Module 7: OutcomesBased Education: Basis
for Enhanced Teacher
Education Curriculum
Curie Pascua Domincel-Palattao
Module Overview
Outcomes-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.
This module will give you the opportunity to
understand what OBE is all about and relate the
same to teacher education curriculum as future
teachers.
Lesson 1. Outcomes-Based Education for Teacher
Preparation Curriculum
Desired Learning Outcomes:
01
02
03
Define what is outcomesbased education
04
Identify the four principles in
OBE
Describe how teaching and
learning relate to OBE
05
Describe how assessment of
achieved learning relate to
OBE
Describe the learner’s
responsibility in learning
through OBE
Why do we hear a lot of educators
talking
about OBE? What is Outcomes-Based
Education about? Should curriculum for
teacher preparation be influenced by this?
Why? How will OBE address the 21st
century teachers?
Among the many advocates of OBE in the early years
was William G. 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. 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 is the learning outcomes. This is made up of
knowledge, understanding, skills and attitudes that students
should acquire to make them reach their full potential and
lead fulfilling lives as individuals in the community and at
To define and clarify further, answers to the following
questions should be addressed by the teachers.
1. What do we 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?
William G. Spady (1994) premised that in
Outcomes-Based
Education:
ABOUT THE DISEASE
All students can learn and succeed, but not at
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Successful learning promotes even more
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VENUS
planet from the Sun
Schools and teachers control the conditions
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thatbeing
willred,
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students are
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successful in school learning.
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Four Essential Principles in OBE
In order to comply with the three premises, four
essential principles should be followed in either
planning instruction, teaching or assessing learning.
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 teachinglearning 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 schooling is determined as 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 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. This is parallel to
Thorndike’s law of effect which says that success
reinforces learning, motivates, 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
nature.
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. 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 motivated. 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. Prerequisite knowledge is important, thus a
review is necessary at the start of a lesson.
• Teachers must create a 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.
• 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 what 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 skill of the teacher. Even if OBE is learnercentered, 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 mere accumulation of
these.
• Teacher must help students 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
From Traditional View
Instruction
Inputs and resources
Knowledge is transferred by the
teacher
Teacher dispense knowledge
Teachers and students are
independent and in isolation
To OBE View
Learning
Learning outcomes
Knowledge already exists in the
minds of the learners
Teachers are designers of
methods
Teacher and students work in
team
Assessment of Learning Outcomes in OBE
Concepts and typology
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. ItType
should
contribute
to the
Type a
b
Gestacional
objective
students’
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the improving
closest
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has a beautiful learning.
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a cold in
planet to the Sun and the
name, but also very high
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OBE,smallest
there
is a
to establish aoxide
clear
of them
all need first
temperatures
dust vision
of what the students are expected to learn (desired
learning outcome), then assessment becomes an
embedded part of the system.
To be useful in OBE system, assessment should be guided by the following
principles:
1. Assessment procedure shouldPathology
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.
Necrosis
5. Assessment
should tell both the teachers and studentsInflammation
how students are
Mercury is the closest
Despite being red, Mars
progressing.
planet to the Sun. It’s the
is actually a cold place.
Neoplasm
6. Assessment
should support every
student’s opportunity
to learn things that
smallest one
It’s full of iron oxide dust
Venus has a beautiful
are important.
name and is the
second
7. Assessment should allow individuality
or uniqueness
to be demonstrated.
planet from the Sun
8. Assessment should be comprehensive
to cover a wide range of learning
outcomes
Learners’ Responsibility for Learning
In OBE, students are responsible for their own learning and progress.
Skin infection symptoms
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. Teachers can
only facilitate that learning,
define the learning
Inflammation
Redness
outcomes
toisbe
achieve
those
Mercury
the achieved,
closest planetand assist the students
Venustohas
a beautiful
name
outcomes.
Students
have the bigger responsibility
those
to the Sun
and the smallest
and is to
theachieve
second planet
of them
all will be able to know
from
the Sun they are
outcomes. In this way,
they
whether
learning or not.
