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Outcome Based Education(Talk 2 : Delivery)

YAHYA BIN [email protected]

[email protected]

Deputy Director IICentre of Teaching & Learning

UTM

FKA, UTM - 06th. May 2013


Expected OutcomesAt the end of this talk, you should be able to…….

1. Identify the appropriate T&L methods that are able todevelop the intended learning outcomes (CLO & PO)of the students.

2. Map the T&L methods to the Intended LearningOutcomes.

3. Plan and Deliver the T&L Strategy using AL & CLtechnique.


OBE – Constructive Alignment

OUTCOMESBloom’s

TaxonomyCourse-specific

goals & objectives

Program Outcomes

Act/Coop Lrn.PBL

LecturesLabs

Otherexperiences

DELIVERY

Technology

ASSESSMENT

Classroomassessmenttechniques

Final ExamTests

Othermeasures

Students


3 Stages of Backward Design

Are the desired results, assessments, and learningactivities ALIGNED?

Identify the Desired Results

Determine Acceptable Evidence

Plan Learning Experiences

OBE APPROACH


SET/SELECT PO

DEVELOP CLO

KNOWLEDGE GENERIC SKILLS

DECIDE ON TAXONOMY & LEVEL

ASSESSMENT TOOLST & L METHODS

SELECT GS ELEMENTS

OBE - The Approach


NO PROCESS EXAMPLE 1 (Ship Stability - Naval Architecture)

1 SET PO PO 1 (Acquire Knowledge) and PO 4 (Communication Skills)

2 DEVELOP CLO Able to Describe in writing and orally the concept of ship stabilitycorrectly and appropriate to the audience

3 KNOWLEDGE (TechnicalContent) Concept of Ship Stability

4 GENERIC SKILLS Writing and Presentation Skills (CS1 & CS3)

5 TAXONOMY LEVELKnowledge - Blooms Taxonomy Level 2 (C2 : Understanding).Communication Skills - Psychomotor Level 4 (P4 : Mechanism - Able toperform basic skills). No Affective Domain addressed.

6 ASSESSMENT METHODS Test, Class Presentation, Short Assignment

7 T & L METHODS(1) Lecture - To explain the concept. (2) AL / Informal CL - Note taking,class discussion, short presentation in class (Most of AL methods can beapplied)

Example 1


NO PROCESS EXAMPLE 2 (Ship Stability - Naval Architecture)

1 SET PO PO 3 (Critical Thinking Skills), PO 4 (Communication Skills), PO 9 (Team Working)

2 DEVELOP CLO Able to clearly identify the stability problem being addressed, select appropriatetheory to addressed the problem and propose solution

3 KNOWLEDGE (TechicalContent) Ship Stability (Damaged Stability)

4 GENERIC SKILLS Critical Thinking (CTPS1, CTPS 2 & CTPS 3), Team Working (TS1), Communication Skills(CS1 & CS3)

5 TAXONOMY LEVEL

Knowledge - Blooms Taxonomy Level 5- 6 (C5 : Evaluating C6 : Creating). GS - Teamworking - Affective Domain Level 4 (A4 - Value : Attached value to TW). GS -Communication Skills - Psychomotor Level 4 (P4 : Mechanism - Able to perform basicskills).

6 ASSESSMENT METHODS Group Assignment, Presentation or Group Interview, Report Writing

7 T & L METHODS (1) Lecture/Briefing - To discuss the task and expectation. (2) Formal CL - Assign group,Task division, group meeting, accountability etc

Example 2


T&L Methods


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OBE – SCL

In doing so, the students will not only enhancing theirlearning ability, but also developing some of thedesired generic skills.

