COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

College of Education

INSTRUCTIONAL LEARNING KIT/MODULE

PEC 7
(The Teacher and the School Curriculum)

PRE-FINAL PERIOD

WEEK: 16

Name of the Unit/Topic: Outcomes- Based Education for Teacher Preparation Curriculum

Intensions:
At the end of this lesson, students are expected to:
1. Explain the four principles in OBE.
2. Describe how teaching and learning relate to OBE.
3. Describe how assessment of achieved learning relate to OBE.
4. Describe the learner’s responsibility in learning through OBE.

Introduction:
Why do we hear a lot of educators talking about OBE? What comes into your mind upon
hearing Outcomes-based Education? Should curriculum for teacher preparation be influenced by this?
How will OBE address the 21st century teachers?
Outcomes-based education (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.
Inputs:

Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He defined OBE as
clearly focusing, and organizing everything in the educational system around the essential 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 that learning happens. This definition clearly points to the desired results of
education which is the learning outcomes. This is made up of 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.
 To define and clarify further, answers to the following questions should be addressed
by the teachers.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?

Spady premised that in outcomes-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.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be followed in
either planning instruction, teaching or assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind that the outcome of teaching is learning. To achieve this, teachers
and students should have a clear picture, in mind what knowledge, skills, values must be
achieved at end of the teaching-learning process. This is like looking straight ahead so that the
target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design, the learning
outcome has to be clearly defined. What to achieve at the end of formal schooling is determined
as the beginning. Decisions are always traced back to desired results. This means that planning,
implementing (teaching) and assessing should be connected to the outcomes.
Principle 3: High Expectations
Establishing high expectations, challenging standards of performance will encourage
students to learn better. This is linked to the premise that successful learning, promotes more
successful learning as mentioned by Spady in 1994. Here this is parallel to Thorndike's law of
effect, which says that show that success reinforces learning, motivates, builds confidence and
encourages learners to do better.

Principle 4: Expanded Opportunities

In OBE all students are expected €0 excel, hence equal expanded opportunities
should be provided. As advocates of multiple intelligences say, "every child has a genius in
him/ herself, hence is capable of doing the best." Learners develop inborn potentials if
corresponding opportunities and support teacher are given to nurture.

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 Teachers 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? 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 Prerequisite knowledge is important,
thus a review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students establish should feel,
that regardless of individual uniqueness, the teacher (desired I is always there to help.
Teacher and student relationship is very of the important. The classroom atmosphere
should provide respect for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they
should learn it (what use it will be now and in the future) and how will they know that
they have learned.
 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 characteristic of the students, the
resources available and the teaching skill of the teacher. Even if OBE is learner-centered,
sometimes more direct, time-tested Methods of teaching will be appropriate.

 Teachers must provide students with 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. Application of learning is encouraged rather
than mere accumulation of these.
 Teacher must help students to bring each learning to a personal closure that will make
them aware of what they learned.

From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning outcomes
Knowledge is transferred by the teacher. Knowledge already exist in the mind of
the learners
Teacher dispense knowledge Teachers are designer of methods
Teachers and students are independent Teacher and students work in teams
and in isolation

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 to
 establish a clear vision of what the students are expected to learn (desired learning outcome),
then assessment becomes an embedded part of the system .
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 how students are progressing.
6. Assessment should support every student's opportunity to earn 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.

Learner's Responsibility for Learning

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 himself/herself 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 are learning or not.
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 them as they
learn under the OBE Curriculum framework. To 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 it?
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.
Involvement:
Let us entertain ourselves with this activity. “Follow the Way”
Direction: Recall. From your classes last year, your teachers have taught you so many
concepts . Every day you have new lesson to learn. To start with, get a piece of paper to write your way
so that you will forget were you started. Let’s start……….
1st From your different subjects last year/semester, choose one subject you like. Write the
subject
Mathematics in Modern Word
2nd From that subject, recall one (1) topic you liked most. Write the topic.
Nature of Mathematics
3rd. What do you think the purpose of the teacher in teaching you the lesson? Write what you
Its purpose is to deals with nature of mathematics, appreciation of its practical, intellectual, and
aesthetic dimensions, and application of mathematical tools in daily life.
 4th What were the activities employed by the teacher where you participated in? Write the
activities.
Go beyond the typical understanding of mathematics as merely a set of formulas
but as a source of aesthetics in patterns of nature, for example, and a rich language in
itself (and of science) governed by logic and reasoning.

5th From the activities, what has been achieved? Write what has been achieved.

Make a summary of all you have noted in the matrix provided below.

Intended Learning Outcomes of Activities to accomplish the Achieved Learning Outcomes at

the lesson. Intended Learning Outcomes the end of the lesson

Individual Check/Sheet
Answer what is being asked.
1. Give a short description of the four principles of OBE.
Principle 1: Clarity of Focus - A clear focus on what teachers want students to learn.
Principle 2: Designing Backwards - At the beginning of a curriculum design, the learning outcome has to
be clearly defined.
Principle 3: High Expectations - Linked to the premise that successful learning, promotes more successful
learning.
Principle 4: Expanded Opportunities - Learners develop inborn potentials if corresponding opportunities
and support teacher are given to nurture.

2. How to teaching and learning relate to OBE?

Teaching is teaching if learners learn. Learning is measured by its outcome.

3. How assessment of achieved learning relate to OBE?

Assessment in OBE should also be driven by four OBE values, which are emphasis clearness,
retrospective nature, high standards and widespread opportunity. It can help to enhance the learning of
students. Because in OBE a clear vision of what the students are to learn is required (the desired learning
result), assessment becomes an integral part of the method.

4. How teachers can prepare their students, adequately?

Intervention:
Make an OBE Instructional Plan. Follow the matrix format from the involvement phase.
Choose 5 topics.