OUTCOMES BASED LEARNING Department of Education Psychology, Counselling and Learning Needs 1

OUTCOMES BASED

LEARNING

Department of Education Psychology, Counselling and

Learning Needs1

Conceptual Framework • Goal: Clear alignment of curriculum elements to desired learning outcomes to

improve quality of learning and teaching

• Two purposes:– Success in students– Success in schools

• Three premises:– All students can learn and succeed– Successful learning promotes more successful learning– Schools promote success in learning

• Four principles:– Clarity of focus– Designing down– High expectations– Expanded opportunities

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OBL Road map

DefineIntended Learning Outcomes

Collect data on student attainment of outcomes

Outcomes Assessment

Alignment of Programme and Institute outcomes

Design curriculum, learning & assessment to support

attainment of outcomes

Mapping & Alignment

Use data to inform

Improvement of Programmes

Adapted from Angela Ho (2007)

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EPCL Generic Learning Outcomes

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Institute EPCL_Department EPCL_Counselling EPCL_Special Needs EPCL_Educational Psychology 1. Problem solving

Identify problems Gather information Analyze problems Evaluate solutions

Solve students’ learning and psychosocial problems within related discipline framework. Understand students’

developmental, academic, emotional, and social needs

Select relevant preventive and/or helping strategies

Evaluate solutions

Display professional judgment on students’ concerns and select appropriate preventive strategies Identify and assess students’

developmental, academic, emotional, and social needs

Formulate and evaluate effective helping strategies within a repertoire of interventions.

Act as agents of change for supporting the learning and participation of students with diverse abilities, disabilities and background Identify barriers in policy,

culture and practice for inclusion

Shows commitment to change Acquire the skills for removing

barriers

Given a learning task, be able to design conditions that facilitate learning according to the relevant underlying principles, and the characteristics of learners Use knowledge of relevant

models and methods of assessment in identifying strengths and needs, and in measuring progress

Systematically collect information, translate assessment results into empirically-based decisions

Implement strategies selected and/or adapted based on individual characteristics, strengths, and needs

Evaluate the outcomes of services

2. Critical thinking Be self reflective Be able to judge

situations/actions/decisions

Behave as a scientist-practitioner with an awareness of the rationale underpinning practice and the need to continuously review decisions and actions and evidence with scientific rigor Shows open-mindedness to

innovative ideas and practices Critically evaluate the

evidence-base of theories and practices

Systematically reflect on all stakeholders’ feedbacks

Demonstrate an awareness of and develop a critical approach to review and apply counseling theories Show open-mindedness in

interpretations and practice to new ideas and experiences

Critically evaluate the assumptions, limitations, evidence base and underlying values of counseling theories

Adopt a critical approach to evaluate supportive strategies for promoting the intellectual, social and physical development of students with diverse needs Identify individual and group

needs Enhance inclusive practices

with innovative strategies Critically evaluate inclusive

education theories and practices with scientific rigor

Use critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes Be able to analyze the ways in

which its various facets facilitate or hinder learning according to theories and principles of learning

Critically examine the evidence base of theories and principles of learning

Integrate what you have learnt with your personal experience and observation and examine this integration critically

4. Ethical decision making

Identify values and use them

Treat people well

Put into practice the code of ethics for teachers in providing comprehensive support for students with diverse needs Commit to attain a high

standard of professional service

Show respect for diversity, rights and welfare of all parties

Put into practice the code of ethics for teachers in the planning and implementation of guidance and counseling services Respect the rights,

responsibilities, and welfare of all parties

Display the qualities of unconditional positive regard, empathetic understanding and professional commitment to foster students’ whole person development

Put into practice the code of ethics for teachers in protecting the civil rights, autonomy, and social justice of the students, parents, and community Commit to attain a high

standard of professional service to promote learning

Be mindful of the students’ ability, cultural background, gender, age, stage of development individual learning differences and style

Put into practice the code of ethics for teachers in every aspect of professional practice Adopts an evidence-based

decision making approach Commit to attain a high

standard of professional service to promote learning

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5. Communication skills Articulate and express

one’s self Use intra and inter

verbal skills Practice non-cultural

communication

Communicate knowledge and ideas effectively, using verbal and non-verbal skills and other media Practice culturally sensitive

and non-discriminatory communication

Communicate unconditional positive regard and empathetic understanding in supporting students Reflect feelings and

paraphrase accurately

Use knowledge of effective verbal, nonverbal and media communication to accommodate the needs of students with diverse abilities Use a range of communication

skills to foster active inquiry, collaboration and supportive interaction of all students

