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TIC 02 Lecture Notes The Outcomes Approach: 1. Clarity of Focus Through Learning Outcomes

The document discusses key aspects of an outcomes-based approach to education including: 1. Learning outcomes identify the skills, knowledge, and values students should achieve in a subject by a particular grade. Teachers are responsible for selecting teaching methods to help students achieve these outcomes. 2. The outcomes approach focuses on equipping students with skills for future success and maximizing learning. It assumes all students can learn given the right opportunities. 3. Key principles are clarity of focus on outcomes, high expectations for all students, expanded opportunities to learn, and planning instruction based around the desired outcomes.

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100 views4 pages

TIC 02 Lecture Notes The Outcomes Approach: 1. Clarity of Focus Through Learning Outcomes

The document discusses key aspects of an outcomes-based approach to education including: 1. Learning outcomes identify the skills, knowledge, and values students should achieve in a subject by a particular grade. Teachers are responsible for selecting teaching methods to help students achieve these outcomes. 2. The outcomes approach focuses on equipping students with skills for future success and maximizing learning. It assumes all students can learn given the right opportunities. 3. Key principles are clarity of focus on outcomes, high expectations for all students, expanded opportunities to learn, and planning instruction based around the desired outcomes.

Uploaded by

Jay Dex
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TIC 02 Lecture Notes

Lecture 1

The outcomes approach


An outcomes approach identifies the knowledge, skills, attitudes and values that all students
should achieve or demonstrate at a particular grade in a particular subject (the learning
outcomes). The teacher is responsible for identifying, selecting and using the most appropriate
teaching methods and resources to achieve these learning outcomes.

Imagine the student is on a learning journey, heading to a destination. The destination is the
learning outcome that is described in the syllabus document. The learning experiences leading to
the learning outcome are to be determined by the teacher. The teacher uses curriculum materials,
such as syllabus documents and teacher guides, as well as textbooks or electronic media and
assessment guidelines, to plan activities that will assist students achieve the learning outcomes.

The outcomes approach has two purposes. They are:

• to equip all students with knowledge, understandings, skills, attitudes and values needed
for future success
• to implement programs and opportunities that maximize learning.

Three assumptions of outcomes-based education are:


• all students can learn and succeed (but not on the same day or in the same way)
• success breeds further success
• schools can make a difference.

The four principles of outcomes approach are:


1. Clarity of focus through learning outcomes

This means that everything teachers do must be clearly focused on what they want students to
be able to do successfully. For this to happen, the learning outcomes should be clearly expressed.
If students are expected to learn something, teachers must tell them what it is, and create
appropriate opportunities for them to learn it and to demonstrate their learning.

2. High expectations of all students

This means that teachers reject comparative forms of assessment and embrace criterion-
referenced approaches. The ‘principle of high expectations’ is about insisting that work be at a
very high standard before it is accepted as completed, while giving students the time and support
they need to reach this standard. At the same time, students begin to realize that they are capable
of far more than before and this challenges them to aim even higher.

3. Expanded opportunities to learn

This is based on the idea that not all students can learn the same thing in the same way in the
same time. Some achieve the learning outcomes sooner and others later. However, most students
can achieve high standards if they are given appropriate opportunities. Traditional ways of
organizing schools do not make it easy for teachers to provide expanded opportunities for all
students.
4. Planning and programming by ‘designing down’

This means that the starting point for planning, programming and assessing must be the learning
outcomes—the desired end results. All decisions on inputs and outputs are then traced back from
the learning outcomes. The achievement of the outcome is demonstrated by the skills, knowledge
and attitudes gained by the student. The syllabuses and/or teacher guides describe some ways in
which students can demonstrate the achievement of learning outcomes.

Learning outcomes provide teachers with a much clearer focus on what students should learn.
They also give teachers greater flexibility to decide what is the most appropriate way of achieving
the learning outcomes and meeting the needs of their students by developing programs to suit
local content and involve the community.