OBE is about Student Centered – Student should takecharge of his/her own learning


OBE -T & LMETHODS

LECTURESACTIVE LEARNING

E-LEARNING

COOPERATIVE LEARNING

LIFE LONG

LEARNING

PROBLEM BASED / LABWORK, / PROJECT

FIELD STUDY / LI / VISITS


About SCL

Problem Based Learning / Case Study / Modular /

Inquiry-based learning / Discovery learning /

Case-based learning / Project-based learning /

Problem-oriented project-based learning /

Cooperative learning /Brainstorming / Field-based

learning / Constructivist learning / Web-based

learning /Computer-based learning / Experiential

learning / Peer Instruction / Scenario Based………..


Planning T&L Strategy


Topic Activities Outcomes

Team-work Team-building games,simulated role-play onfacilitation

Team-working, communication

Study skills Jigsaw (CL) Reading, self-dir learning, p-teaching, team-working, comm.

Basic calc. Team games tournament(CL)

Reading, p-teaching, team-working, comm., thinking skills

Ethics Guided PBL, main ref.given, in-class act.

Reading, comm., team-working,critical thinking

PBL casestudy

In and out of classactivities, Seminars &Plant trips

Reading, comm., info-mining,team, crit. and creative thinking

Planning – Topic Based


Planning – Week Based

Week # +duration

Content /Topics

Lecturer /Facilitator

ActivityLearner Activity Outcomes Assess

1(1hr + 2hr)

1. ILS2. Goal

setting

Informal CL /lecture

Pair discussion Det & explILS & goal

Reflection &goal assign.

4 (1 hr + 2hr)

Study skills 1)Explain jigsaw,create expertgps2)Expert gp peerteaching

1)Find articles forassigned skill2) Discuss in expertgps, make peerteaching notes

Info mining,tech reading,oral comm.,self learning

Peer teachingnotes

5 (1 hr + 2hr)

Study skills 1)Facilitation2)Rubric for

presentn &closure

1)Home gp peerteaching & discussss CD2)Expertpresentation &submit CD (homegp)

Creativethinking,comm.

PresentationAnd SS CD


CLO DEVELOPMENT

PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8 Ethics and IntegrityPLO 9PLO 10

COURSE A

COURSE B

COURSE C

COURSE D

COURSE E

CLO 1

CLO 2

CLO 3

CLO 4

CLO 5

CLO 6 10%

CLO STATEMENT : Able to identify and discusspotential conflict of interest between financial,environment and social needs within thecontext of the course / subject learned

EM 1 /ET 3

AFFECTIVEDOMAIN

LEVEL 2(RESPOND)


Example of Planning & DesigningCO STATEMENT : Able to identify and discusspotential conflict of interest between financial,environment and social needs within thecontext of the course / subject learned

EM 1 /ET 3

AFFECTIVEDOMAIN

LEVEL 2(RESPOND)

T&L ACTIVITIES :Assignment given to students, working in group of 3-4 members.Reading and Searching for information on related issues & cases fromvarious sources (Internet, New papers etc). Brainstorming andDiscussion Session within the group. Preparing Presentation Slide.Rehearsal Session within the group.

SCHEDULE :Week 3 : Briefing on the outcomes andassignment. Week 4 : Initial Brainstormingwithin the group. Week 5 - 8 : Searching forinformation. Week 9 -11 : Further Discussion.Week 12 : Preparing Slides and RehearsalSession

ASSESSMENT :Based on group Presentation and Q&A Session in Class. Assessed byLecturer and Students of other groups. Mark will also be given to thegroup that asked the questions during the Q&A Session. Assessmentdone using rubric based on appropriate criteria.

SCHEDULE :Week 6 - 11 : Monitoring progress, formativeassessment. Week 13-14 : Presentation andQ&A Session by all groups


Concluding Remark


CONCLUDING REMARKS

- T&L must be aligned, Planned and delivered

according to the intended learning outcomes

- OBE requires SCL approaches in order high

level thinking and generic skills to be developed


AL & CL


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WHAT IS ACTIVE LEARNING ?

