This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
This document outlines the key components and process of challenge-based learning (CBL). It discusses desired learning outcomes, components such as big ideas, essential questions, challenges, and guidance for students. It also describes the stages of the CBL process including setting up collaborations, introducing projects, forming teams, providing guidance, developing solutions, assessment, reflection, and publishing results. Recommendations from past CBL pilot projects emphasize preparing teachers, allowing time and resources for projects, and giving students opportunities to act on their solutions.
Whole School Planning For Student LearningDavid Tyler
油
The document discusses developing a whole school plan for student learning in the Grampians region. It provides guidance on creating shared principles and goals, mapping the curriculum, developing an action plan, and reviewing units of work. The intention is for schools to draft parts of their plan by the end of the day.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
The document summarizes an orientation meeting for faculty and staff at AMA International University in Bahrain. It outlines the university's vision of being a recognized provider of innovative and quality education. It discusses the university's commitment to outcomes-based education and learning, with a focus on equipping students with skills like critical thinking, communication, and lifelong learning. It provides an overview of academic policies around teaching, learning, and assessment, and emphasizes aligning these to intended learning outcomes at the university, program, and course levels. It also reviews service expectations for faculty members and available academic committees.
This portfolio contains artifacts from OCTOBER C. GARAY's teaching practicum from 2021-2022. It includes individual learning monitoring plans, lesson plans, assessments, certificates of professional development, and reflections. The artifacts provide evidence of Garay monitoring student progress, engaging learners through various modalities, utilizing resources including ICT, collaborating with colleagues, and reflecting on teaching practice to improve. The portfolio demonstrates how Garay addressed students' needs and adapted teaching during the challenges of the pandemic.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
This document discusses key concepts relating to school leadership and learner achievement, including learning outcomes, performance indicators, and data-based interventions. It explains that school leaders should set achievable and challenging learning outcomes and utilize data to develop interventions to maintain or improve learner achievement. The document provides definitions and examples of concepts like learning outcomes, interventions, and classifications of performance indicators that measure learner achievement and the education system. It emphasizes that school leaders need to understand these concepts and use school data to support learners' attainment of outcomes.
This document discusses developing employability skills through university curricula. It introduces tools like skills auditing and curriculum mapping that can be used to identify how employability skills are taught, practiced, and assessed across a degree program. These tools help ensure employability skills are embedded throughout the curriculum rather than isolated to certain modules. The document also discusses how developing employability skills aligns with the university's employability strategy and frameworks like the CBI skills sets.
The document summarizes a school district's 2009-2014 strategic plan at the mid-point of implementation. It outlines strategic goal areas such as curriculum, student achievement, closing the achievement gap, and meeting holistic student needs. For each goal, it provides updates on initiatives undertaken to address the goals, such as new curriculum programs, counseling services, technology resources, and solar panel installations. The document concludes by noting plans for the remainder of implementing the strategic plan.
BANILAD ES LEARNING RECOVERY AND CONTINUITY PLAN.pptxMei Miraflor
油
This document outlines Banilad Elementary School's Learning Recovery and Continuity Plan for SY 2022-2023. The plan aims to ensure all learners affected by the COVID-19 pandemic have continuous access to quality learning opportunities. It details several programs and activities to address access, quality, and governance, including enrolling all students, developing literacy and numeracy skills, building teacher capacity, and maintaining a safe school environment. Key players will implement the strategies over the year to achieve expected outputs and outcomes, such as 100% of students enrolled and all teachers attending relevant trainings. The guiding principle is unity and collaboration in education despite the challenges of the pandemic.
The presentation provided information on the School Report Card (SRC) and School Improvement Planning (SIP) processes of the Philippine Department of Education. It explained that the SRC is a tool for communicating the status and performance of schools to stakeholders and promoting transparency. It also described how the SIP and SRC are integrated, with the SIP guiding school priorities and targets and the SRC reporting progress to stakeholders twice yearly. Key elements of the SRC like the 19 indicators and dissemination methods were also summarized.
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
Outcome-based education (OBE) is an educational theory that focuses on defining explicit learning outcomes that students should achieve. In OBE, classes and assessments are designed to help students reach these specified outcomes. The goal of OBE is to ensure there is a correlation between what students learn and their employability. OBE differs from traditional education by basing the educational experience on measurable outcomes rather than inputs, assessing if students attain outcomes for each activity rather than just at the end of courses, and incorporating continuous improvement through feedback. However, implementing OBE presents challenges such as a lack of a unified process, issues with data accuracy, and potential devaluing of the classroom experience.
The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are:
- The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards.
- The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement.
