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OBTLP WRITING WITH SDG.pptx
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- 2. Presenters Part 1: Renalyn Gacusan Part2: Ralfh Emerson Macapagal
- 3. Part 1 •Fundamentals oUNESCO SDGs oAmBisyonNatin 2040 oCHED: Typology, OBE, ISA oALCUCOA: Area III – Curriculum and Instruction •OBTLP Writing oCourse Description oPILO oCILO oCourse Outline
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- 5. UNESCO SDGs Ambitious and Universal Agendato Transform our World
- 6. UNESCO SDGs access toquality early childhood education eliminate gender disparities in education build and upgrade education facilities scholarships teacher training Source: https://www.un.org/sustainabledevelopment/education/
- 7. AmBisyon Natin 2040 “By2040, the Philippines will be a prosperous, predominantly middle-class society where no one is poor, our people will live long and healthy lives, be smart and innovative, and will live in a high-trust society.” matatag (strongly rooted) maginhawa (comfortable) panatag (secure) Source: https://sdg.neda.gov.ph/sdgs-and-an-2040/
- 8. CHED: Typology, OBE,ISA What is an outcomes-based syllabus? The outcomes-based (OB) syllabus usually contains the learning outcomes, the planned content and methodology that will lead towards the learning outcomes, the learning resources to be used, the requirements, the grading system, and relevant policies for the class. Source: Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment
- 9. Typical Template (CHED) MCCTemplate
- 10. ALCUCOA: Area III– Curriculum and Instruction •Support for Effective Instruction •Mechanism for Monitoring and Review of Curriculum •Relevant and Responsive Curriculum
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- 12. OBTLP Writing Course Description- brief summary of the significant learning experiences for a course
- 13. Course Description • Clearand simple sentences • Perspective is student-centered • Present tense, active voice, gender neutral • Prerequisites and co-requisites • Delivery mode
- 14. OBTLP Writing PILO –Program Intended Learning Outcomes PILOs may be considered as: • Common to all programs in all types of HEIs • Common to all programs in the discipline • Specific to the program and specialization • Specific to the type of HEI Source: Flexible Learning All-in-One Solution for Higher Education Institutions in Region III
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- 16. Writing CILOs CILO –Course Intended Learning Outcomes CILOs refer to the knowledge, values, and skills all learners are expected to demonstrate at the end of a course or subject Source: Flexible Learning All-in-One Solution for Higher Education Institutions in Region III
- 17. W R I T I N G C I L O s Source: Handbook onTypology, Outcomes-Based Education, and Institutional Sustainability Assessment
- 18. W R I T I N G C I L O s Source: Handbook onTypology, Outcomes-Based Education, and Institutional Sustainability Assessment
- 19. W R I T I N G C I L O s Source: Handbook onTypology, Outcomes-Based Education, and Institutional Sustainability Assessment
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- 23. … and talkabout AF Content: • DEI – Diversity, Equity and Inclusion • SEL – Social Emotional Learning • Renewable Energy (Climate Change) • Karl Marx’ Criticism of Capitalism • Digital Currency • Psychological Safety
- 24. Credits https://www.un.org/sustainabledevelopment/education/ https://sdg.neda.gov.ph/sdgs-and-an-2040/ Handbook on Typology,Outcomes-Based Education, and Institutional Sustainability Assessment Flexible Learning All-in-One Solution for Higher Education Institutions in Region III
- 25. Thank you forlistening! God bless and stay safe.
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- 27. OBTLP with SDG:On Learning Materials, ILOs, ATs, Referencing, and Basic Information and Policies Mr. Ralfh Emerson Macapagal Instructor I School of Teacher Education
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- 29. Learning Materials •Why isthere a need for learning materials in a classroom? • To make lesson more interesting; • To administer retention of knowledge; • To structure the flow of the discussion; and • To help teachers easily deliver concepts.
- 30. Principles in Crafting/Selecting Learning Materials Appropriateness Authenticity Cost Interest Organization and Balance
- 31. Where can Iget Learning Materials for Online Learning? • List of Open-access Sites for Learning Materials by Institute/School: Source: Library Services Unit (LSU)
- 32. Where can Iget Learning Materials for Online Learning? • List of Open-access Sites for Learning Materials by Institute/School: Source: Library Services Unit (LSU)
- 33. Where can Iget Learning Materials for Online Learning? • List of Open-access Sites for Learning Materials by Institute/School: Source: Library Services Unit (LSU)
- 34. Where can Iget Learning Materials for Online Learning? • List of Open-access Sites for Learning Materials by Institute/School: Source: Library Services Unit (LSU)
- 35. Where can Iget Learning Materials for Online Learning? • List of Open-access Sites for Learning Materials by Institute/School: (IBCE) Source: Library Services Unit (LSU)
- 36. Further Educational Links •Make sure to have followed the page of the MCC-LSU Page!
