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Module 7 Outcomes Based Education

Outcomes based education

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5 views

Module 7 Outcomes Based Education

Outcomes based education

Uploaded by

anjela.cupita
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Module 7:

Outcomes-Based-
Education: Basis for
Enhanced Teacher
Education
Curriculum
By: Kimberly Tajonera
Regie Tabura
Elaine Joy Soriano
Lesson 1: Outcomes-Based
Education for Teacher Preparation
Curriculum

Desired Learning Outcomes


-Define what is outcomes based education
-Identify the four principles in OBE
-Describe how teaching and learning relate to OBE
-Describe how assessment of achieved learning
relate to OBE
-Describe the learners responsibility in learning
through OBE
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.
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. 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.
Principle 2: Designing
Backwards
- This principles is related to the first. At beginning
of a curriculum design, the learning outcomes 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 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. Promotes more successful learning
as mentioned by Spady in 1994. This is parallel to
Thorndikes law of effect, which says that success
reinforces learning, motivate, 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 internet should focus on
learning rather than on teaching subject do not
exist in isolation, but links between them should be
made.
How then should teaching-
learning be 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.
• Teachers must create a positive learning
environment. Students should feel, that regardless
of individual uniqueness, the teacher is always
there to help.
• Teachers must help thier students to understand,
what they have to learn, why they should learn it
(what use it will be now and in the future) abd how
will theu know how 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 characteristics of the students,
the resources available and the teaching skills 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 more 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

Instructions Learning

Inputs and Resources Learning Outcomes

Knowledge is transferred by the teacher Knowledge already exist in the minds of


the learners

Teachers dispenses knowledge Teachers are designers of methods

Teachers and students are independent Teachers and students work in teams
and in isolation
Assessment of Learning
Outcomes in OBE
• 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 students
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.
Learners Responsibility
for Learning
In OBE students are responsible for them own
learning and progress. Nobody can learn for the
learner himself/herself who can drive himself
/herself to learn. Teachers can only facilitate that
learning, define the learning outcomes to be
achieved, and assist the students to achieve those
outcomes.
In terms of students perspectives there are
common questions that will guide them as
they learn under the OBE curriculum
framework

As a students
1. What do I have to learn?
2. Why 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?

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