Lesson 2

Enhanced Teacher Education Curriculum Anchored on OBE

OVERVIEW

Outcome-Based Education (0BE) became the fundamental philosophy of higher

education in the Philippines lately. All curricula including 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 emphasizes about OBE on what is expected from the
FUTURE EDUCATOR to finally achieve when they complete their course rather than
how they achieved it.

GENERAL OBJECTIVES
1. UNDERSTAND
2. ANALYZE
3. DISCUSS CONTENT AND PEDAGOGY CONTENT TO ACHIVE THE OUTCOMES
PRE DISCUSSION
Outcome based education is defined as an approach to education in which decisions
about the curriculum are driven by the outcomes the FUTURE EDUCATOR should
display by the end of the course- professional knowledge, skills, abilities , values and
attitudes- rather than on the educational process.

There is a need for tertiary education to provide both professional knowledge/skills and
all-round attributes to the graduates so as to enable them to face the diversified yet
global demands of the 21st century society.

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 be 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 must one 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 Program (Ideal Graduate of
Teacher Education Program Competencies)
Questions like: What kind of teacher do we desire to graduate in the
future? What kind of teacher will you be? What qualities will you possess?
To address these questions, it is necessary that the desired competencies
and outcomes of the teacher education curriculum be clearly stated. These
competencies will guide teacher education programs on what product do they
desire at the end of the college education. What are the attributes of the Ideal
Graduate?
Recognizing the demand of K to 12, the framework of the National
Competency-Based Teacher Standards (NCBTS) and global requirements of
ASEAN 2015, a need to harmonize the teacher competencies is very critical.
With OBE, these competencies will form the desired outcomes of the teacher
education program.
With the current imperatives of the 21 st 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 other which
are also related to teaching.
Competencies for all Future Teachers in the Teacher Education Curriculum
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 suggestion
based on CMO 30. S. 2004 and the NCBTS.
1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning
process
3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
4. Apply a wide range of teaching related skills in curriculum development,
instructional material problem, 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 innovative 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 and professional growth as
teachers
With the enumerated intended outcomes, the future teachers should be aware of
the outcomes they should become.
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 Domains Addressed in NCBTS

 Uses specialized knowledge and skill  Diversity of learners

in a variety of school context and in  Learning Environment
diverse students background  Curriculum

 Applies inquiry with the use of  Diversity of Learners

research approaches and utilize  Planning, Assessing, and
evidence-based knowledge to Reporting
improve teaching.  Personal Growth and Professional
Development
 Social Regard for Learning

 Self-directs continuous learning  Personal Growth and Professional

related to own expertise for Development
enhancement of students outcomes  Social Regard for learning
and strengthening of professional
identity.

 Maximize the involvement of

education stakeholders and non-  Community Linkages
education
communities to work in collaboration
for relevant educational reforms

From the identified competencies, standards and outcomes the IDEAL

GRADUATE of the teacher education program as a new breed of TEACHER are:

 Multiliterate
  Reflective
 Master subject content
 Highly Skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner

2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such
competencies in colleges of education or teacher education departments?
Using the OBE framework, the competencies previously stated are now
translated into outcomes. These are the outcomes we need to see in every
graduate.

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 for teaching and learning.
 Applied a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery.
 Articulated and applied clear understanding of how educational processes relate
to political, historical, social and cultural context.
 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.
 Practiced professional and ethical standards for teachers anchored for both local
and global perspectives.
 Pursued continuously lifelong learning for personal and professional growth as
teachers.
Content and Pedagogy to Achieve the Outcomes
Having identified the outcomes of the program, how will universities, schools and
departments form the future teachers?
1. Course or Degree Contents- To become a teacher, a college degree is
required. A degree is made up of courses or subjects which are clustered
as general education courses, professional education courses and major
or specialized subject 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

Courses, Professional Teacher Education Courses, Areas of
Specialization or Additional Subjects in a Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)- General

Education Courses, Professional Teacher Education Courses, Major
Discipline (English, Math, Science, others)

Secondary Level Teaching for Grade 11-12 (Senior High School)-

General Education Course, Professional Teacher Education Courses,
Major Discipline (higher level of contents)
There are common courses for both levels of teaching. In the
professional teacher education courses, both will have almost the same
with one or two courses that are different to address the context of the
grade level they will teach.
Illustrative Example of Probable Subjects in the Professional Teacher Education
For all future teachers in K to 12 (elementary and secondary levels)
A. Foundation Courses

 Child and Adolescent Learners and Learning Principles

 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge Courses

 Facilitating Learner-Centered Teaching and Learning

  Assessment of Learning
 Technology for Teaching and Learning
 The teacher and the School Curriculum
 Building and Enhancing Literacy Skill Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary level only)
 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
immersion)
These subjects are coherent and integrated with each other 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.
There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the field. This will
enhance collaborative relationships with the academe and the schools.
2. Methods of Teaching and Teaching Delivery Modes
The methods of teaching should be varied to address the different
kind 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 teaching
should replicated what should be used in the work place or schools.
The delivery modes may vary from the traditional face-to-face, on-
line, anled experiential learning, approaches. When these modalities are
combined in one course, it is called blended approach.
The use of technology for teaching and learning in all subject areas
is encouraged so that every future teacher will develop skills to be ready
to guide future learners, most of whom are digitally skilled.
A very strong field-base experience in teacher education where a
pre-service teacher students are immersed to the actual classrooms is
necessary. This will be enable the students to gain experiential learning
through observation, teaching assistantship and practice teaching.
 Whatever 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
Refers to strategies designed to confirm what students know,
demonstrate whether or not they have met curriculum outcomes.
College learning shall be assessed in similar manner as all other
means of assessment. It has to be remembered that in the Philippine
Qualifications Framework (PQF) there are three levels of competencies
that all undergraduate students should possess as evidence of their
learning outcomes. This refers to Level 6 of the PQF which is described as
Level 1 – Knowledge, Skills and Values Level 2 – Application of KSV and
Level 3 – Degree of Independence.
Every subject has established a set of desired learning 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:
At the end of the semester, the students must have:
1. Identified curriculum concepts that include the nature and purposes of
curriculum.
2. Discussed to the different models of curriculum and approaches to
curriculum design.
3. Explained curriculum development in terms of planning, implementing
and evaluating.
4. Described the different involvement of stakeholders in curriculum
implementation.
5. Utilized different evaluation procedures and tools in assessment of
learning outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a
teacher.
How will we know that students have arrived or 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.
The assessment procedure and tools should be appropriate for the
learning outcomes to be measured so as to be valid and reliable.
 In summary, the teacher education curriculum that approaches the OBE
model for classroom practice begins with the end in view by establishing the
program outcomes at the start. It is followed by the Course Content, Pedagogy
and Assessment. But the three components are linked to each other.

Planning

(Degree Outcomes and

Attributes of and Ideal
Graduate)

Evaluating Implementing
(Assessment of Learning (Contents, Methods of
to indicate if degree Delivery)
outcomes have been
achieved)

ENRICHMENT/ASSESSMENT

Activity 1. Answer the following questions. Write it in 1(one) whole sheet of paper.

1. Differentiate the following

Desired Outcomes Vs Program Outcomes

Teacher Standards Outcomes Vs Domains Addressed in NCBTS

Method of Teaching Vs Delivery Modes

 2. Explain the following

a. From the identified competencies, standards and outcomes the IDEAL

GRADUATE of the teacher education program, what are the
qualities they must have as a new breed of Teacher? Why is it important?

b. How will we know that learner have achieved the learning outcomes?

Assignment
Reflection