GOOD MANNERS AND

RIGHT CONDUCT
(EDUKASYON SA
PAGPAPAKATAO)

OUTCOMES- BASED
EDUCATION
 MEANING OF OBE

OBE- outcomes- based education

- an education that is anchored and focused on outcomes.
- a student- centered approach to education that focuses on
the intended learning outcomes resulting from instruction.
- it is an approach in planning, delivering and assessing
instruction.
OB
E
as
an
Ap Identifying
pr
oa desired
ch
outcomes

Determining Deciding on strategies

assessment measures and methodologies
for the achievement to achieve those
of outcomes outcomes
 LEARNING PRINCIPLES OF OBE
SPADY (1994)

1. CLARITY OF FOCUS- teachers must begin with the end clearly in

mind. Teachers must be clearly focused on what they want
students to know, understand and be able to do.
2. DESIGNING DOWN- teachers design the instructions.
3. HIGH EXPECTATION- teachers should establish high, challenging
standards of performance in order to encourage students to
engage deeply in what they are learning.
4. EXPANDED OPPORTUNITIES- teachers must strive to provide
expanded opportunities for all students.
 MEANING OF OUTCOMES

OUTCOMES- end targets of OBE.

Various authors claim outcomes as:
1. Clear learning results that learners have to demonstrate, what learners
can actually do with what they know and have learned (Butler,2004)
2. Actions, products, performances that embody and reflect a learners’
competence in using content, information, ideas and tools successfully
(Geyser, 1999)
3. Culminating demonstration of learning, not curriculum content
(Spady,1994)
 MEANING OF OUTCOMES

Spady made use of two terms, namely, exit outcomes and enabling
outcomes.
• Exit outcomes- are the “big” outcomes
• Enabling outcomes- are the “small” outcomes.

The attainment of the small outcomes leads to the attainment of

the big outcomes which we used to call the TERMINAL OUTCOMES.
Enabling outcomes-
to explain the
principles of Exit outcomes- to apply
teaching ESP the principles of
teaching ESP with the
use of an appropriate
Enabling outcomes- method in a
to choose an demonstration teaching
appropriate
teaching method

Enabling Outcomes Leading to the Exit Outcome

 OUTCOMES IN DIFFERENT LEVELS

• IILOs- Institutional Intended Learning Outcomes

• PILOs- Program Intended Learning Outcome
• CILOs- Course Intended Learning Outcomes
• Learning Outcomes
 Institution V-M
Statement
Goals and Philosophy

Institutional Institutional
Outcomes as outcomes
Bases for
Program, Attributes of Ideal
Course and Graduate
Learning
Outcomes
Program Outcomes

Course Outcomes

Learning Outcomes
Pr National Competency-
og Based Teacher Standards
ra UNESCO ICT Competencies (NCBTS)
m for Teachers 21ST Century Skills
Ou
tc Philippine Qualifications’
om
CMO 30,s. 2004_PSGs Framework
es

Program ASEAN Qualifications

Institutional Outcomes
(Graduate Attributes) Outcomes Reference Framework

HEI Type • State

university/
College
• University
Course Description • College
Professional
Institution

Learning Outcomes per

Module
 Program Outcomes

– Are the competencies (knowledge, skills and values) that the

student must be able to demonstrate at the end of his/her stay in
the institution.
– Are based on the institutional outcomes, on the type of higher
education institutions that his/her school belongs to (University,
College or Professional Institutions)
– Guided by the new PSGs or policies, standards and guidelines of
the CHED.
 Traditional/Transitional and
Transformational OBE
Spady’s OBE Paradigm

TRADITIONAL/TRANSITIONAL APPROACH-
“emphasizes student mastery of traditional subject-
related academic outcomes and some cross-
discipline outcomes”- Killen, 2000
TRANSFORMATIONAL APPROACH- “emphasizes long
term, cross- curricular outcomes that are related
directly to students’ future life roles.”
TEACHING APPROACHES
AND METHODS
Approach, Methods and Techniques

APPROACH- set of assumptions that define beliefs and

theories about the nature of the learner and the process of
learning.
METHOD- an overall plan for systematic presentation of a
lesson based upon a selected approach. (Brown,1994)
TECHNIQUES- are the specific activities manifested in the
classroom that are consistent with a method and therefore
in harmony with an approach as well. (Brown,1994)
 TEACHING APPROACHES OF THE
SUBJECTS IN THE K TO 12 CURRICULUM

Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:

The DepEd shall adhere to the following standards and principles
in developing the enhanced basic education curriculum:
a. The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture- sensitive
d. The curriculum shall be contextualized and global;
 TEACHING APPROACHES OF THE
SUBJECTS IN THE K TO 12 CURRICULUM

e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother Tongue- Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from
what they already knew proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be available.
g. The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts…
 15 TEACHING APPROACHES
1. LEARNER- CENTERED
2. INCLUSIVE
3. DEVELOPMENTALLY APPROPRIATE
4. RESPONSIVE AND RELEVANT
5. RESEARCH- BASED
6. CULTURE SENSITIVE
7. CONTEXTUALIZED AND GLOBAL
8. CONSTRUCTIVIST
9. INQUIRY- BASED
LEARNER CENTERED

• The choice of teaching method and technique has the learner as

the primary consideration:
– Nature
– Innate faculties/abilities
– How he/she learns
– Developmental stage, multiple intelligences, learning styles,
needs, concerns, interests, feelings, home and educational
background.
INCLUSIVE

• No student is excluded from the circle of learners.

• Teaching is for all students regardless of origin,
socio-economic background, gender, ability,
nationality.
• In an inclusive classroom, everyone feels he/she
belongs.
DEVELOPMENTALLY APPROPRIATE

• The tasks required of students are within their

developmental stage.
• Observing developmental appropriateness is another
way of expressing learner-centeredness.
REAPONSIVE AND RELEVANT

• Using a relevant and responsive teaching approach

means making your teaching meaningful.
• No teaching-to-the-test
RESEARCH- BASED

• Your teaching approach is more interesting, updated,

more convincing and persuasive if it is informed by
research.
• Integrating research findings in your lessons keeps your
teaching fresh.
• If your approach is not research-based, you may end up
teaching a subject using the same method and the same
examples again and again.
CULTURE- SENSITIVE

• If your approach is culture- sensitive, you are mindful of the

diversity of cultures in your classroom.
• You view all learners as unique individuals and realize and accept
that their varied cultural experiences, beliefs, values and language
affect their ways of thinking and interacting with others and the
larger community.
• You will not judge one culture as superior to that of another for
indeed no culture is perfect and that every culture has it own
strengths and weaknesses.
COTEXTUALIZED AND GLOBAL

• This context may be local, national and global.

• Contextualized teaching means exerting efforts to extend
learning beyond the classroom into relevant contexts in the
real world. It also entails effort to bring outside-the-
classroom realities of academic contexts into the classroom.
(Brelsford, 2008)
• It is realized also when you indigenize and localize your
lessons. The Enhanced Basic Education of 2013 (Kto12 Law)
allows school to localize and indigenize the K to 12
CONSTRUCTIVIST

• Students learn by building upon their prior knowledge/

Schema.
• Students learn when you help them connect lessons to
their prior knowledge.
• In constructivist teaching, it is the students who
construct knowledge and meaning for themselves with
teacher’s scaffolding not teachers constructing
knowledge and meaning for the students.
INQUIRY- BASED ANDREFLECTIVE

• The core of learning process is to elicit student-generated

questions.
• A test of your effectiveness in the use of the inquiry-
based approach is when the students begin formulating
questions, risking answers, probing for relationships,
making their own discoveries, reflecting on their findings,
acting as researches and writers of research reports.
INQUIRY- BASED ANDREFLECTIVE

• Reflective teaching as a teaching approach is making

students reflect on what they learned and on how they
learned and how to improve on their learning process.
• It is teaching over your teaching practice.
• It is a process of self- observation and self- evaluation.
COLLABORATIVE

• Involves groups of students or teachers and students

working together to learn together by solving problem,
completing a task or creating a product.
• This may also include teacher teaching in collaboration
with other teachers like team teaching.
INTEGRATIVE
• It can be INTRADICIPLINARY, INTERDISCIPLINARY OR
TRANSDISCIPLINARY.
• INTRADICIPLINARY, when the integration is within one discipline.
• INTERDISCIPLINARY, happens when traditionally separate subjects
are brought together so that students can grasp a more authentic
understanding of a subject under study. Students demonstrate
interdisciplinary understanding when they can bring together
concepts and methods from two or more disciplines or established
areas of expertise in order to explain a phenomenon, solve a
problem, create a product or raise a new question.
INTEGRATIVE
• TRANSDISCIPLINARY- integrating your lessons with real
life. You do this when you cite life applications of your
lesson. You also do TRANSDISCIPLINARY when you
indigenize or localize your lessons.
SPIRAL PROGRESSION APPROACH

• You develop the same concepts from one grade level to

the next in increasing complexity.
• It is revisiting concepts at each grade level with
increasing depth.
• Also a interdisciplinary. This enables students to explore
connections among the sciences and the branches of
math.
MTB-MLE BASED

• Teaching is done with one more than one language beginning with
the Mother Tongue.
• The use of Mother Tongue as medium of instruction eliminates the
problem on language barrier in the early grades.
• Classes become more interactive.
• As RA 10533 states, MTB-MLE “starts from where the learners are
and from what they already know proceeding from the known to
the unknown.”
THE END