UBD K to 12 OBTL An Interface

1. UBD K to 12 OBTL An Interface

2. WHAT IS UbD? • UbD is a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards – not a program or recipe. • The end goal of UbD is understanding and the ability to transfer learning – to appropriately connect, make sense of, and use discrete knowledge and skills in context.

3. Evidence of understanding is revealed through performance. • Educators are coaches of understanding, not mere purveyors of content or activity. • Planning is best done “backward” from the desired results and the transfer tasks that embody the goals.

4. UbD transforms Content Standards and other goals into focused learning targets based on “big ideas” and transfer tasks. • UbD reflects a “continous improvement” approach to design and learning. The results of our curriculum designs (e.g., assessment results, quality of student work, degree of learner engagement) may lead to needed adjustments.

5. Stage 1 Identifying Desired Results Established Goals G TG Transfer Goals Big Ideas Enduring Understandings U Six Facets of Understanding Knowledge and Skills K Essential Questions Q S

6. Stage 2 Determining Acceptable Assessment Evidence “Think Like an Assessor” Performance Tasks OE T Other Evidence Six Facets of Understanding SA Rubrics R Self-Assessment GRASPS

7. Stage 3 Planning of Learning Experiences and Instruction Learning Plan L Engaging and Effective Activities Six Facets of Understanding

11. IMPLEMENTING GUIDELINES OF GRADES 1 TO 10 ENHANCED BASIC EDUCATION CURRICULUM

12. Content Standards as Benchmarks of Knowledge and Skills • The content standards define what students are expected to know (knowledge: facts and information), what they should be able to do (process or skills) with what they know, and the meanings or understandings that they construct or make as they process the facts and information. • Thus, the content standards answer the question; “What do students want to know, be able to do, and understand?”

13. Performance Standards as Benchmarks of Transfer of Learning • The performance standards define the expected proficiency level which is expressed in two ways: • students should be able to use their learning or understanding in real-life situations; and • they should be able to do this on their learning in real-life situations.

14. The assessment shall be done at four levels and shall be weighted as follows:

15. Outcome-Based teaching and Learning (OBTL): Some Strengths Jensen dG. Mañebog www.OurHappySchool.com

16. OBTL is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes as opposed to traditional learning’s emphasis on resources or inputs. • Like in competency-based education, it requires students to demonstrate that they have learned the required skills and content. • The following are some of its strengths:

17. Self-evaluative • The student’s outputs measure the students’ performance as well as the teachers’ effectiveness and the deficiency in curriculum which would require corrective actions.

18. Systematic • It requires identification of not only what students are supposed to learn but also how to what standard. • What do I intend my students to be able to do after my teaching that they couldn’t do before, and to what standard? • How do I supply learning activities that will help achieve those outcomes? • How do I assess them to see how well they have achieved them?

19. Pragmatic • It focuses not on how well students have received knowledge, but how they can use it in academically and professionally appropriate ways, such as solving problems, designing experiments, or communicating with clients.

20. Organized • There are clearly defined outcomes. • It is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended learning outcomes.

21. Holistic • It requires educators to • identify the outcome of teaching—the Intended learning Outcome (ILO) or what the learner is supposed to be able to do and at what standard; • devise Teaching and Learning Activities (TLAs) that require students to apply, invent, generate new ideas, diagnose and solve problems, etc.; • formulate Assessment tasks (ATs) that tell how students can use knowledge in academically and professionally appropriate ways, such as solving problems, designing experiments, or communicating with clients.

22. Student-centered and promotes competencies • It emphasizes the recognition of students’ positive achievements and comparing their current output to their own prior performance which help the students keep track of their progress and to know if such field is suited to them.

23. Why Outcome-Based Teaching & Learning’? Prof. Tony Hung Language Centre

24. UGC & OBTL – what’s the connection? • The UGC’s goal in promoting outcome-based approaches is simple and straightforward- improvement and enhancement in student learning and teaching quality. • A central aspect of this is the alignment of learning outcomes, learning outcomes, teaching and learning processes, and assessment. Examining this alignment has been an evolving but important feature of previous UGC initiatives (TLQPR) and will continue to be a focus of quality assurance for UGC. (from UGC memo to universities)

25. The ‘spirit’ of OBTL • In teaching, what ultimately matters is not what is taught, but what is learned; • Therefore, teachers would do well to set their course objectives in terms of learning outcomes; • What we teach and how we teach, and how we assess, ought to be aligned with the intended learning outcomes, such that they are fully integrated and consistent with each other; • The quality of teaching is judged by the quality of learning that takes place.

26. The ‘logic’ of OBTL • ‘The logic is stunningly obvious: Say what you want students to be able do, teach them to do it and then see if they can, in fact, do it’. [J. Biggs & C. Tang, Teaching for Quality learning at University, 3rd Ed, p. 177. Open University, 2007.]

27. Aligning teaching & assessment with learning outcomes: an example LANG2220: ‘English through Current Events’ • AIMS: The course aims at helping students improve their English proficiency - - in all the four skills of reading, writing, listening and speaking – by keeping abreast of current events as reported in the mass media (including newspapers, magazines, TV, radio and the Internet), and in the process broadening their knowledge and interest in current events in the world.

28. INTENDED LEARNING OUTCOMES At the end of the course, students should be able to: • Use English effectively in speaking and writing about current events; • Understand spoken and written news reports in English accurately; • Analyse and discuss news reports and commentaries critically and in an informed manner;

29. Develop a broad acquaintance with current events and issues (both local and international) in various spheres (political, economic, social, cultural, moral, educational, etc.) • Develop a personal and rational point of view on current events and issues

30. Teaching & Learning Activities • Students will get extensive opportunities to read and listen to, as well as discuss and write about, current events both local and worldwide (as reported in the mass media), including not only political and economic events but developments in education, the arts, science and technology, society, lifestyle, sports, etc.

31. Class activities will typically take the form of: • reading and listening to reports on the latest current events; • Discussion of the reported event(s) in small groups, followed by a general discussion; • Students bringing in news items of their own choice and reporting on them to the class, followed by a discussion(depending on the class’ interest). • Other activities will include • individual students making a 5-minute oral presentation on a particular current event, and giving a personal commentary or analysis of it; • Class debates on controversial current issues; • Written essays on topics of current interest.

32. ASSESSMENT • Coursework: 50% • Final Test 50% • Coursework will consist of (i) 2 written essays on topics of current relevance (30%); (ii) a class debate (10%); (iii) an individual oral presentation in class on a current event (10%). • The final test will include a written essay, and a reading test (on two or more news reports/analyses) to test the students’ ability to comprehend and interpret current events.

33. SUMMARY

35. INTERFACE

36. Lesson: Nouns/Naming WordsCompetencies/Skills The students will know: • What nouns are • The types of nouns • The functions of nouns • How to distinguish nouns

37. The interface (UBD and K to 12) At the end of the period the students should be able to: • Know what nouns are for in their lives • Realize that without nouns they can have no identity • Function efficiently in society because they are labeled appropriately • Find more meaning in who and what they are

38. Lesson: Food Groupscompetencies/Skills The students will know: • The three food groups • How to classify food samples • Prepare a healthy diet

39. The interface (UBD and K to 12) At the end of the period the students should be able to: • Classify food samples correctly to promote healthy living • Prepare healthy diets to prolong life • Realize that even a healthy diet is not for everyone

40. Competencies/ Skills The students will know: • How to tell time • How to identify the parts of a clock • How to describe the function/s of the parts of a clock

41. The Interface (UBD and K to 12) At the end of the period the students should be able to: • Tell time so that they can manage their lives efficiently and competently • Realize that events in life are based on proper time management