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PRINCIPLES AND STRATEGIES OF TEACHING IN MLS > 5 - OUTCOMES-BASED EDUCATION > Flashcards

5 - OUTCOMES-BASED EDUCATION Flashcards

1
Q

Begins with the (1) development of learning outcomes (what the students should know) and then with the (2) choosing of content and appropriate teaching strategies to help the students to achieve them

A

OBE Process

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2
Q

first step of the OBE process

A

development of learning outcomes

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3
Q

second step of the OBE process

A

choosing of content and appropriate teaching strategies to help the students to achieve them

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4
Q
  • Expectation of what the learner is supposed to be able to do, think about, and/or evaluate at the end if the study unit
  • How well such results should be considered to be achieved
  • Substance of learning and how to demonstrate
A

Learning Outcomes

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5
Q

The primary purpose(s) of your efforts

A

Mission

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6
Q
  • The big picture aims of your efforts
  • Your intentions for students after the learning experience
  • Broad observable result
A

Goals

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7
Q
  • What educators will do to pursue the goals
  • What opportunities or experiences will educators provide
  • Specific result to be achieved in a time frame
A

Objectives

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8
Q
  • The knowledge, skills, and abilities that students should be able to demonstrate
  • The ways in which students produce evidence that goals are being met
  • Skills that students should be able to demonstrate
A

Outcomes

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9
Q

Value of Effective Learning Outcomes Statements

Informs about:
* Content of teaching
* Teaching strategies that are utilized
* Sorts of learning activities that are set for the students
* Appropriate assessment tasks
* Course evaluation

A

For teaching staff

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10
Q

Value of Effective Learning Outcomes Statements

Provides:
* Solid framework to guide their studies and assist them
* A point of articulation with graduate attributes in the program

A

For students

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11
Q
  • Identify the range and type of knowledge, skills, and values required
  • Clear and understandable
  • Links to the course graduate attributes
  • Achievable and assessable
  • Related statements to the level of understanding required
A

Characteristics of Outcomes

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12
Q

Writing Intended Learning Outcomes

Two essential elements of Intended Learning Outcomes (ILO)

A
  1. A statement of what the student is expected to do at the end of the learning experience
  2. The level of understanding required
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13
Q

Writing Intended Learning Outcomes

Two essential elements of Intended Learning Outcomes (ILO)

A
  1. A statement of what the student is expected to do at the end of the learning experience
  2. The level of understanding required
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14
Q

Types of learning outcomes

  • Knowledge, skills, abilities, and attitudes that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services
  • Determined by the institution
A

Institutional Learning Outcomes (ILO)

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15
Q

Graduate Attributes

A
  • God-Centered Individual
  • Socially Responsible
  • Professionally Competent
  • Creative Innovator
  • Proficient Leader
  • Lifelong Learner
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16
Q

Types of learning outcomes

  • Statements that describe what students are expected to know and be able to do by the time of graduation
  • Must be aligned with the school’s mission
  • Defined by CMO 13 s. of 2017
A

Program Learning Outcomes (PLO)

17
Q

Types of learning outcomes

  • Describe what the student should be capable of by the end of the course
  • Determined by the course instructor/s
A

Course Learning Outcomes (CLO)

18
Q

Types of learning outcomes

  • Describe what the student should be capable of by the end of the topic or unit discussed
  • Determined by the course instructor/s
A

Topic Learning Outcomes (TLO)

19
Q
  1. Development of learning outcomes (what the students can bring home)
  2. Choosing of content and appropriate teaching strategies to help the students achieve their outcomes/objectives
A

OBE Framework

20
Q
  1. Design methods that are aligned with the overall aim of the program
  2. Consider any requirements set by professional bodies
  3. Ensure that assessment tasks are aligned with the stated learning outcomes
  4. Use assessment methods that best measure achievement of the stated learning outcomes
  5. Be fair in the amount of tasks assigned and how much value is assigned to each task
  6. Apply a variety of teaching and assessment methods to address the diversity of students
  7. Provide allowance for student choice in determining assessment tasks at certain times
A

Seven Rules when Choosing a Teaching Method

21
Q

OBE Pyramid

A
  1. Paradigm
  2. Purposes
  3. Premises
  4. Principles
  5. Practices
22
Q

OBE Pyramid

what and whether students learn successfully is more important than when and how they learn something

A

1 Paradigm

23
Q

OBE Pyramid

  1. Equip the students with the knowledge, competence, and qualities to be successful after they exit the education system
  2. Structure and operate schools so that the desired outcomes are achieved/maximized for all students
A

2 Purposes

24
Q

OBE Pyramid

  1. all students can learn but not in the same time/way
  2. successful learning breeds more successful learning
  3. schools control the conditions that directs learning
A

3 Premises

25
Q

OBE Pyramid

  1. clarity of focus on exit outcomes of significance
  2. expanded opportunity/support for learning success
  3. high expectations for all to succeed
  4. design down from culminating outcomes
A

4 Premises

26
Q

OBE Pyramid

  1. define outcomes
  2. design curriculum
  3. deliver instruction
  4. document results
  5. determine advancement
A

5 Practices

PRINCIPLES AND STRATEGIES OF TEACHING IN MLS (16 decks)

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