A PowerPoint presentation

1. LESSON 7.1
Outcome-Based Education for
Teacher Preparation Curriculum

2. PRAYER
LORD GOD, WE COME TO YOU IN THE SPIRIT OF
LEARNING, HUMILITY AND LOVE.WE ARE GRATEFUL FOR
THIS OPPORTUNITY TO LEARN FROM EACH OTHER AND
GROW CLOSER IN YOUR FAITH. WE ASK THAT YOU BLESS
OUR TIME TOGETHER AS WE EXPLORE THE TEACHING OF
JESUS CHRIST.
IN JESUS NAME, AMEN.

3. TAKE A DEEP BREATH TO CLEAR
YOUR MIND AND TO RELIEVE YOUR
STRESS.

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. DEFINITION OF TERMS
OBE( Outcome-Based Education) – is the fundamental
philosophy of higher education in terms of course
designing, instructional planning, teaching and assessing
students learning.

6. According to W. Spady (1994) he defined as 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.

7. Four Essential Principles in OBE
PRINCIPLE 1: Clarity of Focus
PRINCIPLE 2: Designing Backwards
PRINCIPLE 3: High Expectations
PRINCIPLE 4: Expanded Opportunities

8. PRINCIPLE 1: CLARITY OF FOCUS
•A clear focus of what teachers want to
students to learn is the primary principle
in OBE. Teachers should bear in mind,
that the outcome of teaching is learning.

9. 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 the formal schooling is determined as
the beginning. Decisions are always traced back to
desired results.

10. 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.

11. 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
genius in him/herself, hence is capable of doing the
best.” Learners develop inborn potentials if
corresponding opportunities and support are given to
nurture.

12. 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-learning be done in OBE?
Here are some tips:

13.  Teachers must prepare students adequately. This can be done if
the teachers know what they want to students to learn and what
learning outcomes to achieve. Prerequisite knowledge is
important, thus a review is necessary at the start of the lesson.
 Teachers must create positive learning environment. Students
should feel regardless of individual uniqueness, the teacher is
always there to help. Teacher and student relationship is very 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.

14.  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
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 the 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 they learned.

15. 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 embedded part of the system.

16. 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 result 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
students.

17. 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 be comprehensive to cover a wide
range of learning outcomes

18. LEARNERS RESPONSIBILITY FOR
LEARNING
In OBE, students are responsible for their own learning and
progress. Nobody can learn for learner. It is only 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 be
able to know whether they are learning or not.

19. One of the great benefits of outcome-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.

20. Self Check:
1. What did the teacher intend to accomplish in the lesson at the beginning?
2. Was it accomplished or achieved at the end? Has learning occurred?
3. What learning outcome
4. During the activity, was there an opportunity for all children to learn?
Describe.
5. How was the achieved learning outcome assessed? Explain.

21. Self-Reflection
1. I like OBE because…..In the future when I become a teacher, I should…..
2. I do not seem to like OBE because in the future, when I become a teacher,
I should……