One of the great benefits
education is that it
Warm of outcomes-based
Abscess
makes students aware of what they should be learning, why they are
Despite being red, Mars is
The Moon is Earth’s only
learning
it,
what
they
are
actually
learning,
and
what they should do
actually a cold place. It’s full
natural satellite. Mars is a
when they areoflearning.
All of these will conclude
iron oxide dust
cold with
place 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. To guide the students in OBE learning, they should
ask themselves the following questions.
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 what I am learning, what I should be
learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
Lesson 2. Enhanced Teacher Education Curriculum
Anchored on OBE
Risk factors
Desired Learning Outcomes
The learners should have
Mars
Despite being red, Mars is a
cold place
1. Analyzed the influence of OBE
Venusin the teacher
Venus is the second planet
education curriculum
from the Sun
2. Reflected on the future teacher education
curriculum in the light of OBE Jupiter
50%
30%
20%
It’s the biggest planet in the
Solar System
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Take Off
As teacher education initiatives gear towards
globalization, contextualization, indigenization and other
reforms or enhancements, a lot of harmonization is being
done by educators, curriculum specialists, faculty, teachers,
students and all stakeholders. Outcomes-Based Education
as a philosophy, system and classroom practice gives a very
strong signal in the reconceptualization of the teacher
education curriculum.
Let us learn how a teacher education curriculum
embraces the philosophy, system and classroom practice of
OBE.
Teacher Education Curriculum Anchored on OBE
What could a teacher education curriculum that
anchors itself on outcomes-based education? What
would be the features of this curriculum that could
address and future concerns of basic education? What
competencies one must acquire to be able to address
these concerns? How will these competencies enhance
the attributes of a teacher education graduate? These
questions and many more shall be addressed in the
content of this lesson.
1. Desired Outcomes of the Teacher Education Programs
(Ideal Graduate of Teacher Education Program
ABOUT THE DISEASE
Diagnosis
Competencies)
Questions like:MERCURY
What kind of teacher do we desire to graduate
It’s the closest planet to the Sun and the
in the future? What
kind
will you be? What qualities
smallest
in the of
Solarteacher
System
Mercury
Mars
Venus
will you possess?
It’s the closestVENUS
planet
to the Sun
Venus has a
beautiful name
Mars is actually a
very cold place
To address these
questions,
itand
is isnecessary
that the desired
Venus has
a beautiful name
the second
planet from the Sun
competencies and
outcomes of the teacher education
curriculum be clearly
MARS stated. These competencies will guide
JupiterDespite
Pluto desire at
Saturn
teacher education
programs
on
whata cold
product
being red, Mars
is actually
place. do they
full of iron oxide
It’s the biggestIt’s
planet
It’sdust
a gas giant and
It’s considered a
the end
ofofthe
college
education.
What
are
the
attributes of the
them all
has several rings
dwarf planet
Ideal Graduate?
Recognizing the demand of K to 12, the framework of the National
Competency-Based Teacher Standards (NCBTS) now called
Prevention
Philippine Professional Standards
for Teachers (PPST) and global
requirements of ASEAN 2015, a need to harmonize the teacher
Clean up
Don’t throw
Recycle
Not produce
competencies
is veryDespite
critical.
With OBE,
these competencies
will
Venus has a
being red,
Saturn has
Jupiter is the
form the
desired
the teacher
education
program.
beautiful
name outcomes
is a coldof
place
beautiful
rings
biggest
planet
With the current imperatives of the 21st century, the teacher
education curriculum must emphasize teacher’s values, skills and
knowledge that are fundamental to good teaching. The roles and
responsibilities of teachers should be viewed collaboratively with
other professionals because of new job opportunities. Teachers
may not remain in the classrooms but may take on tasks as course
designers, program evaluators, training specialists and others which
are also related to teaching.
Competencies for all Future Teachers in the Teacher Education
Curriculum
Treatment
It is desired that all graduates of any teacher education program
should have the following competencies to be ready to teach in the
classroom. Here are the suggestions based on CMO 30, s. 2004 and
the NCBTS.
