Introduction:

Good [morning/afternoon], everyone. Today, I’ll be discussing the Curricular

Reforms in Teacher Education, with a particular focus on Outcome-Based
Education (OBE), which has recently become the core philosophy of higher
education in the Philippines.

Outcome-Based Education (OBE) is transforming how we approach teaching and

learning, not just in teacher education, but across all educational levels. The shift to
OBE means that all curricula, including teacher education programs, are designed
with the primary goal of defining clear learning outcomes — that is, what students
should know, understand, and be able to do by the end of their education.

In this report, we will explore:

1. What OBE is,

2. Its principles and application in teacher education,
3. How OBE changes teaching and learning strategies,
4. And how teacher education curricula are being restructured to focus on outcomes.

Module Overview:

To begin, let’s understand what this module is about. OBE has become the
fundamental philosophy of higher education in the Philippines. All curricula,
including those for teacher education programs, are now being structured around the
OBE framework.

The central idea of OBE is that the educational process should begin with the end
goal in mind. In the case of teacher education, this means determining what future
teachers need to know and be able to do, then designing the entire educational
experience — from courses to assessments — to ensure those outcomes are achieved.

This module will help us understand how OBE is reshaping teacher education in the
Philippines, highlighting how the curriculum and teaching practices must be aligned
with the desired learning outcomes.

Lesson 7.1: Outcome-Based Education for Teacher

Preparation Curriculum

This specific lesson focuses on the application of OBE in teacher preparation. It aims
to help us achieve the following learning outcomes:

 Define what OBE is as it applies to teacher education.

 Analyze the four key principles that guide OBE.
  Describe how teaching and learning are connected to the concept of OBE.
 Explain how the learning outcomes are assessed.
 Summarize the role and responsibilities of prospective teachers in implementing OBE.

These are the core objectives we need to keep in mind as we explore the content of
this module.

Take Off: Key Questions

Before we dive into the details, let’s think about some of the important questions
raised in this module:

 Why do we hear a lot of educators talking about OBE?

 What exactly is OBE, and why is it so important in the context of teacher preparation?
 Should the curriculum for teacher preparation be influenced by OBE? Why or why not?
 How does OBE address the challenges of preparing teachers for the 21st century?

These questions provide us with a framework to guide our understanding and will
help us reflect on the real-world implications of OBE in teacher education.

Content Focus: The Rise of Outcome-Based Education

In recent years, OBE has gained significant attention for several key reasons:

1.

Return on Investment (ROI) – In an era of accountability and efficiency,

educational systems must ensure that their efforts lead to measurable,
successful outcomes.

2.
3.

Accountability – Both political and economic forces are driving the need for
more accountable education systems. Governments and institutions want to
ensure that students (and future teachers) are learning the essential skills and
knowledge they need.

4.
5.

Educational Reform – There's a growing recognition that traditional

education systems may not always be meeting the needs of all learners, and
that’s where OBE comes in — by focusing on clear, measurable outcomes
that are aligned with real-world expectations.
 6.

Definition of Outcome-Based Education (OBE)

Now, let’s define OBE more clearly.

According to W. Spady (1994), a key advocate of OBE, the approach is designed to

focus and organize everything in the educational system around the essential
outcomes that students should achieve by the end of their learning experiences.

OBE begins with a clear vision of what students should be able to do, and then the
entire curriculum — from content to assessment methods — is designed to make sure
that learning happens in a way that supports achieving these outcomes.

To break it down:

 The main goal of OBE is to ensure that students develop knowledge, understanding, skills,
and attitudes that will enable them to live fulfilling lives and contribute to society.
 In the context of teacher education, this means ensuring that future educators are equipped
with the right competencies to teach and shape the next generation.

To understand OBE better, teachers need to answer the following key questions:

1. What do we want students to learn?

2. Why do we want them to learn it?
3. How can we best help them learn it?
4. How will we know when they’ve learned it?

These questions help educators plan and assess their teaching more effectively,
ensuring that learning outcomes are being met.

Spady’s Premises of OBE

Spady emphasized three core premises in OBE:

1.

All students can learn and succeed, but not at the same time or in the
same way.
This recognizes that learners have different paces and styles of learning, but
every student is capable of success with the right support.

2.
3.
 Successful learning promotes even more successful learning.
When students experience success, they gain confidence, motivation, and
skills that help them succeed in future learning experiences.

4.
5.

Schools and teachers control the conditions for student success.

This means that educators have a responsibility to create the right environment
and conditions that will help all students succeed.

6.

Four Essential Principles of OBE

In order to effectively implement OBE, there are four key principles that guide
instruction, teaching, and assessment:

1. Clarity of Focus

The first principle is a clear focus on the desired learning outcomes. Teachers need to
know exactly what students need to learn and achieve, and students need to have a
clear understanding of what is expected of them. This is the foundation of effective
teaching.

2. Designing Backwards

This principle means that OBE starts with the end in mind. Educators should define
the learning outcomes first, and then design the curriculum, instruction, and
assessment to help students achieve those outcomes. Everything should be traced back
to the desired results.

3. High Expectations

OBE promotes setting high expectations for all students. Challenging standards
motivate students to achieve more and foster a sense of accomplishment. The idea is
that success breeds more success — when students succeed, they are motivated to
reach higher levels of achievement.

4. Expanded Opportunities

All students are expected to succeed in OBE, so it’s important to provide expanded
opportunities for learning. Every student has unique talents and abilities, and OBE
ensures that there are opportunities for all learners to excel and reach their full
potential.
Teaching and Learning in OBE

In an OBE framework, teaching must always be focused on learning outcomes.

