Curriculum design refers to the structure or organization of the curriculum, and curriculum

development includes the planning, implementation, and evaluation processes of the curriculum.

Outcome based integrative model – Meaning.

Outcome based integrated model is a student-centred model which focuses on measuring the
performance of students empirically. This model also specifies what the learner is expected to
learn and the curriculum is accordingly arranged so that the intended results or outcomes are
received.
It was designed to help students develop a deep understanding of organised bodies of knowledge
while simultaneously developing critical thinking skills. This model assesses and measures the
learner’s outcome and enrols the integrative aspect in the curriculum too.
Here the teacher plays an important role in supporting students thinking and is a facilitator. This
model enhances students’ abilities to think and make generalisations. Here the goals are first set
and then fulfilled using the 4 major elements of curriculum design. Outcomes are set according to
the learners needs and interest. Thus, this is a combination of both outcome and integrative
model.
This model has 2 aspects, Outcome based
integrative
 The outcome-based model and Model
 The integrated model.

1. Outcome-based education (OBE) Outcome based Integrative

education (OBE) Model
OBE is a comprehensive approach. The term clearly means focusing and organizing everything in
an education system around “what is essential for all learners to be able to do successfully at the
end of their learning experiences”, thereafter developing the programmes for learning,
implementing and assessing the learner on a continuous basis to ensure that learning has
ultimately taken place.
The outcomes-based approach to education requires:
 Developing a clear set of outcomes organized into the system’s subjects and
 Establishing conditions and opportunities within the system to enable and encourage
learners to achieve these outcomes
Here the designer keeps in mind the desired learning outcomes while designing the curriculum.
Questions like what will the learner learn, and be able to do, apply in real life situations when they
have completed the course. It focuses on what students can actually do after they have completed
their course.
The teacher keeps in mind the end point (outcomes) when he/she designs the curriculum (while
planning lessons, designing assignment & assessments, lecturing and other
activities).  Everything a teacher does in the classroom should ultimately lead the student toward
the outcomes of the course. Various internal assessment tools for different subjects are decided
and mapped to various action verbs so that they help to measure the performance of students.
2. The Integrative model
An integrated model is a purpose-driven model that supports students to develop their ability to
learn independently using various thinking skills.
The integrative model is a model that capitalizes on teaching units that cover a lot of material,
what we might call organized bodies of information. It is also very useful for scaffolding students
understanding, analysis, and synthesis of organized bodies of information. It helps students
analyse material more critically and form generalizations and conclusions.
The Integrative model consists of four major phases:
(1) Describe, compare, and search for patterns,
(2) explain similarities and differences,
(3) hypothesize outcomes for different conditions, and
(4) generalize to form broad relationships.
It consists of the following elements
1. Content – Subject matter
2. Teaching Learning method – which method should the teacher use
3. Resources – teaching aids that can be used, materials that can be used to make those aids
to make learning most effective.
4. Assessment – tools, formative, summative assessment, essay or short answer questions.
In the Integrative model, the teacher plays a crucial role in supporting students’ thinking. He or
she acts as a facilitator whose questions assist students as they examine evidence, analyse patterns,
make sense of relationships, and draw conclusions from an organized body of knowledge. It can be
used with any grade level, but primary-grade teachers will need to provide considerable scaffolding
through guided questioning, collection and analysis of data, and categorization of information.
The Outcome based integrative model Framework
The Framework is a paradigm shift from traditional education system into OBE system. Here there
is greater focus on program and course outcomes. It guarantees that curriculum, teaching and
learning strategies, and assessment tools are continuously enhanced through an evaluation
process.

