Focus in instructional design? To ensure all instructional tasks are clearly aligned with desired outcomes 22. Which principle of OBE would most likely be used to motivate students to take on complex projects? High Expectations 23. Which type of OBE emphasizes long-term outcomes related to students’ roles in society? Transformational OBE 24. How does the OBE framework support the alignment of assessments with instruction? By designing assessments that directly measure the intended learning outcomes 25. What is the key focus of Institutional Intended Learning Outcomes (IILOs)? Graduate attributes and the institution’s vision and mission LESSON 2: 4 Purpose of Teaching To help learners to: ✓ Acquire Knowledge ✓ Develop Attitudes ✓ Achieve Skills ✓ Establish Habits Curriculum – is the sum total of the learning activities that a learner have in a learning environment. 4 Laws of Learning and Teaching: ▪ What to teach (subject) ▪ Why to teach (goal) ▪ Whom to teach (student) ▪ How to teach (methods of teaching) TEACHING 1. Is a mean of showing, guiding, directing and helping people to learn. 2. Is interaction between teacher and the students in order to bring the expected change in behavior of student. LEARNING – is the mental activity by means of which knowledge, skills, attitudes, values, and ideals are acquired resulting in modification of behavior. Education – a process that is directed to produce describe changes in the behavior of the learner. 7 Principles of Teaching and Learning 1. Is an active participant not passive receiver. 2. Can see the relationship between planned learning activities and the specific objectives. 3. Is rewarded for the success rather than punished for the failure. 4. Must receive immediate feedback in his performance. 5. Must receive at the beginning of any study course clearly stated educational objectives and methods of evaluation. 6. Can periodically practice what he is learning, 7. Must have opportunity chance to learn by multiple modes of instructions e.g. lecture, small group discussion or seminar. 5 Teacher Professional Competencies 1. Develop a thorough knowledge. 2. Maintain and expands this own knowledge through reading, research, clinical practice, and continuing education. 3. Learner need to trust the clinical experts of their teacher that the information given is accurate. 4. Skills are being demonstrated correctly. 5. Becomes a role model for learners. 5 Qualities of Good Teachers 1. Patient, discipline, helpful, cheerful, respectful, well groomed, and well dressed. 2. Capable of making the learner to understand the lessons. 3. Has ability to control the class. 4. Has a clear voice. 5. She should make a distance between his and his student, that mean not to be too familiar with student.