Group 18 - Outcome-Based Education for Teacher Preparation Curriculum by Almine and Balbalosa.pptx

Notes

1. Module 7 Curricular Reforms in Teacher Education

2. Module Overview : Outcome-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.

3. Lesson 7.1 Outcome-Based Education for Teacher Preparation Curriculum

4. Desired Learning Outcomes Define what is outcome-based education as this apply to teacher education; Analyze the four principles in outcome-based education; Describe how teaching and learning relate to OBE; Explain how the achieved learning outcomes will be assessed; Summarize the prospective teacher’s roles and responsibilities in the implementation of the Outcome-Based Education.

5. Content Focus In recent years, there has been an increasing attention on outcomes-based education for several reasons. These include return of investments and accountability which are driven by political, economic and educational reason.

6. DEFINITION OF OUTCOME-BASED EDUCATION (OBE) Among the many advocates of OBE in the early years was William 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.

7. 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 are the learning outcomes. This are made up of knowledge, understanding, skills and attitudes that students should acquire to make them reach their full potential and lead fulfilling lives as individual in the community and at work.

8. What do we want these students to learn? Why do we want students to learn these things? How can we best help students to learn these things? How will you know when the students have learned? Spady premised that in Outcome-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 To defined and clarify further, answers to the following questions should be addressed by the teachers.

9. schools and teachers control the condition that will determine if the student 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.

10. 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 of what knowledge, skills values must be achieve at end of the teaching-learning process. This is like looking straight ahead so that the target will be reached. Principle 2: Designing Backwards 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

11. schooling is determined of 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 expectation, 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

12. confidents 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.

13. T eaching-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 that on teaching is used, the intent should focus on learning rather that 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 the teachers should be innovative. How then should teaching-learning be done in OBE? Here are some tips:

14. 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 a create a positive learning environment. Students should feel, the regardless of individual uniqueness, the teachers 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

15. and in the future) and how will they know that they have learned. Teacher must use a variety 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 skill of the teacher. Even if OBE is learner-centerd, sometimes more direct, time-tested methods of teaching will be appropriateb. 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

16. errors and adjust their thinking. Application of learning, is encouraged rather than mere accumulation of these. Teachers must helps 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.

17. From Traditional ViewT To OBE View Instruction Learning Inputs and Resources Learning Outcomes Knowledge is transferred by the teachers Knowledge already exists in the minds of the learners Teachers dispenses knowledge Teachers are designers of methods Teachers and students are independent and in isolation Teachers and students work in teams

18. 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.

19. To be useful in OBE system, assessment should be guided by the following principles: 1. Assessment procedure should be valid. Procedures 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.

20. 1. Assessment should support every student’s opportunity to learn things that are important. 2. Assessment should allow individuality or uniqueness to be demonstrated. 3. Assessment should be comprehensive to cover a wide range of learning outcomes.

21. 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 to learn, thus learning is a personal matter. Teachers can only facilitate that learning, define the learning outcomes. Students have the bigger responsibility to achieve those outcomes. In this way, they will be able to know whether they are learning or not.

22. 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.

23. PRESENTED BY ; ALMINE, JAYSON L. BALBALOSA, AIRA JANE B. THANK YOU!!

24. MULTIPLE CHOICE 1. It is included in the four essetials in OBE that a clear focus on what teachers want students to learn is the primary principle in OBE? A. Designing Backwards B. High Expectations C. Clarity of Focus D. Expanded Opportunities 2. It is types of principles that establishing challenging standards of performance will encourage students to learn better?

25. A. High Expectations C. Expanded Opportunities B. Clarity of Focus D. Designing Backwards 3. He defined OBE a clearly focusing and organizing everything in the educational system? A. Thorndike’s C. William Spady B. John Goodland D. William Spacy 4. It is types of principles in OBE all students are expected to excel, hence equal expanded opportunities should be provided?

26. A. Principle 1 C. Principle 2 B. Principle 4 D. Principle 3 5. OBE stands for what? A. Outcome-Based Estimulation B. Outcome-Based Economic C. Outcome-Based Enhanced D. Outcome-Based Education

27. TRUE OR FALSE 6. Four Essential Principle in OBE in order to comply with the three premises, four essentials principles should be followed in their planning instructions? 7. Teaching-Learning in OBE if learners learn.Learning is measured by it’s outcome? 8. Assessment of Learning Outcomes in OBE should also be guided by the four principles of OBE?

28. 9. OBE students are responsible for their own learning and progress? 10. Spady premised that in Outcome-Based Education that all students can learn and succed?