norsu penaso outcomes based syllabus design
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TRANSCRIPT
ANTHONY M. PENASO, PhD, DSc, EdD, DM, DPA
Vice President for Academic Affairs& Dean, Graduate School
Central Mindanao UniversityMusuan, Bukidnon
SEMINAR-WORKSHOP ON
OUTCOMES-BASED SYLLABUS
DESIGN, TEST CONSTRUCTION
AND ITEM ANALYSIS
NEGROS ORIENTAL
STATE UNIVERSITY
JULY 15-16, 2013Dumaguete City
A syllabus is a legally-binding contract between the instructor and the student.
The syllabus should present this information in a way that is
Reasons to make this promise
Objections
Two Fundamental Criteria:
What are outcomes?
OBE (Education)
OBC(Curriculum)
What the What the student should student should
achieve?achieve?
OBLT(Learning & Teaching)
OBA(Assessment)
How to make the student achieve the
outcome?
How to measure what the student has
achieved?
The Process The Process FlowFlow
CONTENT-BASED LEARNING SYSTEM
OUTCOMES-BASED LEARNING SYSTEM
Passive students Active learners
Assessment process – exam and grade driven
Continuous assessment
Rote learning Critical thinking, reasoning, reflection and action
Content based/broken into subjects
Integration knowledge, learning relevant/ connected real life situations
Textbook/worksheet focused & teacher-centered
Learner-centered and educator/ facilitator use group/ teamwork
Content Based Learning Versus Outcomes Based Learning
(Source: Spady, 1994)
CONTENT-BASED LEARNING SYSTEM
OUTCOMES-BASED LEARNING SYSTEM
See syllabus as rigid and non negotiable
Learning programs seen as guides that allow educators to be innovative and creative in designing programs/ activities
Teachers/trainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth
Emphasizes what teacher hopes to achieve
Emphasizes outcomes – what learner becomes & understands
Content placed in rigid time frames
Flexible time frames - learners work at own pace
Outcomes Based Principles(Source: Spady, 1994; Killen, 2000)
OBE Principles Explanation Application to practice
Clarity of focus Focus on what learners should be able to do successfully
Help learners develop competencies
Enable predetermined significant outcomes
Clarify short & long term learning intentions
Focus assessments on significant outcomes
Design down Begin curriculum design with a clear definition of the significant learning that learners are to achieve by the end of their formal education
Develop systematic education curricula
Trace back from desired end results
Identity “learning building blocks” Link planning, teaching &
assessment decisions to significant learner outcomes
High expectations
Establish high, challenging performance standards
Engage deeply with issues on learning
Push beyond where normally have gone
Expanded opportunities
Do not learn same thing in same way in same time
Provide multiple learning opportunities matching learner’s needs with teaching techniques
Jason L. Frand, “The Information-Age Mindset: Changes in Students and Implications for Higher Education,” Educause Review 35(5): 14-24, Sept.-Oct. 2000.)
“Planning without action is futile, action without planning is fatal”.
-Unknown
PLANNING YOUR SYLLABUS
1. Develop a well-grounded rationale for your course.
2. Define and delimit course content
4. Structure your students’
active involvement in learning
3. Decide on desired learning
outcomes and assessment measures
5. Identify and assemble
resources required for
active learning
EXAMPLES OF GOALS:
GOAL: To develop problem-solving abilities
BLOOM’S REVISED TAXONOMY
BLOOM’S REVISED TAXONOMY CIRCLE
PLANNING YOUR SYLLABUS
1. Develop a well-grounded rationale for your course.
2. Define and delimit course content
4. Structure your students’
active involvement in learning
3. Decide on desired learning
outcomes and assessment measures
5. Identify and assemble
resources required for
active learning
1. Develop a well-grounded rationale for your course.
2. Define and delimit course content
3. Decide on desired learning
outcomes and assessment measures
Examples of learning outcomes, in addition to the conceptual knowledge and technical skills
of a discipline or field:
[Kurfiss (1988) pp. 9-10 of Judith Grunert, The Course Syllabus. Boston: Anker, 1997.]
4. Structure your students’
active involvement in learning
Decide what topics are appropriate to what types of student activities and assignments
Decide on a mix of strategies to use to shape basic skills and procedures, present information, guide inquiry, monitor individual and group activities, and support and challenge critical reflection.
The strategies you choose must fit with the outcomes you hope to achieve.
4. Structure your students’
active involvement in learning
5. Identify and assemble
resources required for
active learning
2. What an outcomes-based syllabus includes in addition to this basic information:
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Creating an Objective-based Syllabus
Danielle Mihram, DirectorCenter for Excellence in TeachingUniversity of Southern California
Outcome Based Education (OBE)
Puan Dalmataksiah Binti Mohd Zain
ACKNOWLEDGMENTS
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Syllabus Writing WorkshopTom McCambridgeAssistant Professor
Webpage address: http://public.clunet.edu/~mccamb
Outcomes Based/Outcomes Focused Education Overview
Mollie Butler, RN, PhD
ACKNOWLEDGMENTS
Thank you very much for listening!
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Questions