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    Enrichment of The Outcomes-Based Education (Obe) Syllabus CON-School of Midwifery AY 2013-2014 First Semester

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    Melchor Felipe Salvosa
    The document outlines an outcomes-based education (OBE) syllabus for a School of Midwifery. It details the goals of developing learners' readiness, resilience, resourcefulness, responsibility, and reflectiveness. A variety of teaching methods and learning activities are listed, including case studies, group work, simulations, and field trips. Assessment strategies include evaluating learners based on performance indicators, clinical placements, pre-board exams, and helping prepare students for licensure exams. The goals of the assessments are to ensure learners have broad knowledge and skills for professional work and lifelong learning and can work independently displaying leadership.

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    Enrichment of The Outcomes-Based Education (Obe) Syllabus CON-School of Midwifery AY 2013-2014 First Semester

    Uploaded by

    Melchor Felipe Salvosa
    82 views6 pages
    The document outlines an outcomes-based education (OBE) syllabus for a School of Midwifery. It details the goals of developing learners' readiness, resilience, resourcefulness, responsibility, and reflectiveness. A variety of teaching methods and learning activities are listed, including case studies, group work, simulations, and field trips. Assessment strategies include evaluating learners based on performance indicators, clinical placements, pre-board exams, and helping prepare students for licensure exams. The goals of the assessments are to ensure learners have broad knowledge and skills for professional work and lifelong learning and can work independently displaying leadership.

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    enrichment of the outcomes based education

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    Enrichment of the Obe Con

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    The document outlines an outcomes-based education (OBE) syllabus for a School of Midwifery. It details the goals of developing learners' readiness, resilience, resourcefulness, responsibility, and reflectiveness. A variety of teaching methods and learning activities are listed, including case studies, group work, simulations, and field trips. Assessment strategies include evaluating learners based on performance indicators, clinical placements, pre-board exams, and helping prepare students for licensure exams. The goals of the assessments are to ensure learners have broad knowledge and skills for professional work and lifelong learning and can work independently displaying leadership.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    82 views6 pages

    Enrichment of The Outcomes-Based Education (Obe) Syllabus CON-School of Midwifery AY 2013-2014 First Semester

    Uploaded by

    Melchor Felipe Salvosa
    The document outlines an outcomes-based education (OBE) syllabus for a School of Midwifery. It details the goals of developing learners' readiness, resilience, resourcefulness, responsibility, and reflectiveness. A variety of teaching methods and learning activities are listed, including case studies, group work, simulations, and field trips. Assessment strategies include evaluating learners based on performance indicators, clinical placements, pre-board exams, and helping prepare students for licensure exams. The goals of the assessments are to ensure learners have broad knowledge and skills for professional work and lifelong learning and can work independently displaying leadership.

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    ENRICHMENT OF THE OUTCOMES-

    BASED EDUCATION (OBE) SYLLABUS



    CON-School of Midwifery

    AY 2013-2014 First Semester

    SAN PABLO COLLEGES
    City of San Pablo
    OUTCOMES BASED EDUCATION (OBE) SYLLABUS
    SHOWCASES
    Effective Lifelong Learning PRC Licensure
    Readiness Learners are provided with a package of competencies (KVS)
    for the practice of the profession standards (nursing and
    midwifery)
    Resilience Learners are prepared to adjust easily to the
    challenges/changes of the learning from theory to practice.
    Resourcefulness Learners are able to meet learning situations by devising ways
    and means through creation of new knowledge, application
    and degree of independence
    Responsibility Learners are given opportunities to be accountable in the
    practice of the profession standards (moral, legal and mental
    responsibility).
    Reflectiveness Learners are guided on transformative learning, mature
    individuals who know who they are, what they are doing and
    where they are going as practitioners of the profession
    standards.

