Module 7

Outcomes- Based- Education

: Basis for Enhanced Teacher
Education Curriculum
Module Overview:
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 student learning.
This module will give you the opportunity to
understand what OBE is all about and relate the
same to the teacher education curriculum as future
teachers.
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 start with the 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.
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
 Principle 1: Clarity of Focus
A clear focus on what teachers want students to
learn is the primary principle in OBE.
Principle 2: Designing Backward
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.
Principle 3: High Expectations
Establishing high expectations,challenging standards
of performance will encourage students to learn better.
Principle 4: Expanded Opportunities
In OBE all students are expected to excel, hence
equal expanded opportunities should be provided.
Teaching-Learning in OBE
 Teachers must prepare students adequately.
 Teachers must create a positive learning environment.
 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.
 Teachers must provide students with enough opportunities
to use the new knowledge and skills that they gain.
 Teachers must help students to bring each learning to a
personal closure that will make them aware of what they
learned.
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 Knowledge already exists in the minds

teacher. of the learners
Teacher dispenses knowledge Teachers are designers of methods

Teachers and students are independent Teacher and student work in teams
and in isolation
Assessment of Learning Outcomes in OBE

Assessment in OBE should also

guided by the four principles of
OBE which are clarity of focus,
designing backwards, high
expectations and expanded
opportunity.
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 be reflect the knowledge and skills that are important
to the students.
 5. Assessment should tell both the teachers and students how student 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. 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 student to achieve those
outcomes. Students have the bigger responsibility
to achieve those outcomes. In this way, they will
be able to know the whether they are learning or
not.
To guide the students in OBE learning, they
should ask themselves the following
questions.
 1. What do I have to learn?
2 Why do I have to learn it?
 3. What will 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?
Enhanced Teacher Education Curriculum
Anchored on OBE

 1.Desired Outcomes of the Teacher Education Program (Ideal Graduate of

Teacher Education Program Competencies)

 Recognizing the demand of K to 12, the framework of the National

Competency-Based Teacher Standards (NCBTS) and global requirements of
ASEAN 2015, a need to harmonize the teacher compentencies is very critical.
With OBE, these competencies will form the desired outcomes of the teacher
education program.
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 CMO
30. S. 2004 and the NCBTS.
 1.Demonstrate basic and higher levels of literacy for the teaching and learning.
 2.Demonstrate deep and principled understanding of the teaching and learning process.
 3.Master and apply 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 and cultural context.
 6.Facilitate learning in various classroom setting diverse learners coming from different
cultural backgrounds.
 7.Experience direct field and clinical activities in the teaching milieu as an observer, teaching
assistant or practice teacher.
 8.Create and involve alternative teaching approaches to improve student learning.
 9.Practise professional and ethical standards for the teachers anchored for both local and
global perspectives.
 10.Pursue continuously lifelong learning for personal and professional growth as teachers.
Teacher Standards Outcomes Domains Addressed in NCBTS

● Uses specialized knowledge and skill ● Diversity of Learners

in a variety of school context and in ● Learning Environment
diverse students background. ● Curriculum

● Applies inquiry with her use of ● Diversity of Learners

research approaches and utilize ● Planning, Assessing and Reporting
evidence evidence-based knowledge to ● Personal Growth and Prefossional
improve teaching. Development
● Social Regard for Learning
●Self-directs continuous learning related ●Personal Growth and Professional
to own expertise for enhancement of Development
students outcomes and strentghening of ●Social Regard for Learning
professional identity.
● Maximize the involvement of ●Community Linkages
education stakeholder and non-
education communities to work in
collaboration for relevant educational
reforms.
Form the identified competencies, standards
and outcomes the IDEAL GRADUATE of the
teacher education program as a new breed of
TEACHER are:
● Multiliterate
●Reflective
● Master subject content
● Highly skilled
● Sensitive to issue
● Multicultural
● Innovation
● Highly professional
● Lifelong learner
Teacher Education Program Outcomes
 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrate 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.
 Articulated and applied clear understanding of how educational processes relate to political,
historical, social and cultural context.
 Facilitated learning in various classroom setting diverse learners coming from different
cultural backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an observer, teaching
assistant or practice teacher.
 Created and innovated alternative teaching approaches to improve student learning.
 Practised professional and ethical standards for the teachers anchored for both local and
global perspectives.
 Pursued continuously lifelong learning for personal and professional growth as teachers.
Content and Pedagogy to Achieve the
Outcomes

 1. Course or Degree Contents – To be 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.
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 Organizational 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 Major Field Subjects (Secondary level only)
C. Major Courses for the secondary and
Selected Subject Areas Content for
Elementary

D. Experiential Learning Courses

● Field Study Courses (Field observations)

●Practice Teaching ( Classroom Observation,

Teaching Assistance, Full immersion)
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.
3.Assessment of Learning

 College learning shall be assessed in similar manner

as a other means of assessment. It has to be
remembered that in the Philippine Qualifications
Framework (PQF) there are three level of
competencies that all undergraduate students should
possess as evidence of their learning outcomes. This
refers to Level 6 the PQF which is described as Level
1- Knowledge, Skills and Values Level 2- Application of
KSV and Level 3- Degree of Independence.
At the end of the semester, the students
must have:
 1. Identified curriculum concepts that include the nature and
purposes .
 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 reform such as K to 12 and OBE.
 7. Reflected on the value of understanding curriculum development as
a teacher.
THANK YOU FOR
LISTENING
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