Teachers are responsible for creating learning experiences that help students acquire
the necessary knowledge and skills.

Here are a few key points about teaching and learning in OBE:

 Adequate Preparation: Teachers must ensure that students have the necessary background
knowledge and skills before introducing new concepts.
 Positive Learning Environment: Teachers should create an environment where students feel
supported and respected.
 Clear Expectations: Teachers should make it clear to students what they need to learn, why
it’s important, and how they will know when they’ve learned it.
 Variety of Teaching Methods: Teachers should use a range of strategies to help students
reach the desired learning outcomes. The methods should be adaptable to the needs of the
students.

The key shift here is that OBE is learner-centered, meaning that the focus is on how
students learn, rather than on what the teacher teaches.

Conclusion

To conclude, the shift to Outcome-Based Education (OBE) represents a major

reform in teacher education. By focusing on clear learning outcomes, high
expectations, and expanded opportunities for all students, OBE helps ensure that
teachers are prepared to meet the challenges of the 21st century.

Through this framework, teacher education curricula are designed not just to deliver
content, but to help students develop the necessary competencies to succeed in their
future roles as educators. As future teachers, it’s important that we embrace these
principles and ensure our students are set up for success.

Slide 17: Shifts in Teaching-Learning Approach

Title: Shifts from Traditional to OBE

This slide is designed to highlight the key differences between the traditional
approach to teaching and the new approach under Outcome-Based Education
(OBE).

Traditional View vs. OBE View

The slide uses a comparison table to show how the teaching and learning process
shifts when adopting OBE:
 From Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by Knowledge already exists in
the teacher learners' minds
Teachers are designers of
Teacher dispenses knowledge
methods
Teacher and students work in Teacher and students work in
isolation teams

Explaining Each Shift

1.

Instruction → Learning

2.
1. Traditional View: In the traditional approach, the focus is primarily on instruction—
the teacher delivers content to the students. The assumption is that teaching is the
most important part of education.
2. OBE View: In OBE, the focus shifts to learning. The primary goal is not just teaching
the material, but ensuring that students actually learn and achieve the specified
learning outcomes. The emphasis is on whether students can demonstrate their
understanding and skills, not just whether they receive information.
3.

Inputs and Resources → Learning Outcomes

4.

1. Traditional View: The traditional model emphasizes inputs and resources, such as
textbooks, lecture time, and teaching materials. These are considered the main
elements of the educational process.
2. OBE View: In OBE, the focus shifts to learning outcomes. The primary concern is
defining what students should be able to do by the end of their education.
Resources and instructional inputs are aligned with the goal of achieving those
outcomes. Everything, from course materials to teaching methods, is designed to
support students in reaching the desired outcomes.

5.

Knowledge is Transferred by the Teacher → Knowledge Already Exists

in Learners' Minds

6.

1. Traditional View: In the traditional model, teachers are seen as the main source of
knowledge. The assumption is that teachers transfer knowledge to students who
absorb it.
 2. OBE View: OBE takes a more learner-centered approach. It acknowledges that
knowledge already exists in the learners' minds. The teacher's role is not to "pour"
knowledge into the students but to facilitate learning. This means teachers help
students make connections, engage with content actively, and build on their existing
knowledge and skills.

7.

Teacher Dispenses Knowledge → Teachers are Designers of Methods

8.

1. Traditional View: In the traditional model, the teacher is often the knowledge
dispenser—someone who talks while the students listen. The teacher's primary role
is to deliver the curriculum.
2. OBE View: In OBE, the teacher’s role shifts to that of a designer of learning
methods. Teachers plan and create learning experiences that help students reach
the required outcomes. Instead of just delivering content, teachers design activities,
assessments, and interactions that guide students toward achieving the learning
goals.

9.

Teacher and Students Work in Isolation → Teacher and Students Work

in Teams

10.

1. Traditional View: Traditional teaching often places the teacher at the front of the
classroom, and students are largely passive participants who learn individually. The
relationship is hierarchical, with the teacher as the authority figure.
2. OBE View: In OBE, there is a collaborative approach. Both teacher and students
work together in teams to achieve learning outcomes. The focus is on active
learning and student-centered activities. Teachers facilitate, guide, and support
students through the learning process, while students engage in teamwork,
problem-solving, and independent thinking. The teacher becomes more of a mentor
than a lecturer.

Key Takeaways from the Shift:

 OBE is about making the learning process more student-centered. It shifts the focus from
teaching to learning and from content delivery to achieving outcomes.
 It recognizes that students are not just passive recipients of information, but active
participants in their learning journey.
 The role of the teacher evolves from a content deliverer to a facilitator who designs effective
learning experiences that guide students toward achieving clearly defined goals.
 There is a greater emphasis on collaboration and active learning in OBE. This encourages
teachers and students to work together to achieve desired learning outcomes, making
learning more interactive and dynamic.
Why is this Shift Important?

This shift from the traditional view to the OBE view represents a significant change
in how education is conceptualized and practiced:

 It promotes learner-centered education, which acknowledges that all students learn

differently and may need different supports to achieve success.
 It ensures that education is more relevant and effective, as teaching and learning are
designed around measurable outcomes that are aligned with real-world skills and
competencies.
 This approach also helps motivate students by setting high expectations and encouraging
them to engage with their learning in a deeper, more meaningful way.

By focusing on learning outcomes and providing opportunities for active

engagement, OBE ensures that students are not just memorizing content, but are
developing the skills, attitudes, and knowledge they need to succeed in their careers
and in life.