Implementing Outcomes Based Teaching

1
Implementing Outcomes Based Teaching Learning
at CityU - The Changing Context of Teaching 6
September 2005
Facilitated by Professor John
Biggs Dr. Catherine Tang
2
Intended Outcomes of the
Workshop 1. Discuss the aims of teaching at
CityU. 2. Discuss the changing context of
university teaching. 3. Describe the process of
teaching - constructive alignment. 4.
Discuss teaching as a reflective activity. 5.
Explore the challenge of teaching. 6. Review
the overall programme of Outcomes Based
Teaching and Learning (OBTL) at CityU.
3
Aims of Teaching
What are the aims of teaching in
university? Discuss within your group and
suggest 3 most important aims.
4
The Teaching Context

Comparing the days when you were a
university student with the current time,
do you perceive any changes in the teaching
context? If yes, what are the
changes? Discuss within your group and give
your views.
5
The Changing Teaching Context
Shift of focus Teaching Learning Teacher-c
entred Student-centred activities
activities Processes Outcomes Discipline
specific All round development Institutional
learning Life-long learning
6
The Teaching Context
In your group, discuss the possible implications
that the changes in the teaching context
might have on your teaching.
7
Focus of Teaching
What the student does Teaching as
supporting learning. Expert teaching
includes mastery of a variety of teaching
techniques, but used reflectively to
ensure learning takes place. The
reflective teacher focuses on what the student
does.
This is a student-centred approach to
teaching based on the theory of
constructivism.
8
What the student does

Student Factors
Teaching Context
The Interactive System Model of
Teaching Classroom as a system of interacting
components
9
Outcomes-based education
10
Outcomes based teaching and learning
11
Constructive Alignment
12
Focus of Teaching
Reflect on your teaching experience, identify
teaching incidents that focused on what the
student did rather than on what the teacher
did.
13
Processes in Teaching
1. Say what you want students to be able to
do. Setting clear Intended Learning
Outcomes (ILOs). 2. Teach the students to
do it. Designing appropriate teaching and
learning activities (TLAs) which will
facilitate students to achieve the
ILOs. Engaging students in those TLAs. 3.
See how well the students can do it.
Designing appropriate assessment tasks and
grading procedures which will allow judgment
to be made on students' achievement of the
ILOs. 4. Reflect on the teaching and learning
processes and (may be) do better. Enhancing and
improving teaching through teaching development.
14
Constructive Alignment Biggs (2003)
Curriculum Objectives and ILOs expressed as
verbs students have to enact
A The very best understanding that could be
reasonably expected verbs such as
hypothesize, apply to far domains, generate,
relate to principle, etc.
B Highly satisfactory understanding verbs
such as explain, solve, analyze, compare,
etc.
C Quite satisfactory learning, with under-
standing at a declarative level verbs such as
elaborate, classify, cover topics a to n,
D Understanding at a level that would warrant
a Pass low level verbs, also inadequate but
salvageable higher level attempts.
15
Constructive Alignment Biggs (2003)
Curriculum in the form of clear ILOs stating
levels of understanding required.
Teaching/ chosen to align with and facilitate
learning achievement of the ILOs.
activities
Assessment chosen to judge if students have
achieved tasks the ILOs and the level of
achievement.
16
The Challenge of Teaching
To minimize whatever prevents students from
achieving the intended learning outcomes. To
maximize the likelihood that students will be
able to achieve the intended learning outcomes.


17
Factors Minimizing Achievement of ILOs
1. A cold learning climate . Anxiety .
Cynicism . Threats . Scolding . Poor
inter-personal relations . Distrust
2. Time / workload stress 3. Routines which
take away novelty and creativity in learning
tasks 4. Inappropriate assessment and grading
procedures
18
Factors Facilitating Achievement of ILOs
1. Well structured knowledge base .
Adequate, relevant and accessible content
knowledge for students to relate to and build on
2. A positive and motivational context . A
felt need to learn . A warm learning climate .
Intrinsic motivation . Ownership of
learning . Teachers enthusiasm . Organized
setting . Clear and adequate communication
3. Interaction with others .
Teacher-student scaffolding .
Student-student collaborative peer group
learning and teaching
4. A high degree of learner activities .
Relevant . Appropriate level of difficulty .
Feasible . Appropriate scaffolding from teacher
/ peer support . Constructive feedback provided

