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 It’s the closest planet to theor Sunin andthe the same way. the same time MERCURY smallest in the Solar System Successful learning promotes even more Venus has a beautifullearning. name and is the second successful VENUS planet from the Sun Schools and teachers control the conditions Despite Mars is actuallyifa cold thatbeing willred, determine theplace. students are It’s full of iron oxide dust successful in school learning. MARS 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’ Since Mercury isof the improving closest Venus has a beautiful learning. Mars is actually a cold in planet to the Sun and the name, but also very high place. It’s full of iron 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 Follow the link in the graph to modify its data and then paste the new one here. For more info, click here 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 Infection table levels) Parasite Causative A. Foundation Courses disease organism Intermediate host Mode of transmission Teanisiasis Taenia solium Pigs, humans Fecal-oral Child and Adolescent Learners and Learning Principles The Teacher and Society Cats, intermediate Ingestion of oocyst, Toxoplasmosis Toxoplasma meats The Teaching Profession host in nature School It’s Culture and Organizational Leadership Ingestion of the closest planet to the EG: sheep, cattle Hydatidosis Echinococcus contaminated soil, Sun and the smallest in the EM: small mammals School-Community Linkages water or food Solar System 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 Curriculum Yellowand bin Enhancing Red bin Blue Across bin bin Infectionsand waste, Fluid blood, All typesTongue of glass (Elementary Needles withoutlevel Content Pedagogy of the Mother bandages, cotton, hemovacs, bottles and broken syringes, blades It’s the closest planet to the only) fluids, body partsthe smallest catheters, bags glass sharpes, metal Sun and in the Solar System 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 with your own work. Just right-click on it and select “Replace image” 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 be used in the work place or youremail@freepik.com schools. +91 620 421 838 THANKS! yourcompany.com The delivery modes mayThisvary from thewastraditional face-to-face, onCREDITS: presentation template created by Slidesgo, including icons by Flaticon, and infographics & images by FreepikWhen these modalities are line, and experiential learning approaches. combined in one course, itPlease is called blended keep this slide for attribution approach. The use of technology for teaching and learning in all subject areas is encouragedAlternative so that every future teacher will develop the resources skills to be ready to guide learners, most of whom are digitally Here’s an assortment of alternative resources whose style fits that of this template skilled. Photos: ● Used medical masks and gloves top view A very strong field –based experience in teacher education ● Throwing in the bin symbol medical masks where pre-service teacher students are immersed to the actual Vectors: classrooms is necessary. This will enable the students to gain ● Coronavirus waste in the ocean background experiential learning through observation, teaching assistantship and practice teaching. Whenever methods of teaching or delivery modes to be used by the teachers are clearly written in a course design or syllabus prepared by the faculty and shared to the students. 3. Assessment of Learning College learning shall beResources assessed in similar as all other means of assessment. It hasontothisbe remembered that inother thewebsites Philippines Did you like the resources template? Get them for free at our Photos: Quality Framework (PQF), there are three levels of competencies ● Confident young woman with acne close-up that all● undergraduate students should possess as evidence of their Climate change concept collage ● Arrangement of different colored plastic bags learning outcomes. This refers toherLevel ● Woman suffering of breast cancer talking with doctor 6 of the PQF which is ● Climate change concept collage described Level1 – Knowledge, Skills and Values, Level 2 – ● Sickas woman at home medium shot ● Plastic trash at seaside Application KSV aid and 3 for – work Degree of Independence. ● Africa of humanitarian doctorLevel getting ready I ● Africa humanitarian aid doctor getting ready for work II Vectors: Every subject has established a set of desired learning ● Blood donation instagram story template design 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: If you have a free account, in order to use this template, you must credit Slidesgo by keeping the Thanks slide. Please 1. Identified curriculum concepts that refer to the next slide to read the instructions for premium users.include the nature and purposes of curriculum. As a Free user, you are allowed to: 2. Discussed the different models of curriculum and approaches to - Modify this template. - Use it for both personal and commercial projects. curriculum design. You are not allowed to: 3. Explained curriculum development in terms of planning, implementing - Sublicense, sell or rent any of Slidesgo Content (or a modified version of Slidesgo Content). and evaluating. - Distribute Slidesgo Content unless it has been expressly authorized by Slidesgo. - Include Slidesgo Content in an online or offline database or file. 4. Described the different involvement of stakeholders in curriculum - Offer Slidesgo templates (or modified versions of Slidesgo templates) for download. - Acquire the copyright of Slidesgo Content. implementation. 5. Utilized different evaluation procedures and tools in assessment of learning outcomes. 6. Explained examples ofabout curricular reforms such K School: to 12 and OBE. For more information editing slides, please read our FAQs or visitas Slidesgo https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school 7. Reflected on the value of understanding curriculum development as a teacher. How will we know that students have arrived or Instructions for use (premium users) 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. As a Premium user, you can use this template without attributing Slidesgo or keeping the "Thanks" slide. You are allowed to: ● ● ● ● Modify this template. Use it for both personal and commercial purposes. Hide or delete the “Thanks” slide and the mention to Slidesgo in the credits. Share this template in an editable format with people who are not part of your team. You are not allowed to: ● ● Sublicense, sell or rent this Slidesgo Template (or a modified version of this Slidesgo Template). Distribute this Slidesgo Template (or a modified version of this Slidesgo Template) or include it in a database or in any other product or service that offers downloadable images, icons or presentations that may be subject to distribution or resale. Use any of the elements that are part of this Slidesgo Template in an isolated and separated way from this Template. Register any of the elements that are part of this template as a trademark or logo, or register it as a work in an intellectual property registry or similar. The assessment procedure and tools should be appropriate for the learning outcomes to be measured so as to be valid and reliable. ● ● For more information about editing slides, please read our FAQs or visit Slidesgo School: https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school 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 made using the following fonts:are linked to each other. Mukta (https://fonts.google.com/specimen/Mukta) Open Sans (https://fonts.google.com/specimen/Open+Sans) #061b36 #0074b1 #f1db6e #176daf #b9883b #4fbdde #dda043 #ffffff #f0bc56 Use our editable graphic resources... You can easily resize these resources without losing quality. To change the color, just ungroup the resource and click on the object you want to change. Then, click on the paint bucket and select the color you want. Group the resource again when you’re done. You can also look for more infographics on Slidesgo. Go to Google classroom for Learning Activities JANUARY FEBRUARY MARCH APRIL MAY JUNE PHASE 1 Task 1 Task 2 PHASE 2 Task 1 Task 2 JANUARY PHASE 1 Task 1 Task 2 FEBRUARY MARCH APRIL ...and our sets of editable icons You can resize these icons without losing quality. You can change the stroke and fill color; just select the icon and click on the paint bucket/pen. In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons. Educational Icons Medical Icons