Outcome Based Education Module 8 PRESENTED BY DR. CHAN CHANG TIK

Transcription

1 Outcome Based Education Module 8 PRESENTED BY DR. CHAN CHANG TIK

2 Contents 2 What is outcome based education (OBE)? Why do we choose OBE? How to design teaching and learning activities in support of OBE? What instructional strategies go with OBE? How to design assessment tasks in line with OBE?

3 What is OBE? Normal teaching: What topics do I teach? OBE: 3 What do I intend my students to be able to do after my teaching that they could not do before, and to what standard?

4 What is OBE (2)? 4 Normal teaching: What teaching methods do I use? OBE: How do I supply learning activities that will help them achieve those outcomes?

5 What is OBE (3)? Normal teaching: Teaching is conceived as a process of transmitting contents to the students. OBE: 5 It is stated clearly not what the lecturer is going to teach, but what the outcome of that teaching is intended to be and at what standard.

6 What is OBE (4)? 6 We need Teaching and Learning Activities that require students to Apply Invent Generate new ideas Diagnose and solve problems

7 What is OBE (5)? 7 We also need Assessment Tasks that tell us not how well students have received knowledge, but how they can use it in academically and professionally appropriate ways such as Solving problems Designing experiments Communicating with clients

8 Group Activity 1:What is OBE? 8 My goodness! Tell me what is this elusive OBE? Now, you know what is OBE, why do we consider OBE and what benefits do we get?

9 Why OBE? 9 To address mismatches between employers and graduates. Students main concerns are GRADES, employers are looking for KNOWLEDGE, ATTITUDE and SKILLS.

10 Why OBE (2)? 10 OBE benefits the students more than the lecturers, it tells them precisely what they are supposing to be learning, how and to what standard. OBE addresses both the declarative knowledge and functioning knowledge. Declarative knowledge is what the lecturer declares in class. Functioning knowledge refers to how well students can put their knowledge to work, to solve problems and to operate more effectively in their particular context.

11 Designing Teaching and Learning Activities 11 Teaching and learning activities (TLA) can be carried out in groups in the class or in INTI Online forum. Please remember making students do the work through TLA is educationally sound as it relates directly to the attribute of lifelong learning. TLA can be lecturer-managed, peer-managed or selfmanaged.

12 Designing Teaching and Learning Activities (2) 12 Some URLs useful for designing TLA are: General and online Good TLA in different subjects and disciplines

13 Group Activity 2: Teaching and Learning Activity 13 Build a card tower of three storey-height that can sustain 2 books for at least 30 seconds. Time: 10 minutes

14 Instructional Strategies 14 Problem-based learning Cooperative learning Blended learning Discovery learning Other active learning approaches such as: Guided reciprocal peer questioning Writing assignments Thinking Aloud Pair Problem-Solving Minute paper

15 Linking Instructional Strategies to Learning Outcomes 15 Outcome: Discuss the need for and be able to engage in lifelong learning Instructional strategies: Teach students about learning styles. Require library and Web searches and documentation of references. Introduce case studies of realistic industrial problems. Use active learning approaches

16 Group Activity 3: Instructional Strategy and Learning Outcome 16 Propose suitable instructional strategies to use in order to achieve the learning outcomes stated: Outcome 1: Communicate effectively Outcome 2: Function on multidisciplinary teams Outcome 3: Design a system, component or process.

17 Designing Assessment Tasks 17 The assessment tasks (AT) must be aligned to the learning outcomes. The best form of alignment is where the TLA is itself the assessment, as in problem-based learning. The grading criteria, or rubrics, are the key to easy and successful grading. Final grades will depend on how well students demonstrate that they have met all the learning outcomes.

18 Designing Rubrics 18 Rubrics are particular suited for learning outcomes that are not easily quantifiable, or which there are no clear right or wrong answers, or which are not evaluated with standardized tests or surveys. Rubric have two dimensions, that is, identify the various characteristics of the outcome and specify various levels of achievement in each characteristic.

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20 Employers Rating for Skills (2002) 20 In order of top priority: 1. Communication 2. Honesty/Integrity 3. Teamwork skills 4. Interpersonal skills 5. Strong work ethics 6. Motivation and initiative 7. Flexibility/adaptability 8. Analytical skills 9. Computer skills In order of top priority: 10. Organizational skills 11. Detail oriented 12. Leadership skills 13. Self confidence 14. Friendly/outgoing personality 15. Well mannered/polite 16. Tactfulness 17. GPA 18. Creative

21 Guided Reciprocal Peer Questioning 21 Students work in group of 3 5 and are provided with a set of generic question stems: How does relate to what I have learned before? What conclusions can I draw about? What are the strengths and weaknesses of? What is the main idea of? What is a new example of?

22 Guided Reciprocal Peer Questioning (2) 22 Generic question stems: What is the best and why? What if? Explain why? How are and similar? Why is important? How would I use to? How does affect?

23 Guided Reciprocal Peer Questioning (3) 23 Each student individually prepares two or three thought-provoking questions on the content presented in the lecture or reading. Questions are discussed in small groups at the beginning of class, and the whole class then discusses questions that were especially interesting or controversial in the group discussions.

24 Writing Assignments 24 Writing assignments provide opportunities for students to reflect on their learning both in and out of class and are a powerful way of making sense of new materials. Tell students why you are using the writing assignments and what benefits they can expect.

25 Writing Assignments (2) 25 In class Ask students to write what they know about a topic before you lecture on it to help them subsequently connect new ideas to what they already know. Stop after about minutes of lecture and ask students to summarize the main ideas. Have students generate a list of practical applications of new material or questions they have about it.

26 In the lab Writing Assignments (3) 26 Have students summarize their results and reflect on what they might mean. Ask students to connect lab activities with materials presented in lecture. Outside of class Get students to summarize readings and write questions about the materials. Have students reflect on how their cooperative group activities are working.

27 Thinking Aloud Pair Problem-Solving (TAPPS) Students form pairs, one problem-solver and one listener. Instructor defines activity. Problem solver talks through first part of solution. Listener questions, gives clues when necessary. After about 10 minutes, collect partial solutions from several listeners, reach agreement. Reverse roles in pairs and continue. 27

28 In-Class Teams 28 Get class to form teams of 2 5 members and choose team recorders. Give teams 5 10 minutes or more to Recall prior materials Answer or generate questions Start a problem solution Think of an example or application Figure out why a given result may be wrong Brainstorm a question (goal is quantity, not quality) Summarize a lecture

29 Think-Pair-Share 29 Students think of answers individually, then form pairs to produce joint answers, and then share answers with class. Pairs may discuss answers with other pairs before general sharing.

30 30 Minute Paper Stop the lecture with two minutes to go and ask students to anonymously write The main point(s) The muddiest (least clear) point(s). Collect the papers. Look through the responses to check for understanding. Begin the next lecture by addressing common questions from the minute papers. Variation: Provide students the option of including their names so that you can address individual questions via .