- The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core.
- School goals and plans will align with the district's vision and be supported by district
The NEW Wisconsin Comprehensive School Counseling Modelkkdiener
油
The document discusses the transition from the old Wisconsin Developmental Guidance Model (WDGM) to the new Wisconsin Comprehensive School Counseling Model (WCSCM). The WCSCM is based on national models and guidelines. Key differences include a shift from a position to a program approach focused on all students, implementation of a school counseling curriculum, use of student standards, and student/parent educational planning conferences centered around individual learning plans. The WCSCM aims to promote academic, career, and personal/social development for all students through its four delivery system components.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
This portfolio contains artifacts from a teacher's practicum demonstrating their use of various modalities for distance learning during the COVID-19 pandemic. It includes individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development, and a reflective summary. The artifacts are mapped to professional teaching standards and annotated to explain how they engage learners, monitor progress, provide feedback, collaborate with colleagues, and engage stakeholders such as parents in the teaching and learning process during the transition to distance learning.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
油
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
This document provides an overview of assessment in education. It defines assessment as the process of evaluating student learning through various methods. The key points are:
1. There are two main types of assessment: formative assessment, which identifies student needs and guides ongoing instruction, and summative assessment, which evaluates student learning at the end of a unit.
2. The scopes of assessment include evaluating curricular offerings, school programs, instructional materials, facilities, teachers, students, graduates, school managers, research, and extension activities.
3. The assessment process involves defining learning outcomes, selecting assessment instruments, measuring results, and adjusting instruction based on evaluations.
4. Formative assessment uses strategies like questioning
Performance-based assessment in social studies curriculum emphasizes student demonstration of skills and knowledge through authentic tasks. Teachers must carefully plan, design, and implement performance tasks to enhance learning. Performance tasks can take various forms including position papers, surveys, role-plays, community action plans, and business proposals. While time-consuming, performance assessment allows students flexibility and aligns with constructivist learning principles. Teachers must provide scoring rubrics and facilitate the process. Portfolio assessment involves students collecting artifacts showcasing learning progress over time, and can take the form of growth, project, achievement, competence or celebration portfolios.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
This document discusses key concepts relating to school leadership and learner achievement, including learning outcomes, performance indicators, and data-based interventions. It explains that school leaders should set achievable and challenging learning outcomes and utilize data to develop interventions to maintain or improve learner achievement. The document provides definitions and examples of concepts like learning outcomes, interventions, and classifications of performance indicators that measure learner achievement and the education system. It emphasizes that school leaders need to understand these concepts and use school data to support learners' attainment of outcomes.
This document discusses developing employability skills through university curricula. It introduces tools like skills auditing and curriculum mapping that can be used to identify how employability skills are taught, practiced, and assessed across a degree program. These tools help ensure employability skills are embedded throughout the curriculum rather than isolated to certain modules. The document also discusses how developing employability skills aligns with the university's employability strategy and frameworks like the CBI skills sets.
The document summarizes a school district's 2009-2014 strategic plan at the mid-point of implementation. It outlines strategic goal areas such as curriculum, student achievement, closing the achievement gap, and meeting holistic student needs. For each goal, it provides updates on initiatives undertaken to address the goals, such as new curriculum programs, counseling services, technology resources, and solar panel installations. The document concludes by noting plans for the remainder of implementing the strategic plan.
BANILAD ES LEARNING RECOVERY AND CONTINUITY PLAN.pptxMei Miraflor
油
This document outlines Banilad Elementary School's Learning Recovery and Continuity Plan for SY 2022-2023. The plan aims to ensure all learners affected by the COVID-19 pandemic have continuous access to quality learning opportunities. It details several programs and activities to address access, quality, and governance, including enrolling all students, developing literacy and numeracy skills, building teacher capacity, and maintaining a safe school environment. Key players will implement the strategies over the year to achieve expected outputs and outcomes, such as 100% of students enrolled and all teachers attending relevant trainings. The guiding principle is unity and collaboration in education despite the challenges of the pandemic.
The presentation provided information on the School Report Card (SRC) and School Improvement Planning (SIP) processes of the Philippine Department of Education. It explained that the SRC is a tool for communicating the status and performance of schools to stakeholders and promoting transparency. It also described how the SIP and SRC are integrated, with the SIP guiding school priorities and targets and the SRC reporting progress to stakeholders twice yearly. Key elements of the SRC like the 19 indicators and dissemination methods were also summarized.