Communicate knowledge and ideas effectively, using verbal and non-verbal skills and other media Practice culturally sensitive

and non-discriminatory communication in all aspects of professional practice

6. Social interaction skills Respect others and their

ideas Be willing to express

opinions with others Build positive

relationships with others

Create respectful, harmonious, and productive learning environment to foster understanding, safety and emotional well-being of students Engage students with diverse

needs in meaningful activities and interactions to promote their learning and psychosocial development

Master effective helping skills to relate and work with students, colleagues, parents and other professionals

Demonstrate the ability to take risks, to share, and to question as part of the decision-making processes

Master effective helping skills to relate and work with students, colleagues, parents and other professionals Make use of a range of

individual counselling and group skills in the provision of guidance and counseling services to students

Collaborate effectively with colleagues, parents and other professionals

Create an inclusive learning environment that foster understanding, security and emotional well-being of all students. Promote positive and helpful

relationships among students Engage students with diverse

needs in meaningful learning activities and interactions

Create respectful, harmonious, and productive learning environment based on various models and theories Collaborate effectively with

others in planning and decision-making processes at the individual, group, and system levels

Demonstrate positive interpersonal skills, and be patient in difficult situations

Demonstrate the sensitivity and skills needed to work with students of diverse characteristics

7. Global perspective Understand and

appreciate other cultures

Use models and theories to understand other cultures

Shows respect for difference and an affirming attitude towards diversity and knowledge of world trends in the discipline Bring this awareness to work

with students, parents and other stakeholders of the community

Understand universal and culture specific issues

Demonstrate an understanding of universal and culture-specific issues Understand the culture-

specific assumptions of various counseling theories and intervention

Respect culture-specific values and practices of students from diverse backgrounds

Shows respect for difference and an affirming attitude towards students with diversified background and abilities. Shows knowledge of world

trends Bring this awareness to work

with students, parents and other stakeholders of the community

Module Development Process

Module template

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Institute School Guidance and Managing Diversity Human Development and Learning 1. Character and social responsibility

1.1. Be able to demonstrate a caring and responsible attitude towards educating student

1.2. Be willing to commit to the well-being and all-round development of students

1.3. Be able to recognize and reflect upon one’s professional role, beliefs and moral responsibility in educating students

1.4. Demonstrate a respect and a willingness to commit to the ethical and professional standards to support students’ learning

Communicate unconditional positive regard and empathetic understanding in supporting students [1.1] Reflect feelings and paraphrase accurately Use knowledge of effective verbal, nonverbal and media communication to accommodate the needs of students with diverse abilities [1.1] Use a range of communication skills to foster active inquiry,

collaboration and supportive interaction of all students Put into practice the code of ethics for teachers in the planning and implementation of guidance and counseling services [1.2, 1.4] Respect the rights, responsibilities, and welfare of all parties Display the qualities of unconditional positive regard,

empathetic understanding and professional commitment to foster students’ whole person development

Act as agents of change for supporting the learning and participation of students with diverse abilities, disabilities and background (1.3) Identify barriers in policy, culture and practice for inclusion Shows commitment to change Acquire the skills for removing barriers

Use critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes [1.3] Be able to analyze the ways in which its various facets

facilitate or hinder learning according to theories and principles of learning

Critically examine the evidence base of theories and principles of learning

Integrate what you have learnt with your personal experience and observation and examine this integration critically

Put into practice the code of ethics for teachers in every aspect of professional practice [1.4] Adopts an evidence-based decision making approach Commit to attain a high standard of professional service to

promote learning

Alignment of Outcomes

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2. Competence and professional excellence 2.1. Appreciate the importance and be able to

relate and collaborate with teachers, parents and other members in the school community

2.2. Be able to make professional decisions in relation to students’ learning and overall development

2.3. Be able to design conditions for students’ learning according to learning theories, instructional strategies and student characteristics

2.4. Understand the curriculum process and be able to apply its principles to design and implement meaningful learning task for students

2.5. Be able to promote positive classroom environment to facilitate student learning and development

2.6. Be able to adopt effective assessment strategies to facilitate student learning and development

2.7. Understand student development and how it is shaped by various contextual influences

2.8. Understand the principles of identifying, assessing and supporting the diverse learning styles and needs of students