1. Demonstrate
basic and
for teaching
and learning
Treatment
A higher levels of literacy
Treatment
B
2. Demonstrate
and principled
understanding
the teaching
and
Mercury isdeep
the closest
planet
Venus has a of
beautiful
name
to the Sun and the smallest
and is the second planet
learning process
of them
all
the Sun
3. Master and apply
subject
matter content and from
pedagogical
principles
appropriate for teaching and learning
4. Apply a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery
5. Articulate and apply clear understanding of how educational
processes relate to political, historical, social and cultural
context
6. Facilitate learning in various classroom setting diverse
learners coming from different cultural backgrounds
7. Experience direct field and clinical activities in the teaching
milieu as an observer, teaching assistant or practice teacher
8. Create and innovate alternative teaching approaches to
improve student learning
9. Practice professional and ethical standards for teachers
anchored for both local and global perspectives
10. Pursue continuously lifelong learning for personal growth as
teachers
Using the National Competency-Based Standards as a frame as a global
Filipino teacher, let us analyze the intended competencies / outcomes that are
addressed by the different NCBTS domains. (TCSE Progress Report, 2013).
Teacher Standards Outcomes
Uses specialized knowledge and skill in a variety of
school context and in diverse students background.
Applies inquiry with the use of research approaches
and utilize evidence-based knowledge to improve
teaching
Self-directs continuous learning related to own
expertise for enhancement of students outcomes
and strengthening of professional identity
Maximize the involvement of education stakeholder
and non-education communities to work in
collaboration for relevant educational reforms
Domains Addressed in NCBTS
-Diversity of Learners
-Learning Environment
-Curriculum
-Diversity of Learners
-Planning, Assessing and Reporting
-Personal Growth and Professional Development
-Social Reform and Learning
Personal
Community Linkages
From the identified competencies, standards and outcomes,
the IDEAL GRADUATE of the teacher education program as a
new breed of TEACHERS are:
Multiliterate
Reflective
Master subject content
Highly skilled
Sensitive to issue
Multicultural
Innovative
Highly professional You can describe the topic of the section here
Lifelong learner
02
Diagnosis
2. Teacher Education Curriculum: An Example
Prevalence
What kind of teacher education curriculum can
develop such competencies in colleges of education or
65% Mercury
teacher education departments?
Mercury is the closest planet
to the Sun and the smallest
of them all
Using the OBE framework, the competencies
previously stated are now translated
into outcomes.
35% Venus
Venusin
hasevery
a beautiful name
These are the outcomes we need tee
and is the second planet
It’s
the
closest
planet
to
the
from the Sun
graduateSun
.
and the smallest in the
Solar System
Teacher Education Program Outcomes
At the end of the degree plan for elementary or secondary teaching,
the future teacher must have:
 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrated deep and principled understanding of the teaching and
learning process.
 Mastered and applied the subject matter content and pedagogical
principles appropriate
foris teaching
learning.
Jupiter
a gas giant,and
the biggest
planet in the
Solarof
System
and the
fourth-brightest
in
 Applied a wide range
teaching
related
skills in object
curriculum
development,
the night sky
instructional material production, learning assessment and teaching
delivery.
Conclusions
 Articulated and applied clear understanding of how educational processes
relate to political, historical, social
cultural context.
Ourand
team
 Facilitated learning in various classroom setting diverse learners coming
from different cultural backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an
observer, teaching assistant or practice teacher.
 Created and innovated alternative teaching approaches to improve student
learning.
Noomi Williams
Dillmananchored for both
 Practiced professional
and ethical standardsMark
for teachers
You can talk a bit about this
You can talk a bit about this
local and global
perspectives.
person here
person here
 Pursued continuously lifelong learning for personal and professional growth
as teachers.