Is a deliberate, conscious and well planned activities inclass that enable the students to actively participate in theLEARNING PROCESS . In doing so, the students will notonly enhancing their learning ability, but also developingsome of the desired generic skills.

OBE is about Student Centered – Student should takecharge of his/her own learning


Active Learning & Cooperative Learning

InformalAd-hoc groupsperformstructuredactive learningactivities

CLStructure

FormalFormallyassigned long-term groups –may performlonger structuredactivities

ACTIVELEARNING

INDIVIDUALLY

IN GROUP


WHY AL ?


24

WHY AL ?

70%

20%

% retained

0 50t (min)

t =time in lecture when informationwas presented

Give activeexercises orbreaks


25

• Used to focus:– Student’s attention on the material to be

learned,– set a mood conducive to learning,– help organize in advance the material to be

covered in a class session,– ensure that students cognitively process the

material being taught, and– provide closure to an instructional session.

WHY AL ?


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• May be used at any time, but especially useful duringa lecture or direct teaching before the students' eyesbegin to glaze over.

• Slightly less lecture time, but enhance learning andbuild relationships among students in class.

• Help counter what is proclaimed as the main problemof lectures:

"The information passes from the notes of the professor to the notes of thestudent without passing through the mind of either one."

WHEN TO USE AL ?


Planning instruction in classes

The Book-ends Division Approach

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HOW TO IMPLEMENT AL ?


Book-ends division of a class session

(Smith, 2005)


1. Advanced Organizer : Introductory focused discussions

2. Intermittent discussion : Formulate-Share-Listen-Create(Turn-to-your-neighbor) -- repeated every 10 – 15 min.

3. Closure focused discussions

Division of activities in a typical class session

Three Stages of AL


“The most important single factorinfluencing learning is what the learneralready knows. Ascertain this and teach himaccordingly “

David AusubelEducational psychology: A cognitive approach, 1968.

Advance Organizer


Intermittent Discussion

• Ensures all students are actively involved inlearning the material being presented – choose theactivity that would develop students at the desiredcognitive level

• Facilitates the understanding and retention ofmaterial being learned

• Provides students with the opportunity to receivefrom classmates frequent and immediate feedback


Closure Focused Discussions

• Provide closure for a class session• Aim is to have students

– summarise content learned,– integrate content into existing conceptual

networks– lead towards homework and next class

session


33

AL : Example

How to begin a class if we want tomake sure that students understand material from previous class?


• Example: you may begin class by asking the studentsto take two minutes to review their notes from the lastclass and then pair up with someone sitting nearby.

• Together the students should come up with a questionabout the material.

• Often, this is much more effective in focusing students'attention and identifying confusion than the typical"Does anyone have any questions from last time? No?Then let's begin today's class. . ."

AL : Example


1. Brainstorming2. Focused Listing3. Opening Question4. Introductory Focused

Discussion Pairs5. Cooperative Note Taking

Pairs6. Reflection7. In-Class Teams8. Think Pair Share9. Note Checking10. Guided Reciprocal Peer

Questioning

11. TAPPS (Thinking Aloud PairProblem-Solving)

12. Pair Composition13. Pair Testing14. Individual & Pair Testing15. Question and Answer Pairs16. Read & Explain Pairs17. Turn to Neighbour

Summaries18. Two-Minute Paper19. One Final Question20. Closure Review Pairs

AL - Methods

See Appendix for Detail


MY WAY of AL & CL

1. AL in Normal (Core Subject) Class

2. AL using Peer Instruction Approach

3. CL in Design Class


APPENDIX


• Ask students (individually, in pairs, or groups) tobrainstorm about any concept/issue/problem

• Give time to brainstorm (2 – 3 minutes).• Randomly call any student to share their

thoughts on the issue.• Don’t judge ideas – purpose of brainstorming is

just to get students to think about an issue.

