2. Module overview
• Outcome-based edeucation (OBE) became the
fundamental philosophy of higher education in
the philippines lately. All curricula including
that of teacher education will be anchored on the
concept of OBE in terms of course designing,
instructional planning, teaching and assessing
students learning. This module will give you the
opportunity to understand what OBE is all about
and relate the same to teacher education
curriculum as future teachers.
3. Topic/s Presentor Strategies
•Outcome- Based
Education: What? Why?
How?
•Principles of OBE
Saluan, Amina Concept Web, Structure
Overview, Placemat
•Teaching Learning in
OBE
•Assessment of learning
outcomes
•Learners responsibility
for learning
Atazan, Jay Aldrich Bubble Quote, Placemat
•Teacher education
curriculum anchored on
OBE
Nuneza, Freya Eira T chart, Concept Web
•Content and Pedagogy
to achieve the outcomes
Madriaga, Benlee Flow Chart
7. What How
What is OBE?
According to
CHED
According to
HEI’s
An educational
theory
Benefits
of OBE
involvement
comparisonflexibility
clarity
Program
outcomes
Framework for
OBE
Course
outcomes
Learning
outcomes
According to
W. Spady
12. Topic: Teaching Learning in OBE,
Assessment of learning outcomes,
Learners responsibility for learning
• Strategy: Mind map, Bubble Quote
• Presentor: Aldrich Jay Atazan
17. Topic: Teacher Education Curriculum
anchored on OBE
• Strategy: T chart, Concept Web
• Facilitator: Freya Eira F.Nuñeza
18.
19. Teacher Standards Outcomes Domains Addressed in NCBTS
•Uses specialized knowledge and skill
in a variety of school context and in
diverse students background.
•Diversity of Learners
•Learning Environment
•Curriculum
•Applies inquiry with the use of
research approaches and utilize
evidence-based knowledge to improve
teaching.
•Diversity of Learners
•Planning, Assessing and Reporting
•Personal Growth and Professional
Development
•Social Regard For Learning
•Self Directs continuous learning
related to own expertise for
enhancement of students outcomes
and strengthening of professional
identity.
•Personal Growth and Professional
Development
•Social Regard For Learning
•Maximize the involvement of
education communities to work in
collaboration for relevant educational
reforms
•Community Linkages
20.
21. Competencies for all
Future Teachers in the
Teacher Education
Curriculum
Demonstrate basis
and higher levels of
literacy for teaching
and learning
Demonstrate
deep and
principled
understanding of
the teaching and
learning process
Master and apply
subject matter
content and
pedagogical
principles
appropriate for
teaching and learning
Apply a wide range of
teaching related skills in
curriculum development
, instructional material
production, learning
assessment and
teaching delivery
Articulate and apply
clear understanding of
how educational
processes relate to
political, historical,
social and cultural
context
Facilitate learning in
various classroom
setting diverse
learners coming from
different cultural
backgrounds
Experience direct field
and clinical activities
in the teaching milieu
as an observer,
teaching approaches
to improve student
learning
Create and
innovate
alternative
teaching
approaches nto
improve student
learning
Practice
professional and
ethical standards
for teacher
anchored for both
local and global
perspectives
Pursue continuously
lifelong learning for
personal and
professional growth
as teachers
22. Topic: Content and Pedagogy to
achieve the Outcomes
• Strategy: Flow chart
• Presentor: Benlee Madriaga
23.
24. Content and
Pedagogy to achieve
the Outcomes
Courses or
Degree Contents
Methods of
Teaching
Delivery Modes
Assessment of
Learning
26. OUTCOMES-BASED EDUCATION
• WHAT IS OUTCOMES-BASED EDUCATION?
• *OBE is an educational theory that bases each part of an educational system
around goals (outcomes). By the end of the educational experience each
student should have achieved the goal. There is no specified style of
teaching or assessment in OBE; instead classes, opportunities, and
assessments should all help students achieve the specified outcomes.
• *OBE concerns that the education system cannot adequately prepare
students for life and work in the 21st Century have prompted across the
country to explore new ways of designing education. In several states,
educators and policy makers are attempting to change the way we measure
the effectiveness of education from an emphasis on traditional inputs, such
as course credits earned and hours spent in class, to result or outcomes.
27. • CHED APPROVAL:
• OBE Modeling program on Teacher Education (CHED Resolution, dated July
24, 2013)
• The curriculum meets the minimum requirement of CHED
• The curriculum meets the requirement of PRC so students can take LET
• The students can still complete the program in four years despite the
increase in the number of subjects
• The 3NS submits annual status report on modeling
• Preparation of a manual on doing OBE in Teacher Education
28. According to CHED
• *CHED defines Outcomes-based Education as an approach that focuses
and organizes the educational system around what is essential for all
learners to know, value, and be able to do to achieve a desired level of
competence. OBE “is open to incorporating discipline-based learning areas
that currently structure HEI curricula.”
29. According to HEI’s
• *HEIs define OBE as a means of describing the attributes of their ideal
graduates based on their visions and missions as part of their institutional
goals or outcomes, and using these as bases for developing specific
program outcomes.
30. According to W. Spady
• OBE is clearly focusing and organizing everything in the educational system
around the esssential for all the students to do successfully at the end of
their learning experiences. It starts with a clear picture of what is important
for students to be able to do, then organizing the curriculum, instruction
and assessment to make sure thet the learning happens. This defenition
clearly points to the desired results of education whichj is the learning
outcomes. This made up bof knowledge, understanding, skills and attitudes
that students should acquire to make them reach their full potential and
lead fulfilling lives as individuals in the community and at work.
• Spady premised that in outcome based education;
All students can learn and succeed but not at the same time or in the same
way.
Successful learning promotes even more successful learning.
Schools and teachers control the conditions that will determine if the
students are successful in school learning.
31. An Educational Theory
• BENEFITS OF OBE:
• Clarity
• The focus on outcomes creates a clear expectation of what needs to be
accomplished by the end of the course. Students will understand what is
expected to them and teachers will know what they need to teach during
the course. Clarity is important over years of schooling and when team
teaching is involved. Each team member, or year in school, will have a clear
understanding of what needs to be accomplished in each class, or at each
level, allowing student to progress. Those designing and planning the
curriculum are expected to work backwards once an outcome has been
decided upon, they must determine what knowledge or skills will be
required to reach the outcome.
32. • Flexibility
• With a clear sense of what needs to be accomplished, instructors will be
able to structure their lessons around the student’s needs. OBE does not
specify a specific method of instruction, leaving instructors free to teach
their students using any method. Instructors will also be able to recognize
diversity among students by using various teaching and assessment
techniques during their class. OBE is meant to be a student-center learning
model. Teachers are meant to guide and help the students understand the
material in any way necessarystudy guides and group work are some of the
methods instructor can use to facilitate students learning.
33. • Comparison
• OBE provides an opportunity for comparison across institution. On an
individual level, institution can look at what outcomes a student has
achieved to decide what level the student would be at within a new
institution. On an institutional level, institutions can compare themselves,
by checking to see what outcomes they have in common, and find places
where they may need improvement, based on the achievement of
outcomes at other institutions. The ability to compare easily across
institutions allows students to move between institutions with relative ease.
The institutions can compare outcomes to determine what credits to award
the student. The clearly articulated outcomes should allow institutions to
assess the student’s achievements rapidly, leading to increased movement
of students. These outcomes also work for school to work transitions. A
potential employer can look at records of potential employee to determine
what outcomes they have achieved. They can then determine if the
potential employee has the skills necessary for the job.
34. • Involvement
• Student involvement in the classroom is a key party of OBE, students are
expected to do their own learning, so that they gain a full understanding of
the material. Increased student involvement allows student to feel
responsible for their own learning, and they should learn more through this
individual learning. Another aspect of involvement is parental, and
community involvement, while developing curriculum, or making changes to
it. OBE outcomes are meant to be decided upon within a school system, or
at local level. Parents and community members are asked to give input in
order to uphold the standards of education within a community, and to
ensure that students will be prepared for life after school.
