MODULE 7: OUTCOMES-BASED-

EDUCATION FOR ENHANCED

TEACHER EDUCATION
CURRICULUM

PREPARED BY: MARIFE B. DE GUZMAN

PREPARED FOR: DR. EDITHA R. PRIDAS
• Lesson 1- Outcome-Based Education for Teacher Preparation Curriculum
• Lesson 2- Enhanced Teacher Education Curriculum Anchored on OBE
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 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.
LESSON 1: OUTCOME-BASED EDUCATION
FOR TEACHER PREPARATION CURRICULUM

Desired Learning Outcomes

- Defined what is outcomes-based education
- -Identified the four principles in OBE
- Described how teaching and learning relate to OBE
- Described how assessment of achieved learning relate to OBE
- Described the learner’s responsibility in learning through OBE
Why do we hear a lot of educators talking about OBE? What is Outcomes-
Based Education about? Should curriculum for teacher preparation be
influenced by this? Why? How will OBE address the 21st century teachers?
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 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 and 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 the end of the
teaching-learning process. This is like looking straight ahead so that the target
will be reached.
Principle 2: Designing Backwards
This principles 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.
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 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. It is important that students learn how to learn, hence a
teacher should be innovative. How then should teaching-learningbe 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 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.
• 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.
 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 teacher Knowledge already exists in the minds of the
learners

Teacher dispenses knowledge Teachers are designers of methods

Teachers and students are independent and in Teacher and students work in teams
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 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. Assessment 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 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 students to achieve those outcomes. Students have the bigger
responsibility to achieve those outcomes. In this way, they will 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 be doing while I am learning? 
4. How will I know that I am learning, what I should be learning?
5. Will have any say in what I learn?
6. How will the assessed?
THANK YOU FOR LISTENING!!!
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