BRAINSTORMING


• Ask the students to take out a sheet of paper.• In 1 to 3 minutes - Individually or in pairs, list as

many as he/she/they can about anyconcept/issue/problem

FOCUSED LISTING


• In 1 minute, ask the students, individually totake a moment to reflect his/her experiencewith any concept/issue/problem.

• In 2 minutes, ask every student to come up withan advantage and disadvantage of theconcept/issue/problem.

• In 2 minutes, ask the student to turn to apartner and share his/her ideas.

OPENING QUESTION


• Lecturer plan a series of questions on the content of theclass. At the beginning of class,– Each student formulate his/her own answer– Take turns to share answer with partner – must listen carefully to

partner’s answer– Pairs create better answer from each initial answer – must build on

each other’s thoughts and synthesize– One member of a pair will be randomly selected to explain

answer– Then, ask the class, does anyone wants to share his/her knowledge

with other class members• Discussion is aimed at promoting advance organizing of

students’ initial knowledge of the topic to be covered andset expectations for the class

INTRODUCTORY FOCUSED DISCUSSION PAIRS


• Students form pairs to work together during the classperiod.

• After a short lecture segment, one partner summarizeshis or her notes to the other.

• The other partner adds information or corrects.• Each student must take something from the other’s

notes to improve his/her own notes.• The goal is for everyone to improve his or her notes.

COOPERATIVE NOTE-TAKING PAIRS


• Ask the students, individually to reflect on anyconcept/issue/problem that had been learned, andhow they learned/solved it – 1 minute.

• Ask the students, what do they think about theconcept, and how they learned the concept. – 1minute.

• Ask them, whether they can see any relationshipbetween the concept and the new topic that they willlearn today, and how to best approach learning thenew topic

REFLECTIONREFLECTION


• Get class to form teams of 2-4 and choose team recorders.Give teams 30 seconds – 5 minutes or more to:– Recall prior material– Answer a question– Start a problem solution– Work out the next step in a derivation– Think of an example or application– Figure out why a given result may be wrong– Brainstorm a question (goal is quantity, not quality)– Generate a question– Summarize a lecture

• Collect some or all answers. This activity works for all classlevels and sizes.

IN-CLASS TEAMS


• A lecturer poses a question to the class andthe students think about their responseindividually.

• Then students pair with a partner to talk overtheir ideas.

• Finally, students share their ideas with the class.

THINK-PAIR SHARE


• Ask the students, individually to write down notes fromyour Power point slides/lectures – 7 minutes

• Ask the students to compare their notes with a partnerthat sits beside them.

• In pair, summarize the most important information fromthe notes.

• Identify also any sticking points in the notes and clarify ifpossible.

Example:• Based on notes that you have written last 15 minutes, take a few minutes to

compare notes with a partner:– Summarize the most important information.– Identify (and clarify if possible) any sticking points.

NOTE CHECKING


• Students work in groups of three or four and are providedwith a set of generic question stems:– How does … relate to what I’ve learned before?– What conclusions can I draw about.. ?– What is the difference between … and … ?– What is the main idea of … ?– Why is … important?

• Each student individually prepare 2 or 3 thought-provoking questions on the content presented in thelecture/reading

• The small group comes together for peer questioningwhere group members take turns answering the questionsthey generated individually in a discussion.

• Following the small group discussion – the whole classdiscusses questions that were especially interesting/didnot yield a satisfying answer in the small group discussion.

GUIDED RECIPROCAL PEER QUESTIONING


• Apply to key problem, example, derivation, passage intext.

• Time consuming – but powerful• Students form pair – one problem-solver, one listener.• Instructor defines activity (problem solver explains

passage or works through derivation or solution)• Problem solver talks through first part of solution. Listener

questions, prompts to keep talking, gives clues whennecessary.

• After about 10 minutes, collect partial solutions fromseveral listeners, reach agreement. Reverse roles in pairsand continue.

TAPPS(THINKING ALOUD PAIR PROBLEM-SOLVING)


• Pair Composition:– Students work in pairs to complete individual writing

assignments (summary of article, research paper,composition or reflection paper).