2.9. Show respect towards the diverse learning styles and needs of students and the diversity of stakeholders

2.10. Be able to adopt effective helping strategies in guiding and counseling students

Master effective helping skills to relate and work with students, colleagues, parents and other professionals [2.1, 2.10] Make use of a range of individual counselling and group skills

in the provision of guidance and counseling services to students

Collaborate effectively with colleagues, parents and other professionals

Display professional judgment on students’ concerns and select appropriate preventive strategies [2.2, 2.3, 2.10] Identify and assess students’ developmental, academic,

emotional, and social needs Formulate and evaluate effective helping strategies within a

repertoire of interventions. Create an inclusive learning environment that foster understanding, security and emotional well-being of all students. [2.5] Promote positive and helpful relationships among students Engage students with diverse needs in meaningful learning

activities and interactions Put into practice the code of ethics for teachers in protecting the civil rights, autonomy, and social justice of the students, parents, and community [2.7, 2.8, 2.9] Commit to attain a high standard of professional service to

promote learning Be mindful of the students’ ability, cultural background,

gender, age, stage of development individual learning differences and style

Create respectful, harmonious, and productive learning environment based on various models and theories [2.1, 2.3] Collaborate effectively with others in planning and decision-

making processes at the individual, group, and system levels Demonstrate positive interpersonal skills, and be patient in

difficult situations Demonstrate the sensitivity and skills needed to work with

students of diverse characteristics Given a learning task, be able to design conditions that facilitate learning according to the relevant underlying principles, and the characteristics of learners [2.3, 2.6] Use knowledge of relevant models and methods of assessment

in identifying strengths and needs, and in measuring progress Systematically collect information, translate assessment results

into empirically-based decisions Implement strategies selected and/or adapted based on

individual characteristics, strengths, and needs Evaluate the outcomes of services Communicate knowledge and ideas effectively, using verbal and non-verbal skills and other media [2.9] Practice culturally sensitive and non-discriminatory

communication in all aspects of professional practice

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3. Cultivation of wisdom and intellectual engagement 3.1. Demonstrate an enthusiasm to engage in

learning and to upgrade oneself personally and professionally

3.2. Be able to critically examine education issues from different perspectives and understand their complexities and interrelatedness

3.3. Be able to understand and apply diverse theories and concepts to examine educational policy and practice

3.4. Be able to identify and evaluate factors affecting children’s learning, teacher behavior and school performance

Demonstrate an awareness of and develop a critical approach to review and apply counseling theories [3.2] Show open-mindedness in interpretations and practice to new

ideas and experiences Critically evaluate the assumptions, limitations, evidence base

and underlying values of counseling theories Adopt a critical approach to evaluate supportive strategies for promoting the intellectual, social and physical development of students with diverse needs [3.3] Identify individual and group needs Enhance inclusive practices with innovative strategies Critically evaluate inclusive education theories and practices

with scientific rigor

4. Civic-mindedness and social responsibility 4.1. Understand the school organization as

well as culture and social contexts and be willing to make positive contributions to the school and the community at large

4.2. Enable students to see themselves as members of local, national and global professional communities and be willing to play an active role in them

Demonstrate an understanding of universal and culture-specific issues [4.1] Understand the culture-specific assumptions of various

counseling theories and intervention Respect culture-specific values and practices of students

from diverse backgrounds Shows respect for difference and an affirming attitude towards students with diversified background and abilities. [4.2] Shows knowledge of world trends Bring this awareness to work with students, parents and other

stakeholders of the community

Pilot Modules (2009/2010)

Human DevelopmentSchool Guidance and Counselling

Understanding and Managing Diversity

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An Example

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HONG KONG INSTITUTE OF EDUCATION Department of Educational Psychology, Counselling and Learning Needs

Part I

Programme Title

Module Title

School Guidance and Counselling

Module code

Department

Education Psychology, Counselling and Special Needs

Credit Points

3

Contact of Hours

39

Pre-requisite(s) (If applicable)

Medium of Instruction

CMI / EMI

Level

Part II

Synopsis

This module provides opportunities for beginning teachers to understand the theoretical foundations of guidance and counselling and to develop appropriate strategies in meeting developmental, emotional and social needs of primary and secondary school students in the rapidly changing societal contexts in Hong Kong. The module focuses on the development of a caring attitude among beginning teachers which enables them to carry out effectively the guidance roles and functions in their school settings in collaboration with fellow school personnel, parents and the community within a Comprehensive Student Guidance System framework.