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- 38. Intended Learning Outcomes (ILOs) “IntendedLearning Outcomes (ILOs) define what a learner will have acquired and will be able to do upon successfully completing their studies. ILOs should be expressed from the students’ perspective and are measurable, achievable and assessable.” (University of Bristol, n.d.) “ILOs are the detailed explanations, written in language the students will understand before beginning the module or programme, as to what they will be able to DO when they have successfully completed the learning.” (Atkinson, 2018)
- 39. Intended Learning Outcome(ILO) •Bloom’s Taxonomy
- 40. Intended Learning Outcomes (ILOs) •Why is there a need for a learning outcome be written in verbs? • Determines content and methodology • Content and methodology as indicators of how to achieve ILOs Learning Outcomes Knowledge Attitude Skills Source: handbook on Typology, Outcomes-based Education, & Institutional Sustainability Assessment, CHED
- 41. Intended Learning Outcomes (ILOs) Knowledge-content-based; stored pieces of information at the end of a course Attitude – evaluative thoughts (positive or negative); judgment Skills- demonstrable abilities Learning Outcomes Knowledge Attitude Skills
- 42. Intended Learning Outcomes(ILOs) and the SDG Learning Domains Learning Outcomes Knowledge Attitude Skills SDG Learning Domains Behavioral
- 43. Intended Learning Outcomes (ILOs) CognitiveDomain comprises knowledge and thinking skills necessary to better understand the SDG and the challenges in achieving it. Socio-emotional Domain includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves. The Behavioral Domain describes action competencies.
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- 45. Assessment Tasks • Besure that the assessment task genuinely corresponds to the learning outcome(s). • Include formative as well as summative assessment tasks. • Use teaching approaches that encourage the thinking and skills identified in the learning outcomes and required in the assessment tasks. • You do not need to assess all learning outcomes. • One assessment task can incorporate a number of learning outcomes. Assessment Tasks Intended Learning Outcomes Source: The University of Wakaito
- 46. Considerations on Assessment Tasks •What do my colleagues think about my assessment plans? • What is the level of the class? • How do I decide on the weighting of different assessment tasks? • What are the time and workload constraints for students and teacher? • Is there opportunity to include coaching in and practice on unfamiliar assessment tasks? • Can I provide teaching and learning approaches that are consistent with my assessments (and outcomes)?
- 47. Considerations on Assessment Tasks •Are there enough appropriate resources for the students to use to complete their assessments properly? • Are there people to help with the tutoring and the marking? • What is the likely composition of the student body? • Do my assessment tasks accommodate the possibility for student diversity in terms of age, experience, culture and prior learning? • Does my assessment regime promote a focus on process as well as on product?
- 48. Sample Online AssessmentTasks Assignments Quizzes Online Texts Reflective Journals ePortfolio eForums Lessons Glossary Websites Presentations
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- 50. • Follow APA7th referencing format. • How to put in reference a journal article through APA 7th format? References Macapagal, R.E (2022). Crafting OBTL with SDG. Education in the 21st Century, 22(9), 25-30. https://doi.org/OBTL/guidelines. Author Year Article Title Journal Title in Italics Volume in Italics(Issue) Pages DOI/link Indent 5-7 spaces
- 51. • Follow APA7th referencing format. • How to put in reference a book through APA 7th format? References Macapagal, R.E (2022). Crafting OBTL with SDG (3rd ed). Philippine Publication Center. Author Year Article Title in Italics Publication Indent 5-7 spaces Source: Victoria University (2022). APA 7th referencing: Getting started in APA 7th. https://libraryguides.vu.edu.au/apa-referencing/7GettingStarted.
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- 53. Basic Information andPolicies in Reference to the CCD Guidelines Consult on Chapter IV of the CCD Manual on Netiquettes I. GENERAL POLICIES 1. All students who have internet access must have a Social Media Account that will be used for flexible learning classes on the following platforms: a. Facebook b. Gmail or Yahoo 2. It is the responsibility of the students to check their social media and email accounts regularly if their internet access will permit. 3. The students should create a separate account on these platforms to be used only for Flexible Learning class’s purposes. This is to protect the students’ privacy online.
- 54. Basic Information andPolicies in Reference to the CCD Guidelines 4. The students are encouraged to submit to their Institute Deans/FOSH/Instructors the links or addresses or account names of their social media accounts for convenient communication during flexible learning purposes. 5. Profile pictures of students must not exhibit indecent and immoral poses. 6. Students are encouraged to change their privacy settings to limit public viewing/access.
- 55. Basic Information andPolicies in Reference to the CCD Guidelines II. SYNCHRONOUS SESSIONS The students are not required to be in school uniform during the synchronous sessions. However, the student must adhere to the following: 1. Students must dress appropriately, preferably smart casual or their uniforms. They are to avoid wearing sleeveless, strapless, Sandos, and spaghetti straps. 2. Students must also look respectably appropriate - hair must be brushed, and face must be clean. 3. Students must be aware of their surroundings. The background setup must be clean and not distracting. Be mindful of the background noise.
- 56. Basic Information andPolicies in Reference to the CCD Guidelines 4. Students must avoid unnecessary movements or activities, like standing up and eating. If standing up is inevitable, they should make sure to properly excuse themselves from the instructor host. 5. Students must adjust the camera to avoid looking down or looking up. 6. Students are encouraged to do a test before going live to check their camera angle, background, clarity of their words, etc.
- 57. Thank you forlistening! God bless and stay safe.