35. • WHY OUTCOMES-BASED EDUCATION?
• Fast technological developments leads to frequent changes in the
nature and requirements of job
• Thus emphasis on building learner competencies—including learning
how to learn
• It can be coupled with a robust system of continuous quality
improvement (CQI) system
• The competitive advantage of Philippine HEIs is premised on their
ability to offer quality degree programs that meet world class standards and
produce graduates with lifelong learning competencies. These standards
are in terms of the level of students at the time of graduation.
36. • HOW?
• ‘CHED is committed to developing competency-based learning standards
that comply with existing international standards when applicable (e.g.
outcomes-based education for fields like engineering and maritime
education) to achieve quality and enable a more effective integration of the
intellectual discipline, ethos and values are associated with liberal
education.”
38. • 1. PROGRAM OUTCOMESare the sets of competencies (related
knowledge, skills, and attitudes) that all learners are expected to
demonstrate. Institutional or program outcomes may also emphasize
lifelong learning. For instance, HEIs could describe the attributes of their
ideal graduates which they expect to see five years after graduation.
These desired outcomes have to be translated to what the students learn in
specific courses. The HEIs should ensure that at the level of the courses,
the desired course and learning outcomes are attained with the proper
content, methodologies, and student performance assessment
• 2. COURSE OUTCOMES refers to the knowledge, values, and skills all
learners are expected to demonstrate at the end of the course.
• 3. LEARNING OUTCOMES may result from the specific lesson, although it
is sometimes used interchangeably with course outcomes. Thus, in the
hierarchy, learning outcomes are seen as building blocks toward course
outcomes, which in turn, support the program outcomes.
39. • It is also important to note that assessment plays a very important role in
OBE. Assessment drives OBE, and conventional methods are usually not
sufficient to assess the achievement of desired outcomes.
• In the initial report of the Task Force on Quality Assurance (TFQA) in
October 2011, the core mission of teaching HEIs is to build the learning
competencies of students and their ability to continuously learn as well as
to mobilize resources and methods, including traditional pedagogies (e.g.,
lectures), that would enhance learning.
• If the spirit of this mission is imbilbed, HEIs and CHED will find easier to
discern, in the specific contexts they are operating in, which element of the
instruction paradigm they have to change and which they can work with
and bend to produce positivelearning outcomes.
40. Teaching-Learning in OBE
• Teaching is teaching if learners learn. Learning is measured by its outcome.
• Whatever approach to teaching is used, the intent should focus on learning
rather than on teaching. Subjects do not exist in isolation, but links between
them should be made.
• It is important that students learn how to learn, hence a teacher should be
innovative. How then should teaching-learning be done in OBE?
41. • Here are some tips:
Teachers must prepare students adequately. This can be done if the
teachers know what they want the students to learn and what learning
outcomes to achieve.
Teachers must create a positive learning environment. Students should
feel, that regardless of individual uniqueness, the teacher is always there
to help.
Teachers must help their students to understand, what they have to learn,
why they should learn it and how will they know that they have learned it.
Teachers must use a variety of teaching methods. The most appropriate
strategy should be used taking into account the learning outcome teachers
want the students to achieve. Also to consider are the contents, the
characteristics of the students, the resources available and the teaching skill
of the teacher.
Teachers must provide students enough opportunities to use the new
knowledge and skills that they gain. When students do this, they can
explore with new learning, correct errors and adjust their thinking.
Teacher must help students to bring each learning to a personal closure that
will make them aware of what they learned.
42. • Here are additional key points in teaching-learning in OBE which show the
shifts from a traditional to an OBE view.
From Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by
the teacher
Knowledge already exists in
the mind of the learners
Teacher dispenses
knowledge
Teachers are designers of
methods
Teachers and students are
independent and in
isolation
Teacher and students work
in terms.
43. Assessment of Learning Outcomes in OBE
• Assessment in OBE should also be guided by the four principles of OBE
which are clarity of focus, designing backwards, high expectations and
expanded opportunity. It should contribute to the objective of improving
students’ learning.
• Since in OBE, there is a need first to establish a clear vision of what the
students are expected to learn, then assessment becomes an embedded part
of the system.