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
Outcome-based education (OBE) is an educational theory that focuses on defining explicit learning outcomes that students should achieve. In OBE, classes and assessments are designed to help students reach these specified outcomes. The goal of OBE is to ensure there is a correlation between what students learn and their employability. OBE differs from traditional education by basing the educational experience on measurable outcomes rather than inputs, assessing if students attain outcomes for each activity rather than just at the end of courses, and incorporating continuous improvement through feedback. However, implementing OBE presents challenges such as a lack of a unified process, issues with data accuracy, and potential devaluing of the classroom experience.
The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are:
- The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards.
- The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement.
- The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core.
- School goals and plans will align with the district's vision and be supported by district
The NEW Wisconsin Comprehensive School Counseling Modelkkdiener
油
The document discusses the transition from the old Wisconsin Developmental Guidance Model (WDGM) to the new Wisconsin Comprehensive School Counseling Model (WCSCM). The WCSCM is based on national models and guidelines. Key differences include a shift from a position to a program approach focused on all students, implementation of a school counseling curriculum, use of student standards, and student/parent educational planning conferences centered around individual learning plans. The WCSCM aims to promote academic, career, and personal/social development for all students through its four delivery system components.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
This portfolio contains artifacts from a teacher's practicum demonstrating their use of various modalities for distance learning during the COVID-19 pandemic. It includes individual learning monitoring plans, lesson plans, teacher-made learning resources, certificates of participation in professional development, and a reflective summary. The artifacts are mapped to professional teaching standards and annotated to explain how they engage learners, monitor progress, provide feedback, collaborate with colleagues, and engage stakeholders such as parents in the teaching and learning process during the transition to distance learning.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
油
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
This document provides an overview of assessment in education. It defines assessment as the process of evaluating student learning through various methods. The key points are:
1. There are two main types of assessment: formative assessment, which identifies student needs and guides ongoing instruction, and summative assessment, which evaluates student learning at the end of a unit.
2. The scopes of assessment include evaluating curricular offerings, school programs, instructional materials, facilities, teachers, students, graduates, school managers, research, and extension activities.
3. The assessment process involves defining learning outcomes, selecting assessment instruments, measuring results, and adjusting instruction based on evaluations.
4. Formative assessment uses strategies like questioning
Performance-based assessment in social studies curriculum emphasizes student demonstration of skills and knowledge through authentic tasks. Teachers must carefully plan, design, and implement performance tasks to enhance learning. Performance tasks can take various forms including position papers, surveys, role-plays, community action plans, and business proposals. While time-consuming, performance assessment allows students flexibility and aligns with constructivist learning principles. Teachers must provide scoring rubrics and facilitate the process. Portfolio assessment involves students collecting artifacts showcasing learning progress over time, and can take the form of growth, project, achievement, competence or celebration portfolios.
Effective Product Variant Management in Odoo 18Celine George
油
In this slide well discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptxKhurshid Ahmed Ansari
油
Validity is an important characteristic of a test. A test having low validity is of little use. Validity is the accuracy with which a test measures whatever it is supposed to measure. Validity can be low, moderate or high. There are many factors which affect the validity of a test. If these factors are controlled, then the validity of the test can be maintained to a high level. In the power point presentation, factors affecting validity are discussed with the help of concrete examples.
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
One Click RFQ Cancellation in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide, well discuss the one click RFQ Cancellation in odoo 18. One-Click RFQ Cancellation in Odoo 18 is a feature that allows users to quickly and easily cancel Request for Quotations (RFQs) with a single click.
Inventory Reporting in Odoo 17 - Odoo 17 Inventory AppCeline George
油
This slide will helps us to efficiently create detailed reports of different records defined in its modules, both analytical and quantitative, with Odoo 17 ERP.
Research Publication & Ethics contains a chapter on Intellectual Honesty and Research Integrity.
Different case studies of intellectual dishonesty and integrity were discussed.
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
油
In this slide, well discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.
How to create security group category in Odoo 17Celine George
油
This slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.
7. Learning Environment and Diversity of Learners
PROGRAM/ACTIVITIES AND PROJECTS
CONDUCTED (classroom Initiated)
Best Practices
Success Indicator
Concerns/Issues/gaps/Problems
Solution/Intervention
13. Personal Growth and Professional Development
PROGRAM/ACTIVITIES AND PROJECTS
CONDUCTED (classroom Initiated)
Best Practices
Success Indicator
Concerns/Issues/gaps/Problems
Solution/Intervention
16. Coordinatorship and Assignment as Focal Person
PROGRAM/ACTIVITIES AND PROJECTS
CONDUCTED (classroom Initiated)
Best Practices
Success Indicator
Concerns/Issues/gaps/Problems
Solution/Intervention