Outcome based integrative model is a process of curriculum design, teaching,

learning & assessment that:
1. Concentrates and focuses on what students can actually do and achieve after they are taught.
2. It works on the learning outcomes that deal with knowledge gained, skills and attitude
developed, values that exist in the real-life situation, that match immediate social, economic and
cultural environment of society.
3. It integrates four major elements of curriculum design – content, teaching learning method,
resources and assessment.
Process or Steps of Outcome based integrative model design
1. The first step begins with understanding the learning outcomes after the completion of the
course. This will be based on knowledge gained, skills, behavioural changes, etc.
2. the next step is to add the integrative model with the 4 important elements of
i) Content – subject matter that is skill based, value based keeping in mind the needs of
the society,
ii) Method -Teaching learning method, that the teacher uses to meet the desired outcome
like a lecture cum discussion method, project method, activity method, problem-solving
method or inductive – deductive approach. Basically, using such methods to make the
curriculum that can be implemented to achieve the mentioned outcomes.
iii) Resources required to implement the teaching learning method. Say for instance a
lecture cum demonstration method will need materials to be displayed- a chart, a model,
a working model, Ppt, notes, etc.
iv) Assessment is done to check whether our teaching content, method of teaching
learning, resources to implement that teaching leaning method is giving the desired
results, output. Are the results being achieved. Different techniques can be used like
formative-summative assessment, rating scales for daily tasks, rubrics.
3. The third step is the evaluation which is done so that we understand whether the content
made, methods implemented, resources used, assessment techniques are appropriate or
not. This frame work can be evaluated by higher authorities or a pilot study can be done for
the same or it could be implemented on a smaller section and once desired results are
achieved larger sections can be targeted.
4. Last step is the feedback to see that whatever outcomes were mentioned have been take care
of by the integrative model design.

I. Implementing Lessons with Outcome based Integrative model

Phase1: Open ended phase
Learners describe, compare and search for patterns in data. It promotes involvement where
teacher moves from one information cell to the other and records students’ observations.
Phase2: The Casual phase
This is where students explain similarities and differences, use data to justify conclusions.
Phase 3: Hypothetical phase
In this phase learners hypothesise outcomes for different conditions.
Phase 4: Closure and application phase
Is where learners generalise to form broad relationships which summarises the content.

An example for Outcome Based Integrative Model

Under the fifth-grade teachers’ supervision, learners are working on author studies for their
term end syllabus. The teacher wants them to explore the works of popular, contemporary
writers and gain a better understanding of their individual books, writing techniques, common
themes, and the reasons for their perennial popularity. Each of her reading groups will be
asked to focus on the works of a different authors and read three books by this author over the
term.
The teacher explains that students will first read the books and create an organized body of
knowledge about their author. Then they will use this information to understand each book,
their assigned author, and all the authors.
Students will be divided into groups and each group will read, and record important
information about their chosen books. They will collect information about each of their three
books and organize it into a knowledge base. The teacher can provide them with a template or a
graphic organiser to outline the story map for each book.
This work will take them through the four Integrative model phases. They will use a Venn
diagram in the first phase to compare prompts for the Author Study Comparison Chart and
then again in the second phase to explain the similarities and differences.
Students will form hypotheses about the authors during the third phase. Finally, they use the
Author Study Synthesis forms in the fourth phase to devise generalizations they will discuss as
a class at the end of the unit.
Characteristics of Outcome based integrative model
1. Constructivism: learners use their sensory input to construct meaning out of experiences.
2. Clarity: Such a model gives clarity to the learner beforehand what is expected from them
and what are the skills they are going to acquire at the end of the course.
3. Student centred: It is designed to adapt to learner needs. Instructions are thoughtful and
according to the learners needs. Learners are assisted when required.
4. Flexible: This model can be adjusted as per the learners’ strengths and weaknesses. This
also gives the learner enough time to be proficient in the concept taught.
5. Mastery based education: Learners are given support to understand the concepts and
be able to apply them. They are given adequate time to achieve mastery on not just the
concept but its application in real life.
6. Connections to Discipline: Makes connections across disciplines, perspectives
7. Connections to Experience: Connects relevant experience and academic knowledge
8. Transfer: Adapts and applies skills, abilities, theories, or methodologies gained in one
situation to new situations
9. Reflection and Self-Assessment: Demonstrates a developing sense of self as a learner,
building on prior experiences to respond to new and challenging contexts (may be evident
in self-assessment, reflective, or creative work)
Advantages of Outcome based integrative model
This model is one of the best models for teaching conceptual knowledge, the interrelationship also
facts, concepts and generalisation.
 If Emphasis is on the outcome – what the learners learn and understand, what they
become?
 It is an integration of content, teaching-learning method, resources and assessment.
 It is flexible and can be modified as per requirement.