Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
CATBALOGAN CITY

Lesson Plan in Professional Education 6

Name of Teacher: SHIRLEY MABAHIN CABORAL
RISHEL RAFALES ABOGANDA
Learning Area: Professional Education 6 Second Semester
Teaching Date January 30, 2023
1:00-2:30 MW
BEED 2A
I. OBJECTIVE
Course Demonstrate knowledge and understanding of the basic concepts and principles of
Learning alternative/authentic assessment methods;
Outcome
(CLO)
Performance The learner is able to relate outcome-based education with 21st century assessment.
Standard
Intended Relate outcome-based education with 21st century assessment. (CLOs 1,2)
Learning
Outcome (ILO)
Contextualized/ a. Define what is outcome-based education as this apply to teacher education
Localized b. Number two analyse the four principles in outcome-based education
Competency c. Describe how teaching and learning relate to OBE
d. Explain how the achieved learning outcomes will be assessed and
e. Summarize the prospective teachers roles and responsibilities in the
implementation of outcome-based education

II. CONTENT
Subject Matter Assessment in Learning 2
KBI Focus and Accuracy
LEARNING RESOURCES
References Professional Education Learning Packet 2
Materials  Laptop
 LCD Projector
Other learning
resources
Teaching Explicit Teaching and Cooperative Learning
Strategies
III.PROCEDURES
A. Preliminaries Activities
Teacher’s Activity Student/s Activity
Prayer
Okay, class please rise and let us pray. “In the : (The students will stand and pray.) “In the name of the
name of the Father, of the Son and Holy Spirit. Father, of the Son and Holy Spirit. Amen. Our Father in
Amen. Our Father in Heaven…. Heaven….”
 Greetings
Good morning ,class! Good morning, Maam!
You may now take your seat.
Checking of attendance
Is there any absent today? No, Ma’am.
Checking of assignment
Do we have an assignment? No, Ma’am
Classroom management
Before we proceed to our topic;

 I want you to pay attention and I am Yes, Ma’am

expecting your 100% full cooperation
and participation.
Review
Activity:

Who among from the class can recall what was our :Our topic last meeting is all about the characteristics of
topic last meeting? 21st century standard and assessment.

Give me the characteristics of 21st century standard

and assessment. Focus
Interdisciplinary
Depth
Engaging
Multiple measures

Okay you can now take your seat.

Establishing the purpose of the
lesson/motivation

Activity: Ask yourself !

“ How did the outcome of your assessment affect : Answers may vary.
you as a student?”
 B. Presentation of the lesson

From the questions that I imparted you have

now the idea about our topic , but before that I will
show you first our objective.

At the end of the lesson, the student will able

to;
1. define what is outcome-based education as
this apply to teacher education
2. number two analyse the four principles in
outcome-based education
3. describe how teaching and learning relate to
OBE
4. explain how the achieved learning outcomes
will be assessed and
5. summarize the prospective teachers roles and
responsibilities in the implementation of
outcome-based education

“ Let’s define first what is Outcome- based

Education.”

“ W. Spadey defined OBE as clearly focusing and

organizing everything in the educational system
around the ESSENTIAL for all students to do
successfully at the end of their learning experience
.”

To define and clarify further answers the following

questions should be addressed by the teachers :
1. What do we want the students to learn?
2. Why do we want the students to learn these
things?
3. How can we best help the students to learn
these things?
4. How will you know when they have learned?

Spadey 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

“ There are different definitions for outcome-based

education. The most widely used is the four
principles suggested by Spady (1994).”

OBE's “Power” Principles (Spady, 1994)

a. CLARITY OF FOCUS on Culminating Exit

Outcomes of Significance. Clarity of focus
helps in establishing a clear picture of what
students should exhibit in a performance
demonstration. This means that everything
teachers do must be clearly focused on what
they want students to know, understand and
be able to do.
b. EXPANDED OPPORTUNITY and Support
for Learning Success. Teachers must strive
to provide expanded opportunities for all
students. This principle is based on the idea
that not all learners can learn the same thing
in the same way and in the same time. There
are five key dimensions of opportunity:
 Time – This include the teaching time, the
learning time, and eligibility (the window of
time the system allows for students to learn
specific curriculum components).
 Methods and Modalities – this involves the
methods and modalities of instruction taking
into consideration the broad range of student
interests and capabilities and providing
opportunities for a more successful learning
 Operational principles – Opportunity for
learning will be greatly expanded if teachers
apply the principles of clarity of focus, high
expectations, and design down consistently,
systematically creatively, and simultaneously
in their classrooms.
 Performance standards – This is embedded
in how performance standards are defined
and implemented.
 Curriculum access and structuring – This
is related to student access to significant
curriculum and resources and to how those
curricular experiences are structured. If
opportunities for critical learning
experiences occur repeatedly at ever
increasing levels of complexity thoughout a
student’s career, the likelihood of continuous
improvement and deep internalization of the
learning increases.
c. HIGH EXPECTATIONS for all to Succeed.
Teachers should establish high, challenging
standards of performance in order to
encourage students to engage deeply in what
 they are learning. There are three key
dimensions of high expectations namely:
raising standards of acceptable performance;
eliminating success quotas; and increasing
access to high-level curriculum.
d. DESIGN DOWN from Your Ultimate
Culminating Outcomes. It means that the
curriculum design must start with a clear
definition of the intended outcomes that
students are to achieve by the end of the
program. This process takes into
consideration three broad categories of
outcomes:
 Culminating outcomes – they define
what the system wants all students to be
able to do when their learning
experiences are completed. They are
synonymous with “exit outcomes” in
fully developed OBE systems, or
“program and course outcomes” in less
fully developed systems.
 Enabling outcomes – they are the key
building blocks on which the culminating
outcomes depend and are essential to the
students’ ultimate performance success.
 Discrete outcomes – they are curriculum
details that are “nice to know” but are not
essential to a student’s culminating
outcomes.