The outcomes approach promotes greater accountability in terms of student achievement


because the learning outcomes for each grade are public knowledge -- available to teachers,
students, parents and the community. It is not the hours of instruction, buildings, equipment or
support services that are the most important aspect of the education process but rather, what
students know and can do, as they progress through each grade. The outcomes approach means
that learning:

• has a clearer purpose


• is more interactive—between teacher and students, between students
• has a greater local context than before
• is more closely monitored and acted upon by the teacher
• uses the teacher as a facilitator of learning as well as an imparter of knowledge.

Learning outcomes (ICT)


By the end of the course, your students should be able to:
1. identify and describe computer hardware and software and their functions and
capabilities identify and describe a variety of information systems and how these are used
within organizations.
2. demonstrate knowledge and understanding of the legal and ethical issues of using and
producing IT solutions and their effects on the society describe the hardware and
software required for electronic communication between computers and computer
systems including methods of connection.
3. demonstrate understanding of the internet and e-mail and the issues involved.
4. apply advanced skills and concepts in creating solutions to information problems using a
range of software.
5. develop multimedia presentations using a range of hardware and software devices.

Learning and teaching


How students learn:
What I hear I forget.
What I hear and see I remember a little.
What I hear, see and discuss I begin to understand.
What I hear, see, discuss and do, I acquire knowledge and skills.
What I teach to another, I master.
(‘Active learning credo’ statement, Silberman 1996)

A student-centered approach to learning and teaching


Different students learn in different ways. Some students learn best by writing, others by talking
and discussing, others by reading and others by listening. Most students learn by using a
combination of these. All people learn skills through practice and repetition. You need to use a
variety of teaching to cater for the different ways your students learn. You, as a teacher, must
teach the knowledge that is included in the syllabus documents. Not only do you have to be able
to teach what students should know, you must also be able to interpret that knowledge for
students in a way that makes it relevant to them, and enables them to begin to acquire skills of
analysis and problem solving, which will support learning and teaching. You also need to give
students some opportunities to apply their knowledge, to be creative and to solve problems.

Students who participate in guided instruction learn more than students who are left to construct
their own knowledge (Mayer 2004). You need to employ a variety of learning and teaching
approaches because all students do not learn in the same way. The ‘auditory learner’ prefers to
use listening as the main way of learning new material whereas a ‘visual learner’ prefers to see
things written down.

Students should be actively involved in their learning and therefore you need to design
appropriate practical activities or experiments, using resources that can be found in your
location. In Grades 11 and 12, students will already have had a wide variety of experiences. You
need to make use of your students’ experiences when designing and conducting learning in class,
so that learning is connected to your students’ world.

The most efficient and long-lasting learning occurs when teachers encourage the development of
higher-order thinking and critical analysis skills, which include applying, analyzing, evaluation
and creating. Attention should also be paid to developing students’ affective and psychomotor
skills. To make sure that this takes place, you should encourage deep or rich – rather than shallow
– coverage of knowledge and understandings.

Learning and teaching strategies


To assist and encourage students to learn, you perform certain tasks. These are referred to as
‘teaching strategies’. You need to engage students directly in learning but there are times when
you have to take charge of the learning in the class and teach particular concepts or ideas.
Teaching strategies include:

• group work
• skills practice
• research and inquiry
• class discussions or debates
• problem-solving activities
• teacher talk, instructions, explanations, lectures or reading aloud
• directed question and answer sessions
• audiovisual presentations
• textbooks or worksheets
• directed assignments
• demonstration and modelling
• guest speakers
• classroom displays.

Using groups of different sizes as a learning and teaching strategy:


Using groups is an important strategy, as students learn from each other and not just from the
teacher; it encourages students to participate in achieving a shared goal. Group work encourages
cooperative learning.

In deciding whether or not to use groups, you need to consider the following:

• your intended outcomes


• the extent to which the outcomes can be achieved by the group
• the lesson contents
• the time allocated for the completion of the task
• the classroom setting
• available materials and resources
• the structure of the group, based on gender, ability, cultural background and student
preferences

Groups work well when:

• the group decides upon their goal, timelines and tasks with reference to the design brief
• students realize that success depends on the achievement of the whole group, not
individuals
• the task is broken into subtasks which must be completed successfully
• the whole class is involved in the activity and everyone has a role to play; for example, in
performances
• membership of small groups is changed regularly to provide a variety of learning
experiences for all students.

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