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To Maximize the SessionParticipate(ask questions, give opinions, express concerns)Collaborate(share ideas, work together, offer suggestions)Respect(listen to each other, respect differing opinions)Commitment(participate actively)Situational Barriers

Attitudinal/ Dispositional

Institutional

AcademicPreparedness

Pedagogic

Employmenttraining

8Human Capital

Social Capital

Make Happen

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Outcomes-based Education

. comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student.

Spady, W. 1994. Outcomes Based Education: Critical Issues and Answers. American Association of School Administration: Arlington, Virginia. Thus having decided what are the key things students should understand and be able to do or the qualities they should develop, both structure and curricula are designed to achieve those capabilities or qualities. educational structures and curriculum are regarded as means not ends. If they do not do the job, they are rethought.

Willis, S. & Kissan, B. 1995. Outcome-Based Education: A Review of the Literature. Prepared for the Education Department of Western AustraliaAll Learners Can Succeed

Success Breeds Success

Teaching Institutions Control the Conditions of Success

Clarity of Focus

Focus on what learners able to do successfully

Enable predetermined significant outcomesFocus on assessments of significant outcomesClarify short & long term learning intentions

Design Down

Trace back from desired end results

Identify learning building blocks

Link planning, teaching & assessment decisions to significant learner outcomesHigh Expectations

Establish high, challenging performance standards

Engage deeply with issues

Push beyond

Expand OpportunitiesProvide multiple learning opportunities matching learners needs with teaching techniques.

Learning Outcomes shouldFocus on what the learner has achieved rather than the intentions of the teachers.

Focus on what the learner can demonstrate at the end of a learning activity (measurable).

Focus on the application and integration of knowledge and skills

Characteristics of Good Learning Outcomes26Specific and use active language

Focus on the Learner28Are realistic

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Focus on the application and integration of acquired knowledge and skills.30Indicate useful modes of assessment and the elements that will be assessed.

Manitoba CurriculumGeneral Learning Outcomes

Specific Learning OutcomeMathematics | Manitoba Education

English Language Arts 40S Transactional FocusFoundation SkillsLiteracy and Communication

Problem SolvingHuman Relations

Technologyevery teacher will be a teacher of literacy and communication, of problem solving, human relations, and technology. Course DevelopmentThe mere imparting of information is not education. Above all things, the effort must result in helping a person think and do for himself/herself.Carter G. Woodson

36Traditional course designContent coverage

Activity centered

Not always clear connection to desired learning outcomes or larger understanding37Traditional course designChoose textIdentify chapters to be coveredDevelop lectures or labsCreate exams38Understanding by DesignWiggins and McTigheRepresents BIG ideas with value beyond the classroomRequires uncoverageBackward Design - keyEngages students

39Understanding by Design Why Bother?Focus on what you want students to achieveMove away from coverageImprove student and faculty engagementConnect course outcomes, assessments, and activitiesFacilitates mapping of course outcomes and student assessment to program, department, and institution level goals40Understanding by Design with Grant Wiggins

Jay McTighe on the Backward Design FrameworkBackward Design42Stage 1: Identify the Desired ResultsOutcomes

43Learning OutcomesWhat will my students know? What will my students be able to do?What will my students be to understand/appreciate?44

Identifying Key IdeasBig-picture knowledge, allowsOne to find and retrieve informationPrerequisites for successStudents will know long after the class ends45Something to think about.Course OutcomesConcepts and issues- What must the student understand to demonstrate the intended outcome?

Process skills-What skills must the student master to demonstrated the intended outcomes?46Stage 1: Identify the desired results(based on Understanding by Design by Grant Wiggins and Jay McTighe)Learning OutcomesWhat relevant goals (eg. course outcomes) will this design address?

Understandings:Students will understand that .What are the big ideas?What specific understandings about them are desired?What misunderstandings are predictable?Q Essential Questions:What provocative question will foster inquiry, understanding, and transfer of learningStudents will knowWhat key knowledge and skills will the student acquire as a result of the this unit?What should they eventually be able to do as a result of such knowledge and skills?A Students will be able to47Stage 2: Determine Acceptable Evidence

48How will you know if students have achieved the desired results and met the expectations?

What will you accept as evidence of student understanding and proficiency?

What is evidence of in-depth understanding as opposed to superficial or nave understanding?

What kinds of assessment evidence will anchor units and guide instruction?49To what extent do the assessments provide fair, valid, and reliable measure of the desired results?50Fair allow for students of both genders and all backgrounds to do equally well. Valid an indication of how well an assessment actually measures what it is supposed to measure Reliable an indication of the consistency of scores across evaluators or over time51Plan a range of assessmentformativesummativebalance useobservationsquizzes and testsperformance tasksprojectsmust support students in developing understandinggive students opportunities to demonstrate that understandingcriterion-basedstudent self-assessmentessay or paperwebpageportfolioauthentic learning tasks52

53Stage 2 Assessment EvidencePerformance Tasks:Through what authentic performance tasks will students demonstrate the desired understandings?By what criteria will performance of understanding be judged

Other Evidence:Through what other evidence (eg. quizzes, tests, observations, reading response) will students demonstrate achievement of the desired results?How will students reflect upon and self-assess their learning?54Criteria

55Stage 3: Plan Learning Experiences 56 Beyond learning about a subject, students will need lessons that enable them to experience directly the inquiries, arguments, applications, and points of view underneath the facts and opinions they learn if they are to understand them.(Source: Understanding Design by Grant Wiggins & Jay McTighe, p. 99)57The learning experience requires students to:

Theorize, interpret, use, or see in perspective what they are asked to learn(or) they will not likely understand it or grasp that their job is more than recall.

Source: Understanding Design by Grant Wiggins & Jay McTighe, p. 9958Active LearningRich Learning ExperiencesRole-playProblem-based activitiesCase studiesSimulationsDramatizationsProject basedPracticumsService learningSituational observations60Backward Design61AlignmentASCD - Backward Design HandbookEducation is not filling a pail, but the lighting of a fire.

-William Butler Yeats

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