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Module Intended Learning Outcomes (MILOs)

By the end of this module, student will

MILO 1

Problem solving

Display professional judgment on student concerns and select appropriate prevention and intervention strategies

(1) Identify and assess students’ developmental, academic, emotional and social needs

(2) Formulate effective helping strategies with a repertoire of interventions

MILO 2

Critical thinking

Demonstrate an awareness of and develop a critical approach to review and apply counseling theories

(1) Critically examine and evaluate the assumptions, limitations and evidence of counseling theories

(2) Demonstrate the use of multiple perspectives in interpretation and practice of counseling theories

MILO 3

Ethical decision-making

Put into practice the code of ethics for teachers in the planning and implementation of guidance and counseling theories

(1) Display the qualities of unconditional positive regard, empathetic understanding and professional commitment to foster students’ whole person development

(2) Identify the perspectives and concepts of school guidance and counsellling to inform ethical judgement and decisions

MILO 4

Communication and social interaction skills

Use effective skills to help students to resolve their difficulties

(1) Make use of basic counseling skills in the provision of guidance and counselling services to students

(2) Make use of school, family and community resources to support students

(3) Collaborate effectively with colleagues, parents, and other professionals

Note: (1), (2), (3) may delineate MILO in greater details

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Teaching & Learning Content and Activities

MILO Teaching Content/Topic Teaching & Learning Activities

Sessions (3-hr)

1 & 2 • Concepts of guidance and counselling: Philosophy, goals and framework. The evolution of guidance services in Hong Kong schools

• Resilience approach in child development: Individual and systems

• Assessment of guidance needs of children and adolescents in the competing contexts of East and West traditions in Hong Kong and in the rapidly changing family and school contexts embedded in the societal changes

• Lectures

• Discussion

2

1, 2 & 3

• Comprehensive Student Guidance System: Growth orientation and whole school approach

• Personal growth curriculum: personal, social, academic and career development

• Personal qualities, roles and functions of class teachers: Working with individuals, whole class, parents and other professionals both inside and outside the school

• Boundaries and limitations of class teachers: Ethical issues and legal responsibilities

• Lectures

• Read & critique of curriculum materials

• Individual / group reflection and sharing

• Case studies

4

1,2,3 & 4

• Case analysis and formulation of intervention strategies

• Key counselling theories and their applications in prevention and intervention: humanistic, cognitive and behavioural models

• Crisis intervention strategies: individual, school based and community network

• Lectures

• Case analysis

• Presentation

• Read journals and on-line resources

5

4 • Micro-skill practice • Audio/video analysis

• Role playing

2

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Assessment

MILO Types of Assessment Task / Activities Weighting (%)

1 & 2 Select one lesson plan from any personal growth curriculum, critique them using theories learnt in the modules and suggest ways of improving the lesson plan for class implementation in an actual setting of a Hong Kong school. (1000 words)

30

1, 2, 3 & 4 A case analysis and presentation on an intervention into pupils' emotional, behavioural or social difficulties using theories and skills learnt in the module. A justification of who (class teacher, other teachers, guidance teacher, parents, or other professionals) would do what (in class, outside class or referral) is required.

40

1, 2 & 3 Test 30

Required Text

Nil

Recommended Readings

Corey, G. (2009). Theory and practice of counselling and psychotherapy (8th ed.). Australia : Thomson Brooks/Cole.

Damiani, V. B. (2006). Crisis prevention and intervention in the classroom : What teachers should know. Lanham: Rowman & Littlefield Education.

Egan, G. (2007). The skilled helper : a problem-management and opportunity-development approach to helping. Australia : Thomson Brooks/Cole.

Geldard, K. & Geldard, D. (2004). Counselling adolescents : the proactive approach. London: Sage.

Geldard, K. & Geldard, D. (2008) Counselling children: A practical introduction (3rd ed.).

Gysber, N.C. & Henderson, P. (2006). Developing and managing your school guidance program(4th ed.). Alexandria, V.A.: American Counselling Association.

Hui, E. K. P. (1994). Teaching in HK: Guidance and counselling. Hong Kong: Longman HK.

Los Angeles : Sage.

Luk, Y. Y. P. (2001). Competing contexts for personal and social education in Hong Kong. Comparative Education, 37 (1), 65-88.

Sharry, J. (2004). Counselling children, adolescents and families : A strengths-based approach. London ; Thousand Oaks, Calif. : Sage Publications.

