Scribd
Upload
738 views24 pages

Outcomes-Based-Education: Basis For Enhanced Teacher Education Curriculum

1) OBE focuses on defining clear learning outcomes for students and designing the curriculum, instruction, and assessment to ensure those outcomes are achieved. 2) Key principles of OBE include clarity of focus on learning outcomes, designing instruction backwards from outcomes, high expectations, and expanded learning opportunities. 3) Assessment in OBE should also be guided by these principles and provide feedback to improve student learning.

Uploaded by

Rhea Tamayo Casuncad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
738 views24 pages

Outcomes-Based-Education: Basis For Enhanced Teacher Education Curriculum

1) OBE focuses on defining clear learning outcomes for students and designing the curriculum, instruction, and assessment to ensure those outcomes are achieved. 2) Key principles of OBE include clarity of focus on learning outcomes, designing instruction backwards from outcomes, high expectations, and expanded learning opportunities. 3) Assessment in OBE should also be guided by these principles and provide feedback to improve student learning.

Uploaded by

Rhea Tamayo Casuncad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 24

Module 7:

Outcomes-Based-Education:
Basis for Enhanced Teacher
Education Curriculum.
◦The CHED required the implementation of OBE in
Philippine Universities and Colleges in 2012 through
CMO No.46.

1. Learning Objectives
2. Teaching Suggestions
3. Chapter Outline
4. Discussion Questions
5. Experiential Learning Activities
6. Test your Knowledge
Lesson 1: Outcomes-Based Education
for Teacher Preparation Curriculum
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, the 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?
s
◦Spady premised that in Outcomes-Based
Education;
All students can learn and succeed, but now at
the same time or in the same way.
Successful learning promotes even more
successful learners.
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 and assessing
learning.
Principle 1: Clarity of Focus
◦A clear focus on what teachers want students to
learn is the primary principle in OBE. Teacher
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
achieved at the end of formal schooling is
determined at 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 Expectation
◦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. This is parallel to Thorndike’s law of
effect, which says that success reinforces learning,
motivates, builds confidence and encourages
learners to do better.
Principle 4: Expanded Opportunities
◦In OBE all students are expected to 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 are given to nurture.
Teaching-Learning in OBE
◦Teaching is teaching if learners learn. Learning is
measured by its outcome. Whatever approach to
learning is used, the intent should focus on
learning rather than on teaching. Subject 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?
 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.
Prerequisite knowledge is important, thus a review is
necessary at the start of a lesson.
◦Teachers must create a positive learning
environment. Students should feel, that
regardless of individual uniqueness, the teacher
is always there to help. Teacher and student
relationship is very important. The classroom
atmosphere should provide respect for diverse
kind of learners.
◦Teacher 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.
◦ Teacher must use a variety of teaching methods. The most
appropriate strategy should be used taking into account the
learning outcome teachers want the student 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.
◦ Teacher 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 exists in the minds


of the learners
Teacher dispense knowledge Teachers are designers of methods

Teachers and students are independent Teacher and students work in team
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
expectation and expanded opportunity. It should contribute to the
objective of improving student’s learning. Since in OBE, there is a
need first 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. Assessments should tell both the teachers and 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. Assessment should be comprehensive to cover a
wide range of learning outcomes
Learner’s Responsibility for Learning
In OBE, students are responsible for their own
learning and progress. Nobody can learn for the learner.
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. Who 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?

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy