Lesson 1:Outcomes-based Education
Lesson 1:Outcomes-based Education
What is OBE? What is OBE?
•
• An outcome is a culminating demonstration of learning; it is what the An outcome is a culminating demonstration of learning; it is what the student should be able tostudent should be able to
do at the end of a course. do at the end of a course.
•
• Outcome-based education is an approach to education in which decisions about the cOutcome-based education is an approach to education in which decisions about the c urriculumurriculum
are driven by the exit
are driven by the exit learning outcomes that the students should display at the end of thelearning outcomes that the students should display at the end of the course.-Davis, 2003
course.-Davis, 2003
•
• Outcome-based education can be summed up asOutcome-based education can be summed up as results-oriented thinkingresults-oriented thinking and is the opposite ofand is the opposite of
input-based education
input-based education where the emphasis is on the where the emphasis is on the educational process and where we areeducational process and where we are happy
happy to accept to accept whatever iwhatever is the s the result result -Killen, 2000-Killen, 2000
•
• OBE means clearly focusing and organizing everything in an educational system around OBE means clearly focusing and organizing everything in an educational system around what iswhat is
essential for all students to be able to
essential for all students to be able to do successfully at the end of their learning experdo successfully at the end of their learning exper iences.iences. This means starting with a clear picture of
This means starting with a clear picture of what is important for students to be able to what is important for students to be able to do, thendo, then organizing the curriculum, instruction, and assessment to make sure
organizing the curriculum, instruction, and assessment to make sure this learning ultimatelythis learning ultimately
happens”
happens” -Spady, 1994-Spady, 1994
OBE is an approach to planning, delivering and evaluating instruction that requires
OBE is an approach to planning, delivering and evaluating instruction that requires
administrators, teachers and students to focus their attention and efforts on the
administrators, teachers and students to focus their attention and efforts on the
desired
desired
results of education.
Deferred Outcomes
Promotion in job position/ rank as evidence of work competence and skills and social
relation
Success in professional practice or occupation as evidence of skill i n career planning,
health and wellness and continuing education
Professional recognition, awards, distinction as evidence of civic responsibility
andparticipation in environment conservation and other social advocacies Immediate Outcomes
Analytical ability Problem solving skill\
Ability to communication in writing, reading, speaking, and mathematically Skills in creative expression
Skill in technology utilization Passing the licensure examination Intinial job placement
Admission in a graduate program
OBE
as a
systematic
structure of
education
as a theory
as practice in
classroom
Spady premised that in Outcomes-Based Education:
All students can learn and succeed, but not at the same time or in the same way.
Schools and teachers control the conditions that will determine if the students are successful in school learning.
2 Common Approaches to OBE
1. Traditional/transitional Approach - emphasizes student mastery of traditional subject-related academic outcomes (usually with a strong focus on subject-specific content) and some cross-discipline outcomes (such as the ability to solve problems or to work co-operatively).
2. Transformational Approach - emphasizes long- term, cross-curricular outcomes that are related
directly to students’ future life roles (such as being a productive worker or a responsible citizen
or a parent). -Spady, 1994
4 Essential Principles of OBE
1. Clarity of focus:this means that everything teachers do must be clearly focused on what they want learners to ultimately be able to do successfully.
2. Designing back: it means that the starting point for all curriculum design must be a clear definition of the significant learning that students are to achieve by the end of their formal education.
3. High expectationsfor all students. 4. Expanded opportunitiesfor all learners
Spady, 1994 Features of Outcomes-based Learning
• Active learners
• Continuous assessment
• Critical thinking, reasoning, reflection & action
• Integration knowledge, learning relevant/ connected real life situations • Learner centered & educator/ facilitator use group/ teamwork
• Learning programs seen as guides that allow educators to be innovative & creative in designing
programs/ activities -Spady, 1994
• Learners take responsibility for their learning, learners motivated by constant feedback/
• Emphasis outcomes – what learner becomes & understands • Flexible time frames - learners work at own pace
• Qualification
• Recognition of prior learning: after pre-assessment, learners c redited outcomes demonstrated
or transfer credits elsewhere -Spady, 1994 Purpose of OBE
• Improve student learning • Develop quality program • More focus on output
Elements of OBE
• HEIs Vision, Mission, Goals – What does the organization wish to achieve? What is its reason for
being? What are its goals?
• Institutional Outcomes – What are the competencies of the ideal graduate from the HEI as a
result of the academic and non-academic programs?
• Program Outcomes
• What sets of competencies do learners demonstrate at the time of graduation from the
program?
• To what extent will each intended outcome be taught and assessed in the program? • How each program outcome developed progressively?
• What is the proper learning environment (inputs: teaching-learning systems, support
processes and procedures) required to achieve the desired outcomes ? CHED, 2013
Components of a Course Design for OBE
• Description of specific Course Learning Outcomes and Content
• Description ofmajor teaching & learning methods with justification that they are conducive to
the attainment of intended subject outcomes
• Description of major assessment methods with justification that they are appropriate for
Teaching Strategies for OBE
• Whatever approach to teaching you use, it is important to keep the following points in mind: • Your main focus should be onLEARNING rather than teaching.
• Students cannot learn if they do not THINK.
• Thinking is facilitated and encouraged by the PROCESSES that you use to engage
students with the content, as well as by theCONTENT itself.
• Your subject does not exist in isolation—you have to help students make LINKS to other
subjects.
• You have a responsibility to help studentsLEARNHOW TO LEARN.
-Killen, 2000
Three Major Steps in Instructional Planning
Step 1: Deciding on the outcomes that students are to achieve
Step 2: Deciding how to assist students to achieve those outcomes (context, teaching
strategies and methods, and learning activities)
Step 3: Deciding on how to determine when students have achieved the outcomes
(assessments, reporting procedures)
Lesson 2:
Understanding the K-12 Basic
Education Program
“Education is the key to the long
-term problems of the country. If we fix basic
education, we fix the long-term problems of the country. And if we fix the
country’s problems, we will build a truly strong society. . .”
-Pres. Benigno Simeon C. Aquino III
Why K TO 12 ?
- RATIONALE
–
1. Enhancing the quality of basic education in the Philippines is urgent and critical
2. The poor quality of basic education is reflected in the low achievement scores of
Filipino students.
3. International tests results like 2003 TIMSS (Trends in International Mathematics
and Science Study) rank the Philippines 34% out of 38 countries in HS II math and
43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23
rdout 25 participating countries in both Math and Science. In 2008, even with only
the science high schools participating in the Advanced mathematics category, the
Philippines was ranked lowest (Table 1).
4. The congested curriculum partly explains the present state of education
5. This quality of education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education
6. Further, most graduates are too young to enter the labor force.
7. The current system also reinforces the misperception that basic education is just
a preparation for higher education.
“
We are the last country in Asia and one of only three countries in the world
with a 10-year pre-university program.
”
K to 12 Education Vision
Graduates of the K to 12 Basic Education Program are holistically developed Filipinos
who have the 21
stcentury skills.
•
Acquire mastery of basic competencies.
•Be more emotionally mature.
•
Be socially aware, pro-active, involved in public and civic affairs.
•
Be adequately prepared for the world of work or entrepreneurship or
higher education.
•
Be legally employable with potential for better earnings.
•Be globally competitive.
Implementation Plan
Salient Features of the K to 12 BEC Framework
a. Holistic development : communication & literacies, critical thinking & problem solving, creativity & innovation, ethical, moral & spiritual values, self and sense of community, life & career
opportunities, national & global orientedness
b. Outcomes-based: Employment, Enterpreneurship, Middle Level Skills Development, Higher Education
c. Principles: inclusive education, child to youth development, teaching & learning, assessment d. Ensures learner-centered pedagogical approaches: teacher development, administrative
support, learning resources and parent and community involvement The Imperative for K to 12
Decongest the curriculum to improve mastery of basic competencies
Ensure seamlessness of primary, secondary, and post-secondary competencies
Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Sc ience &
New Features of the K to 12 Basic Education Curriculum
Vertical continuum and horizontal articulation of competencies Mother Tongue as a learning area and medium of instruction Spiral progression in Science and Math
MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1
Features of K to 12
- These, then, are the main features of the K to 12 curriculum: research-based, decongested, enhanced, viewing-related, informational, employment-ready, community-related, elective-rich, multilingual, and spiraled
SPIRAL APPROACH
- The approach is best illustrated in Mathematics. In the curre nt approach, addition, subtraction, multiplication, and division are taught separately and in sequence.
- Take a group of five children. How many pencils do we need to have if each child would have one each? That is addition.
- If another group of five children joins us, how many more pencils do we need? That is multiplication
Comparison of the BEC and the K to 12 Mathematics Curriculum
Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12
such as in geometry, patterns and algebra, statistics, and probability.
In the K to 12, there is still spiraling. There is more emphasis on integration of topics within
Mathematics and across other learning areas. K to 12 will strengthen Science and Math Education
- The use of spiral progression:
- –Avoids disjunctions between stages of schooling
- –Allows learners to learn topics & skills appropriate to their developmental/cognitive stages - –Strengthens retention & mastery of topics & skills as they are revisited & consolidated - •Science concepts & skills are integrated in Health, Languages, Math, and other subjects in
Grades 1-2
- •Focus on literacy & numeracy for K to Grade 2 provides stronger foundation to acquire more sophisticated competencies in latter grade levels
K to 12 will enhance literacy through multilingualism
Mother Tongue, Filipino, English and additional languages education for upper year levels Mother Tongue as starting point for literacy development
Simultaneous development of language skills in listening & speaking for both Filipino & English Competencies spiraled across grade levels, with greater emphasis on reading comprehension of
various writing, study & thinking strategies in HS for c ritical thinking development
Includes age-, context-, and culture-appropriate print & electronic texts
Mother Tongue-Based Multilingual Education
Mother tongue is taught as a learning area and is used as language of instruction from
Kindergarten to Grade 3
Lesson 3:Teaching Approaches and Methods
DIFERENCE AMONG THE TERMS TECHNIQUE, METHOD, STRATEGY, APPROACH AND PRINCIPLES TECHNIQUE – the personal art and style of the teacher in carrying out the procedures of teaching.
-the teacher’s unique way, style or act of executing the stages of a method.
METHOD – synonymous to procedure
- the procedure employed to accomplish lesson objectives.
- a series of related and progressive acts performed by a teacher and pupils to achieve the desired objectives of the lesson.
- the established way or procedure of guiding the mental processes in mastering the subject matter.
- refers to a procedure employed to accomplish the lesson objective.
- a well – planned step – by – step procedure that is directed towards a desired learning outcomes.
STRATEGY – an over – all or general design on how t he lesson will be executed or delivered. - a set of decisions on what learning ac tivities to achieve an objective
- can be a substitute to methodology
APPROACH – a set of correlative assumptions or viewpoints dealing with the nature of teaching and learning.
-one’s viewpoint toward teaching.
- procedure that employs a variety of strategies to assess better understanding and effective learning.
PRINCIPLE – means a general or fundamental law, doctrine or assumption. - a primary source or origin.