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Schmidt, J. J. 著，王以仁等譯 (2004)：《學校輔導與諮商》，嘉義市，濤石文化事業有限公司。

Wainrib, B. R. & Bloch, E. L. 著，黃惠美、李巧雙譯 (2001)：《危機介入與創傷反應 : 理論與實務》，台北市，心理出版社。

周甘逄等譯 (2007)：《兒童諮商理論與技術》，台北，華騰文化股份有限公司出版。

林孟平（2008）：《輔導與心理治療》，香港，商務印書館。

郭正、李文玉清（主編）（2006）：《輔導個案 : 示例與啟迪》，新加坡：McGraw-Hill 。

陸方鈺儀（2005）：成長課與教育改革的整合，《亞洲輔導學報》第十一卷第一及二期，頁 127-142。

黃德祥著 (2005)：《青少年發展與輔導精要》，台北市，考用出版股份有限公司。

潘正德編著(2007)：《諮商理論, 技術與實務》，台北市，心理出版社股份有公司。

龍精亮（2000）：《促進學生成長和愉快學習─ 班主任角色》，輯於李榮安等編《學與教的喜悅》（香港，朗文），頁 83-93。

龍精亮、陸方鈺儀（2001）：十年學校本位輔導實施的評估和建議，《教育研究學報》16 (2)，頁 297-314。

Related Websites

Comprehensive Guidance system: http://www.emb.gov.hk (services for parents and students)

Personal Growth Curriculum: www.emb.gov.hk/index.aspx?nodeID=121&langno=2

Related Journals

British Journals of Guidance and Counselling

Guidance and Counselling

Pastoral Care in Education

亞洲輔導學報

關情 : 青少年輔導期刊

EPCL OBL Assessment Framework

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AS

SE

SS

ME

NT

FORMATIVE ASSESSME

NT

SUMMATIVE

ASSESSMENT

RUBRIC

HolisticAnalytic

al

Assessment Rubric

17

MILO Weighting Excellent Good Competent Fair Needs improvement

Problem solving - Act as agents of change for supporting the learning and participation of students with diverse abilities, disabilities and background

Almost make no errors to:

Identify barriers in policy, culture and practice for inclusion

Shows commitment to change

Acquire the skills for removing barriers

Able to achieve in most of the cases:




Able to achieve in many cases:




Able to achieve in some of the cases:




Rarely able to achieve:




Critical thinking - Adopt a critical approach to evaluate supportive strategies for promoting the intellectual, social and physical development of students with diverse needs


Identify individual and group needs

Enhance inclusive practices with innovative strategies

Critically evaluate inclusive education theories and practices with scientific rigor

















Ethical decision making - Put into practice the code of ethics for teachers in protecting the civil rights, autonomy, and social justice of the students, parents, and community


Commit to attain a high standard of professional service to promote learning














Communication skills - Use knowledge of effective verbal, nonverbal and media communication to accommodate the


Use a range of communication skills to foster active inquiry, collaboration









OBL Learning Activities

Learning

Activities

Self-assessment

Collaborative learning

Experiential learning

Performance assessment

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Assessment Methods (1)

ILO Essays

Reports Journals Scenarios

Group work

Work-based

Demons-trations

Role play

Video

Problem solving

Critical thinking

Ethical decision making

Comm-unication skills

Social interaction skills

Global perspective

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Assessment Methods (2)

ILO Autobio-graphy

Portfolios

Learning Contract

s

Annotated

Applied tasks

Collaboration

Exams Present-ations

Discussions

Problem solving

Critical thinking

Ethical decision making

Comm-unication skills

Social interaction skills

Global perspective

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Source: Pathways to good practice http://www.scu.edu.au/teachinglearning/pathways/designing.html

http://www.scu.edu.au/teachinglearning/pathways/designing.html

http://www.scu.edu.au/teachinglearning/pathways/designing.html

Quality Assurance

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Two-way process

Review Proces

s

Moduleevaluation

Meeting:Feedback from staff, students

& school

Research data

Meeting: OBL

committee T & L

Action plan: T & L

Committee

Recommendation (Programme Committee)

&

Programme decision

Annual brief report

Mid-cycle full report

Follow-up

Document trial

Data used in self-evaluation documents:1. Student evaluation questionnaire; 2. External examiners’ reports; 3. Feedback from student panels/forums/internet forums; 4. Research data and evidence; 5. Departmental reflections; 6.Programme evaluation; 7. Alumni surveys; 8 Other data from alumni or employers.

Documents

OUTCOMES BASED LEARNING Department of Education Psychology, Counselling and Learning Needs 1