5. Constructive alignment
19
Good teaching from the students
perspectives Head Content knowledge
and theory of teaching and learning
Hands Skills Heart Attitudes
20
The Challenge of Teaching
Reflect on your current teaching context, and
discuss within your group to identify 1.
factors that may prevent students from achieving
the intended learning outcomes. 2.
processes that need to be put in place to
facilitate students to achieve the intended
learning outcomes.
21
Teaching as a Reflective Activity
Good teaching should be based on theory,
constant reflection and on-going improvement.
Reflect
22
Teaching as a Reflective Activity
. Solicit evidence/feedback on teaching
effectiveness from self evaluation e.g.
teaching portfolio student feedback formal
and informal peer evaluation e.g. peer
review institutional procedures e.g. student
feedback questionnaire .
Identify areas of strengths and concerns .
Enhance teaching through teaching development
as appropriate
23
Teaching Development
. Essential for reflective teaching. .
Based on self-reflection and informed by
evidence. . Based on a felt need from teachers
and hence ownership. . Based on
theory which guides decision making. .
Structured teaching development activities based
on identified needs. . Both an
individual and collegial activity. .
Collaboration between academic staff and teaching
development professionals. . Supported
by all levels department, Faculty/School,
and University in terms of staff time and
necessary resources. . Staff effort,
commitment and achievement duly
recognised and rewarded.
24
Implementing OBTL at CityU as a Teaching
Development Exercise
. Based on the University's felt need for
continuous improvement. . In
response to UGC's comments and recommendations. .
Based on theory Constructive Alignment. .
Clearly identified intended outcomes. .
Commitment and collaboration at all levels. .
Support from University. . Support from
external colleagues. . Structured programme
and activities. . Due recognition and reward
of staff effort and commitment. .
Current exercise should be continued as an on-
going teaching development within the
University.
25
Implementing OBTL at CityU
Intended outcomes for University Implement
OBTL to enhance teaching and learning through
providing leadership and appropriate support in
terms of policy, resources and teaching
development. Intended outcomes for staff 1.
Reflect on current teaching, learning and
assessment based on Constructive Alignment
(CA). 2. Identify any areas of non-alignment.
3. Design aligned teaching and learning
activities (TLAs), assessment tasks and
grading procedures. 4. Implement OBTL based on
CA. 5. Exercise on-going reflection and
improvement.
26
Implementing OBTL at CityU
What are your 1. experiences in
implementing a similar model of
teaching and learning? 2. perceived
challenges? 3. concerns/perceived
problems? 4. needs for support? How would
you assume ownership?
27
Implementing OBTL at CityU
Overall Schedule September 2005 Introduce
OBTL, identify milestones and deliverables for
200506. September to December 2005 Review
and re-design programme/course specific Intended
Learning Outcomes (ILOs). January to May
2006 Review and revise teaching, learning and
assessment activities and strategies to align
with ILOs. June 2006 Review progress and
impact of effort, develop plans for continuation
of effort in 2006-07. September 2006
Implement OBTL. On-going reflection and
teaching development
28
Implementing OBTL at CityU
Teaching development support 1. Workshop on
designing ILOs 2. Workshop on designing
teaching and learning activities (TLAs)
which are aligned with ILOs 3. Workshop on
designing assessment and grading
procedures that are aligned with ILOs 4.
Group and individual consultations 5. Peer
sharing and support 6. Others as appropriate
29
Intended Outcomes of the
Workshop 1. Discuss the aims of teaching at
CityU. 2. Reflect on the changing context of
university teaching. 3. Describe the
process of teaching - constructive
alignment. 4. Discuss teaching as a reflective
activity. 5. Explore the challenge of
teaching. 6. Review the overall programme of
Outcomes Based Teaching and Learning
(OBTL) at CityU.
30
References
Biggs, J. (2003). Teaching for quality
learning at university. The Society for
Research into Higher Education.