Content and Pedagogy to Achieve the Outcomes
5,000
1. Course or Degree Contents2,500
To become a teacher, a college degree is required. A degree is made up
of degree of courses or subjects which are clustered as general education
500
courses, professional education courses and major or specialized subject
Having identified the outcomes of the program, how will universities,
schools and departments
formisthe
Mercury
the future
closest teachers?
planet to the Sun
Jupiter is the biggest planet of them all
Saturn is composed of hydrogen and helium
courses. There are similarities as well as differences in the required
number of subjects and courses that are recommended for teachers in the
elementary and secondary level teaching.
Let us look at the examples:
Elementary Level Teaching
for K to Grade 6 – General Education
References
Courses, Professional Teacher Education Courses, Areas of Specialization or
● aAuthor
(year). Title
of the publication. Publisher
Additional Subject in
Specialized
Field
Secondary Level
Teaching
for Title
Grade
7-10
(JuniorPublisher
High) - General
● Author
(year).
of the
publication.
Education Courses, Professional Teacher Education Courses, Major
Author
(year). Title
of the publication. Publisher
Discipline (English,●Math,
Science,
others)
Secondary Level
Teaching
for Title
Grade
11-12
(Senior
High) - General
● Author
(year).
of the
publication.
Publisher
Education Courses, Professional Teacher Education Courses, Major
● Author (year). Title of the publication. Publisher
Discipline (higher level contents)
● Author
(year).
of the
publication.
Publisher
There are common
courses
forTitle
both
levels
of teaching.
In the professional
teacher education courses,
both will have almost the same with one or two
● Author (year). Title of the publication. Publisher
courses that are different to address the context of the grade level they will
teach.
For all the future teachers in K to 12 (elementary and secondary
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levels)
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Courses
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contaminated soil,
Sun and the smallest
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Linkages
water or food
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Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
Bio - medical waste
Facilitating Learner-Centered Teaching and Learning
01
02
03
04
Assessment of Learning
Technology for Teaching and Learning
The Teacher and the School Curriculum
Building
Literacy Skills
theWithe
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bin Enhancing
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waste,
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Content
Pedagogy
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in the
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Teaching
the
Major Field Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area Content for
the Elementary
D. Experiential Learning Courses
Field Study Courses (Field observations)
Practice Teaching
(Classroom Observation, Teaching Assistance, Full
Mockup
immersion)
You can replace the image on the screen
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These subjects are coherent and integrated with one another to
create and achieve almost seamless experience of learning to teach. Bringing
together theory into practice, faculty teaching the content, also supervise
student teachers in the field. Pedagogical Content Courses (PCK) bring
together courses that treat them holistically.
2. Methods of Teaching and Teaching Delivery Modes
The methods of teaching should be varied to address the different
kinds of learners. Time-tested methods as well as current and emerging
strategies shall be utilized. These should be student-centered,
interactive, integrative and transformative. Courses should enhance the
concept of “learning how to learn” for future teachers. The methods of
Do what
you have
any questions?
teaching should replicate
should
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+91 620 421 838
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yourcompany.com
The delivery modes
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The use of technology for teaching and learning in all subject
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Whenever methods of teaching or delivery modes to be used by
the teachers are clearly written in a course design or syllabus
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3. Assessment of Learning
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Every
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outcomes to be achieved at the end of the course. These learning
outcomes should be evaluated so as to confirm if they have be
achieved.
For example, in a subject Curriculum Development, the desired course
outcomes are:
Instructions for use
At the end of the semester, the students must have:
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6. Explained examples
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curricular
reforms
such
K School:
to 12 and OBE.
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7. Reflected on the value
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teacher.
How will we know that students have arrived or
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achieved the learning outcomes enumerated above?
We need to assess these with the use of varied
assessment tools and procedure as mentioned in
previous modules. The key verbs shall be used as an
assessment check to determine the success of the
course.
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The assessment procedure and tools should be
appropriate for the learning outcomes to be measured
so as to be valid and reliable.
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In summary, the teacher education curriculum that approaches the OBE
model for classroom practice
begins
the used
end in view by establishing the
Fonts
& with
colors
program outcomes at the start. It is followed by the Course Content,
Pedagogy and Assessment.
But has
thebeen
three
components
This presentation
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