    ACTIVITIES
    Formulation and Organization of the
    Pathways of Lrng
    Overview of the Course Content (s)
    to establish a clear picture or whole
    picture of the
    Return Demonstration
    Utilizing the Powerpoint Presentation
    for Responsive Learning (Technology
    driven-instruction)
    Team Teaching
    Case Study/Case Presentation
    Small Group Discussion/Peer Tchng
    Recognition of Prior Lrng (RPL)
    Situational Analysis on Tchng-Lrng
    Scenario (s)
    focus of the study identifying the areas
    of concern (topic (s) and sub-topics (s))
    and the expected outcomes-based
    education (OBE)
    Socratic Questioning (WH Chart)
    Reflective Frameworks: Descriptive
    Perceptive, Receptive, Interactive and
    Critical Thinking
    Reflection Journal
    Simulation Lrng (Imitation)
    Problem-based Lrng
    Educl Trip/Field Trip (as needed)
    The specification of the learning
    activities to be engaged by the faculty
    (the facilitator of learning) and the
    learners (the discoverers or
    constructivists of learning)
    Information Processing
    - Knowledge - Analysis
    - Comprehension - Synthesis
    - Application - Evaluation
    - Creation of new knowledge
    Dual Learning or Buddy System
    Cooperative Lrng
    Symposium/Forum
    Debate on Ethical Issues
    Interactive Discussion
    Inquiry Method
    Role Playing
    Procedural Lrng
    - Lrng Process or Step by Step
    Learning
    - Direction or Guidelines
    - Specification of the way (s) of doing
    the task (s)
    Utilization of Organizers for Effective and
    Efficient Learning
    Teacher-made Organizers and
    Learner-made Organizers
    Hands-on-Lrng Experiences
    Utilization of Research (Data-based
    results/information) for learning updates
    on issues and trends challenges,
    problems and concern
    Library Visit
    - Analysis of the sequence of the
    steps
    - System and Order in doing the
    learning tasks (s)
    Self-Regulated Development
    Self-Learning Development by guiding,
    coaching and reflecting

    ACTIVITIES

    Mind Mapping

    Small Group Teaching

    Re-visioning Exercises
    Where are we now?

    Peer Learning Teams

    Cut-ups, Cards and Post It a paper
    based resources in
    - sequencing

    Where are we heading?
    How are we going to get there?

    Student-led Seminars

    - assembling
    - categorizing and

    What might help or hinder us along
    the way?

    Student Learning Sets
    Base Group
    Study Group
    Support Group

    - prioritizing activities

    Lesson Endures/The Final Word
    - What I think I did well..
    Reflective Learning
    - What have we learned?
    - How will we use the
    SWOT Analysis


    I would like to find out more
    about.
    - One thing I learned today.
    Information in the practice of the
    Profession?
    Proctorial Supplemented Instruction
    Second Year Students are to guide First
    Year students
    - What I already know about the
    topic.
    Strengths Weaknesses
    Opportunities Threats

    ASSESSMENT STRATEGIES

    Evaluation using the performance indicators (core
    competencies)

    Evaluation on RLE for the congruency/consistency of the
    theory-practice learning including the enhancement program

    Evaluation based on the NLE (based on the 2 to 3 years Board
    Examination)

    Evaluation on the self-monitoring of learning from being novice
    to expertise in work performance

    Evaluation on the pre-board examination

    Evaluation on the self-engagement learning for passing the
    board

    Evaluation on the Built in Review Classes (PEs) (GES)

    Evaluation on the Faculty Leadership and Initiative to help,
    guide, counsel and assist the learners in the preparation of the
    learners for Board Examination: Before, During and After.

    Evaluation on the Entry Grade Requirement for Retention
    (Periodic Deliberation of Academic Performance)

    Evaluation on the best practice of the Faculty in meeting the
    two-pronged objectives of the CON-School of Midwifery:
    Package Competencies and Passing the LE for
    Nurses/Midwives

    OUTCOMES ASSESSMENT
    RESULTS/EVIDENCES

    Citation of WHAT the Learners Can do after
    the learning session in terms of:

    KNOWLEDGE, VALUES and SKILLS

    Learners have broad and coherent knowledge,
    values and skills in the field of study for
    professional work and lifelong learning.

    APPLICATION

    Learners are engaged in professional work and
    research for further study.

    DEGREE OF INDEPENDENCE

    Learners are independent in terms of work
    performance displaying leadership and
    initiative with minimal supervision guided by
    set procedures that frequently require
    judgment.

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