44. • To be useful in OBE system, assessment should be guided by the following
principles:
1. Assessment procedure should be valid. Procedure and tools should
actually assess what one intends to test.
2. Assessment procedure should be reliable. The results should be
consistent.
3. Assessment procedure should be fair. Cultural background and other
factors should not influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to
the students.
5. Assessment should tell both the teachers and students are progressing.
6. Assessment should support every student’s opportunity to learn things
that are important.
7. Assessment should allow individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
45. Learner’s Responsibility for Learning
• In OBE, students are responsible for their own learning and progress.
Nobody can learn for the learner. It is only the learner himself/herself
who can drive to learn. Thus learning is a personal matter, teachers can
only facilitate that learning, define the learning outcomes to be
achieved, and assist the students to achieve those outcomes. Students
have the bigger responsibility to achieve those outcomes. In this way,
they will be able to know whether they will be able to know whether they
are learning or not.
46. • One of the great benefits of outcomes-based education is that it makes
students aware of what they should be learning, why they are learning it,
what they are actually learning, and what they should do when they are
learning. All of these will conclude with the achieved learning outcomes.
• In terms of students perspectives there are common questions that will
guide the students in OBE learning, they should ask themselves the
following questions
As a student,
• 1. What do I have to learn?
• 2. Why do I have to learn?
• 3. What will I be doing while I am learning?
• 4. How will I know that I am learning. What I should be learning?
• 5. Will I have any say in what I learn?
• 6. How will I be assessed?
47. Enhanced teacher education
curriculum anchored on OBE
• Teacher education curriculum anchored on OBE
• 1. desired outcomes of the teacher education programs (Ideal graduate of
teacher education program competencies)
• What kind of teacher do we desire to graduate in the future? What kind of
teacher will you be? What qualities will you possess?
48. • To address these questions, it is necessary that the desired competencies
and outcomes of the teacher education curriculum be clearly stated. These
competencies will guide teacher education programs on what product do
they desire at the end of the college education.
• Recognizing the demand of K to 12, the framework of the NCBTS and
global requirements of ASEAN 2015, a need to harmonize the teacher
competencies is very critical.
• With the current imperatives of the 21st century, the teacher education
curriculum must emphasize teacher’s values, skills and knowledge that are
fundamental to good teaching. Teacher may not remain in the classrooms
but may take on tasks as course designers, program evaluators, training
specialists, and other which are also related to teaching.
49. • Competencies for all future teachers in the teacher education
curriculum
• It is desired, that all graduates of any teacher education program should
have the following competencies to be ready to teach in the classroom.
Here are the suggestions based on CMO30 S. 2004 and the NCBTS.
• 1. demonstrate basic and higher and higher levels of literacy for
teaching and learning
• 2. demonstrate deep and principleed understanding of the teaching and
learning process
• 3. master and aplly subject matter content and pedagogical principles
appropriate for teaching and learning
• 4. apply a wide range of teaching related skills in curriculum
development, instructional material production, learning assessment
and teaching delivery
• 5. articulate and apply clear understanding of how educational
processes relate to political, historical, social, cultural context
50. • 6. facilitate learning in various classroom setting diverse learners
coming from different cultural backgrounds
• 7. experience direct field and clinical activities in the teaching milicu
as an observer, teaching assisstantor practice teacher
• 8. create and innovate alternative teaching approaches to improve
student learning
• 9. practice professional and ethical standards for teachers anchored
for both local and global perspectives
• 10. pursue continously lifelong learning for personal and
professional growth as teachers
51. Teacher Standards Outcomes Domains Addressed in NCBTS
•Uses specialized knowledge and skill
in a variety of school context and in
diverse students background.
•Diversity of Learners
•Learning Environment
•Curriculum
•Applies inquiry with the use of
research approaches and utilize
evidence-based knowledge to improve
teaching.
•Diversity of Learners
•Planning, Assessing and Reporting
•Personal Growth and Professional
Development
•Social Regard For Learning
•Self Directs continuous learning
related to own expertise for
enhancement of students outcomes
and strengthening of professional
identity.
