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Outcomes based education
- 1. “TAILOR-ICULUM” • The classwill be divided into four (4) groups. Each group will be given a plastic straw. Your task is to tailor yourselves with your members starting from the upper part of your shirt down to your pants. After tailoring yourselves together with your group, you are going to perform your yell. You will only be given 10 mins. to do the task.
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- 3. •W. Spady(1994) definedOBE 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 is a student-centered approach to education that focuses on the intended learning outcomes resulting from instruction- Nicholson, 2011
- 4. 1 What dowe 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?
- 5. Spady premised thatin 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 leaning. Schools and teachers control the conditions that will determine if the students are successful in school learning.
- 6. Four Essential Principlesin OBE Principle 1: Clarity of Focus A clear picture 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. This is like looking straight ahead so that the target will be reached.
- 7. Four Essential Principlesin OBE Principle 2: Designing Backwards 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 at the beginning . Decisions are always traced back to desired results.
- 8. Four Essential Principlesin OBE Principle 3: High Expectations Establishing high expectations, challenging standards of performance will encourage students to learn better. This is parallel to Thorndike’s Law of Effect, which says that success reinforces learning, motivates, builds confidences and encourages learners to do better.
- 9. Four Essential Principlesin OBE 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”.
- 10. Teaching-Learning in OBE Teachingis teaching if learners learn. Learning measured by its outcome. Whatever approach to teaching is used, the intent should focus on learning rather than on teaching.
- 11. Teacher must preparestudents 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.
- 12. Teacher must createa 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.
- 13. Teacher must helptheir 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. Teacher must usea 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.
- 15. Teacher must providestudents 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 encourage rather than mere accumulation of these.
- 16. Teacher must helpstudents to bring each learning to a personal closure that will make the, aware of what they learned. .
- 17. From Traditional ViewTo OBE View Instruction Learning Inputs & 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 isolation Teachers and students work in teams
- 18. Assessment of Learningin OBE 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.
- 19. 3. Assessment procedureshould 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.
- 20. 6. Assessment shouldtell both the teachers. and students are progressing. 7. Assessment should support every student’s opportunity to learn things that are important.
- 21. 7. Assessment shouldallow individuality or uniqueness to be demonstrated. 8. Assessment should be comprehensive to cover a wide range of learning outcomes.
- 22. 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 who can drive himself/herself to learn, thus learning is a personal matter.
- 23. • One ofthe great benefits of OBE 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.
- 24. As a student, 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?
- 25. “ISKRAMBOL-iculum” The class willbe divided into three (3) groups with 8 members each. Each member of the group will have their corresponding letter. All you have to do is to answer what is asked in the question by arranging the letters to form a new word. Remember, changing the letters with your co-member is prohibited. You should arrange it by yourselves. CLUE: All answers are 8-letter word.
- 26. 1. OBE isanchored and focuses on what? It is the end target of OBE. 2. The teaching-learning in OBE shows shifts from traditional to OBE view. In traditional view they focuses merely on instruction or teaching what was written in the book while, in OBE they focuses on what? 3. In enhanced teacher education curriculum anchored on OBE, who are their focused whom should be innovative, reflective, multi-literate they are the ideal ______.
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- 28. MAIN RULE: To proceedto the next level you must defeat your opponent being in the same level as you thru “jack-en-poy”. REMEMBER!!! Being in any level you are in, failed to win, will go back again to the first stage (worm)
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- 30. 1.) Teacher Johnimplemented OBE in his classroom wherein all activities are designed to achieve specific goals.
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- 32. 2.) Teacher Lizawants to know if her students have learned throughout her discussion. She use varied assessment tools and procedure that is appropriate for her learners. In this way, do you think Teacher Liza will know if her students achieved the learning outcomes?
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- 34. 3.) Teacher Joansets high and challenging standards in order to encourage students to engage deeply with the learning and to achieve the ILO. This principle in OBE which is expanded opportunities is a necessary predicate of successful learning.
- 35. DIRECTIONS: In a½ sheet of paper, enumerate what is asked in the following statements. 1-4. Give the four fundamental principles of OBE 5-7. Give atleast 3 principles of assessment of learning outcomes in OBE. 8-10. Give atleast 3 competencies of ideal graduates.