Outcome Based Education

If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.

A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.

Outcome based practice has been brought up to the spot light in health and social care setting over the years, not only it was required by the regulatory bodies like Care Quality Commission (CQC) in England, it also become a prevalence for many care providers to refer in terms of improving the quality of their services. The Social Care Institute for Excellence (SCIE) defines ‘outcome to as the impact, or end-results, of services on a person’s life; therefore outcomes-focused service are those that aim to achieve the priorities that service users themselves identify as important’. Therefore, the outcome framework had been developed by the Social Policy Research Unit at the University of York. Harris et al. (2005) and have identified the outcome base framework into four categories: autonomy outcomes, personal comfort outcomes, economic participation outcomes and social participation outcomes. I will explain them in detail as below.

In addition, it made the students feel part of the lesson which is influential in encouraging the student to read ahead and remember what they are taught so that they can be able to participate in the next class

The Early Years Learning Framework’s Outcome 2: Children are connected with and contributed to their world, provides strategies educators can use to help children respond to diversity with respect. Educators can promote this by:

The educators working at these schools are motivated to keep their academic performance high in order to

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

To provide a nurturing environment for the development of lifelong learners and collaborative and individual achievement.

What is an Effective School? Research shows that the most effective schools are more alike than they are different and they encompass fundamental characteristics so common among successful schools that they have come to be known as the Correlates of Effective Schools (Effective Schools, 2012). The Effective Schools Correlates are composed of: (1) A Clear and Focused Mission, (2) Strong Instructional Leadership, (3) Positive Home-School Relations, (4) Safe and Orderly Environment, (5) Climates of High Expectations for Student Success, (6) Frequent Monitoring of Student Progress, (7) Opportunity to Learn and Time on Task (Lezotte, 1991). An effective school is one in which all the students learn the specified curriculum regardless of factors in their backgrounds which ordinarily have been identified as those which prevent such learning (Lezotte, Learning for All, 1997). All schools can be effective if they follow these correlates no matter their economic condition.

It is designed to enable the student to participate and make progress in the general education

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

Students can learn that the hard work they do can and will be payed back. This will encourage students to do better and try harder to receive the reward they were working for. They will want to do work because they see that doing work can bring you a positive result besides learning.

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of

Before we can use success to motivate our students to produce high-quality work, we must meet three conditions:

A second way to intrinsically motivate students is to “understand the children” (Specific Classroom Management Methods). Originality and creativity should be encouraged in all students. Make a point to give students opportunities to express themselves in different ways. Each child is unique and self-expression is a great way to learn about each and every student. When starting the year, “Knowing what background your students bring to class and starting the course at an appropriate level can increase a students success and…positive feelings they have about your