•Personal Growth and Professional
Development
•Social Regard For Learning
•Maximize the involvement of
education communities to work in
collaboration for relevant educational
reforms
•Community Linkages
52. • From the identified competncies, standards and outcomes the
IDEAL GRADUATE of the teacher education program as a new
breed of TEACHERS are:
• Multiliterate
• Reflective
• Master subject content
• Highly skilled
• Sensitive to issue
• Multicultural
• Innovative
• Highly professional
• Lifelong learner
53. • Teacher education curriculum: an example
• Teacher education program outcomes
• Demonstrated basic and higher levels of literacy for teaching and
learning.
• Demonstrated deep and principled understanding of the teaching
and learning process
• Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning
• Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning
assessment and teaching delivery
• Facilitated learning in various classroom setting diverse learners
coming from different cultural backgrounds
• Created and innovated alternative teaching approaches to improve
student learning
• Practiced professional and ethical standards for teachers anchored
for both local and global perspectives
• Pursued continuosly lifelong learning for personal and professional
groeth as teachers
54. • Content and pedagogy to achieve the outcomes
• Course or degree contents- to become a teacher, a college
degree is required. A degree is made up of courses or subjects which
are clustered as general education courses, professional education
courses, and major or specialized subject courses.
• Examples:
• Elementary level teaching for K to grade 6- general education,
professional teacher education courses, areas of specilization or
additional subjects in a specialized field.
• Secondary level teaching for grade 7-10 (junior high)- general
education courses, professional education courses, major
discipline(english, math, science, others)
• Secondary level teaching for grade 11-12(senior high)- general
education course, professional teacher education courses, major
discipline(higher level of contents)
55. • Example of probable subjects in the professional teacher education
• A. foundation courses
▫ Child and adolescent learners and learning principles
▫ The Teacher and society
▫ The teaching profession
▫ School culture and organization leadership
▫ School-community linkages
▫ Foundations of special and inclusive education
B. Pedagogical content knowledge courses
▫ Facilitating learner –centered teaching and learning
▫ Assessment of learning
▫ Technology for teaching and learning
▫ The teacher and the school curriculum
▫ Building and enhancing literacy skills across the curriculum
▫ Content and pedagogy of the mother tongue (elementary level only)
▫ Teaching the majorfield subjects(secondary level only)
56. • C. Major courses for the secondary and selected subject area content
for the elementary
• D. Experiential learning courses
o Field study courses (field observation)
o Practice teaching(classroom observation, teaching assisstance, full immersion)
57. • 2. Methods of teaching and teaching delivery modes
The methods of teaching should be varied to address the different
kinds of learners. Time tested methods as well as current and
emerging strategies shall be utilized. These should be student-
centered, interactive, integrative, and transformative. Courses
should enhance the concept of “learning how to learn” for future
teachers. The methods of teaching should replicate what should be
used in the work place or schools.
The use of technology for teaching and learning in all subject areas is
encouraged so that every future teacher will develop the skills to be
ready to guide future learners, most of whom are digitally skilled.
Whatever methods of teaching or delivery modes to be used by the
teachers are clearly written in a course design or syllabus prepared
by the faculty and shared to students.
58. • Assessment of learning
• College learning shall be assessed in similar manner as all other
means of assessment. It has to be remembered that in the Philippine
Qualification Framework(PQF) there are three levels of
competencies that all undergraduate students should possess as
evidence of their learning outcomes.
59. • For example, in a subject curriculum development. The desired course
outcomes are:
• At the end of the semester, the students must have:
• 1. Identified curriculum concepts that include the nature and purposes
of curriculum.
• 2. discussed the different models of curriculum and approaches to
curriculum design.
• 3. explained curriculum development in terms of planning,
implementing and evaluating.
• 4 described the different involvement of stakeholders in curriculum
implementation.
• 5. utilized different evaluation procedures and tools in assessment of
learning outcomes.
• 6. explained examples of curricular reforms such as K to 12 and OBE.
• 7. reflected on the value of understanding curriculum development as a
teacher.