Example:• Student A describes to Student B what he/she is planning to write. After

asking probing and clarifying questions, Student B outline Students A’scomposition and gives it to Student A. Then the procedure is reversed.

• Each student researches the topic.• The two students together write the first paragraph of each composition.

Then each student writes his/her composition individually.• When completed, the students proofread each other’s compositions and

make suggestions for revision.• After individual revision, students read both compositions and sign them

to indicate there are no errors.

PAIR COMPOSITION


• Students take one or two of the coursetests in pairs rather than individually.

• Make the test harder.

PAIR TESTING


• Individual Test Followed by pair Test (or viceversa):– A test is given individually for a grade.

– The same test is given to pairs whose task is to correctlyanswer each question with one answer that both canagree upon and explain. The process can berepeated with two pairs synthesizing agreed uponanswers.

– If the pair scores 90% or better on the pair test, eachreceives a bonus of 5 or 10 points to be added to theindividual test score.

INDIVIDUAL & PAIR TESTING


• Ask every student to take a minute and comeup with one question on today’stopic/concept/formula/diagram etc.

• Then, ask the students to turn to a partner andsee if their partner can answer their question.

• Discuss the questions that has unsatisfactory oruncertain answers with the whole class

QUESTION & ANSWER PAIRS


READ & EXPLAIN PAIRS• Learn the material being read by establishing the meaning of each paragraph and

integrating the meaning of the paragraphs• Assign students in pairs (A and B).

– Both students read all the headings to get overview– Both students silently read the first paragraph– Initially set student A as summarizer and B as accuracy checker. Rotate roles

after each paragraph.– Summarizer summarizes in own words content of the paragraph to partner.– Accuracy checker listens carefully, corrects any misstatements and adds

anything left out. Then, explains how the material relates to something theyalready know. Formulates questions if there were any hazy points to both A andB.

– Move to next paragraph, switch roles and repeat procedure. Continue untilfinished.

– Summarize and agree on overall meaning of the entire material.– Randomly select students what they read, and encourage intergroup

cooperation.


• Task: Students explain their answers and reasoning to apartner and practice their skill in explaining.

• Cooperative goal: create a joint answer that bothmembers agree to and can explain.

• Procedure:– Students individually formulate answer to question that requires

them to summarize the lesson up to a certain point in the class– Students turn to neighbours to share answer and reasoning– Listen carefully to partner’s explanation– The pair creates a new answer that is superior to initial formulations

through synthesizing their ideas.– Monitor: Instructor assist pairs and randomly ask students to

explain the joint answer created.

TURN TO NEIGHBOUR SUMMARIES


• Ask the students to take out a sheet of paper.• In 2 – 3 minutes, ask them individually to

summarize the most important points ofconcept/issue/principle/formula that has beenlearned today.

• Respond to the comments received in the nextclass

TWO-MINUTE PAPER


• In 2 minutes, individually or in pair, ask thestudents to identify any formula / concept fromtoday lesson that they want to read further /learn more / try in the experiments etc.

ONE FINAL QUESTION


• Assign pairs of students to a list of major topics covered during theclass session

• Goal: come up with a set of summaries about the major topicslearned in the class session

• Task: recall what they learned about each topic• Procedure: Each pair take one topic at a time and write down best

answer on the following questions:– What is the topic and why is it important?– What activities undergone to learn about the topic?– What interests you most about the topic?

• Monitor: randomly ask a student to explain topic. Note topics mostdifficult for students

• Ask pairs to hand in answers and read some responses. May wishto review certain topics in the next class session.

CLOSURE REVIEW PAIRS


Remember the value of variety. Don’t getinto a pattern with in-class exercises ofalways doing the same thing (lecture 10minutes, 2-minute exercise,…).

Mix it up by using different structures (thinkpair share, individual reflection, etc.)

FINAL ADVICE

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