Spady defined outcomes as the learning results we

desire from students that leads to demonstrations of
what they are capable of doing at or after the end of
a significant learning experience. He stressed that
they are not a collection or average of previous
learning experiences, but a manifestation of what
learners can do once they completed all of those
experiences.

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

How should teaching learning be done in OBE?

 Here are some tips number one teachers
a. Must prepare students adequately
b. Teachers must create a positive learning
environment
c. Teachers must help their students understand
d. Teachers must use a variety of teaching
methods
e. Teachers must provide students with enough
opportunities to use the new knowledge and
skills that they gain
f. teachers must help students to bring each
learning to a personal closure that will make
them aware of what they learned

Assessment of learning outcomes in OBE

1. Assessment procedure should be valid
procedural 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
backgrounds and other factors should not
influence assessment procedure
4. Assessment should reflect the knowledge
and the skill that are important to the
students
5. Assessment should tell both the teachers and
the students how 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. Assessments should be comprehensive to
cover a wide range of learning outcomes

The Learning Performance Pyramid (Spady, 1994)

In order to answer the question on what goes
into a “demonstration of learning “ he started by
equating it with the term “performance.” He
continued to explain the elements of a successful
performance using “The Learning Performance
Pyramid” as illustrated below.
 OUTCOME
(Competence)

DO

KNOW BE
OBJECTIVE
LIKE
GOAL
(Content) (Character)

Figure 2. The Learning Performance

Pyramid

A successful performance entails that the

learners :

1. have to KNOW something or have something to

perform;

2. Be able to DO something with what they know or

be able to carry out a performance process; and

3. BE LIKE a confident, successful performer,

willing, motivated, and confident enough to carry
out the performance under the conditions defined.

A. ACTIVITY : Self-reflect

Complete the sentence below and choose one to

answer.
a) I like OBE because… In the future when I
become a teacher I should… : Answer may vary.

b) I do not seem to like OBE because… In

the future when I become a teacher I
should…

B. ANALYSIS
Guide questions: .
“In today’s learning modality, how can future : Answers may vary.
teachers like you assess comprehensively the 21st
century skills of your learners? “

C. ABSTRACTION

1. As a future teacher, how can you

assess the learning of your learners? : Answer may vary.
2. Are you curious if they really
understood the lesson? Why or why
not?

D. GENERALIZATION

“ Why OBE is important in 21st century

: OBE is important in 21st century learning because it
learning?”
focuses on the skill sets students to acquire and provides
learning more similar to real-world applications and real-
world problem solving. In addition, outcome-based
education is education in which an emphasis is placed on
a clearly articulated idea of what students are expected to
know and be able to do, that is, what skills and
knowledge they need to have, when they leave the school
system and face the real-world.

D. APPLICATION
“ Reflect on your experience in taking online
and face-to-face assessment. What are the
: Answer may vary
challenges and opportunities taking the lens
of a prospective teacher? How will you
address this challenges in the future when
you become a teacher?”
IV . ASSESSMENT/EVALUATION
1. Make a personal assessment of yourself as a
21st Century Learner. Based on your
personal reflection accomplish the guide
questions below.
 What unique resources can you draw
on?
 What could you improve?
 How can you turn your strengths into : Answer may vary.
opportunities?
 What are the challenges that could
cause problems to you?
2. How your strengths, weaknesses,
opportunities and challenges influence your
aspirations in learning to become a teacher
someday?
V. ASSIGNMENT/EVALUATION

Advance reading on Principles of Effective Classroom Assessment

VI. REMARKS

VII.REFLECTIONS

Submitted by:

SHIRLEY MABAHIN CABORAL

BSED MATHEMATICS
4
RISHEL RAFALES ABOGANDA
Approved by:

MARK ANTHONY P. ALAVATA INSTRUCTOR