SUBMITTED BY; ADRIAN L.

FRANCISCO

OUTCOME-BASED EDUCATION (OBE)

LEARNING OUTCOMES:

Explain the meaning of outcomes in OBE

State the relationship among the institutional outcomes, program outcomes

and learning outcomes

Draw the implications of the OBE principles in the teaching-learning process

Determine whether or not given practices are in accordance with OBE principles

COMMISSION ON HIGHER EDUCATION

CHED Memo 46. S. 2012 mandates outcomes-based education (OBE)

standards for higher education institutions

CHED Memorandum Order (CMO) No. 46, series 2012, entitled Policy-Standard to
Enhance Quality Assurance (QA) in Philippine Higher Education through an
Outcomes- Based and Typology-Based QA discussed the role of the state in
providing quality education to its citizens. It also discussed how quality in higher
education has been defined in different ways, often as excellence or fitness for
purpose, but also as transformation of stakeholders, especially for mature
institutions.

MEANING OF OBE?

OBE stands for Outcomes-Based Education.

It is an education that is anchored and focused on outcomes.

It is 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.

It is concerned with planning instruction that is focused on outcomes,

choosing the methodology that leads to the intended outcomes and an
assessment process that determines that attainment of intended outcomes.
LEARNING PRINCIPLES OF OBE
Spady (1994)

A. 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.

In other words, teachers should focus on helping students to develop the

knowledge and skills that will enable them to achieve the articulated
intended outcomes.

B. Designing Down

Once the intended outcomes are clear, teachers now design instruction. As
Figure 1 shows, the instructional design includes designing assessment tasks.

C. High Expectations

It means that teachers should establish high, challenging standards of

performance in order to encourage students to engage deeply in what they
are learning.

Helping students to achieve high standards is linked very closely with the
idea that successful learning promotes more successful learning.

D. Expanded Opportunities
 Teachers must strive to provide expanded opportunities for all students. The
principle is based on the idea that not all learners can learn the same thing in
the same way and in the same time. However, most students can achieve
high standards if they are given appropriate opportunities.

MEANING OF OUTCOMES

Outcomes are the end target of OBE.

Is what you can actually do with what you have learned

Spady made use of two terms, namely, EXIT OUTCOMES and ENABLING
OUTCOMES.

Exit outcomes are the big outcomes while the enabling outcomes are the
small outcomes.

The attainment of the small outcomes lead to the attainment of the big
outcomes.

The small outcomes are the enabling outcomes in contrast to the exit
outcomes which we used to call terminal outcomes.

OUTCOMES IN DIFFERENT LEVELS

Institutional Intended Learning Outcomes (IILOs)

referred to as institutional outcomes

Program Intended Learning Outcomes (PILOs)

programs outcome (like outcomes of Bachelor of Christian Education)

 AB CHRISTIAN EDUCATION (PILOs):

This course is designed to provide students with strong biblical foundations in

education and effective training primarily in Christian education to be applied
in church and school settings. Emphasis is given to the students spiritual
character development as a teacher who influences for life change, biblical
and values foundations; and teaching and communication skills
enhancement.

Course Intended Learning Outcomes (CILOs)

course outcomes (like Principles of Teaching as a course, commonly

referred to as subject)

PRINCIPLES OF TEACHING 2:

Have the basic and higher level critical thinking, learning and ICT skills.

Have a deep and principled understanding of the learning processes and the
role of the teacher in facilitating these processes in their students.

Have a deep and principled understanding of how educational processes

relate to larger historical, social, cultural and political processes.

Have a meaningful and comprehensive knowledge of the subject matter they

will teach.

Can apply a wide range of teaching process skills (including curriculum

development, lesson planning, material development, educational
assessment, and teaching approaches.

AND SO ON

For OBE to succeed it must penetrate the whole system. Thus we have these
outcomes in different levels beginning with institutional outcomes down to the
learning outcomes.

The INSTITUTIONAL OUTCOMES reflect the vision and mission statements,

the philosophy and core values of the institution. These institutional
outcomes are supposed to take flesh in every graduate, thus the institutional
outcomes are referred to as graduate attributes. The institutional outcomes
cascades to the PROGRAM OUTCOMES. The program outcomes are reflected
in the COURSE OUTCOMES and the course outcomes are in turn reflected in
the LEARNING OUTCOMES. The realization of the learning outcomes leads to
the attainment of the course outcomes, the program and institutional
outcomes.
 The 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.

They are based on the institutional outcomes, on the type of higher education
institutions that his/her school belongs to (University, College or Professional
Institution)

The new Policies, Standards and Guidelines (PSGs) of the Commission on

Higher Education (CHED) should guide the determination of program
outcomes.

To help produce graduates who can be globally competitive in the 21 st

century, the 21st century skills, the Philippine Qualifications Framework, the
ASEAN Qualifications Reference Framework, UNESCO ICT Competencies for
Teachers must be taken into consideration, in addition to the National
Competency-Based Teacher Standards.

Two approaches exist within Spadys outcome-based education paradigm:

1. TRADITIONAL/TRANSITIONAL APPROACH

It emphasizes student mastery of traditional subject-related academic

outcomes (usually with a strong focus on subject-specific content) and some
cross discipline outcomes (such as the ability to solve problems or to work
cooperatively.

2. TRANSFORMATIONAL APPROACH

It emphasise long-term, cross-curricular outcomes that are related directly to

students future life roles (such as being a productive worker or a responsible
citizen or a parent).

Teaching Approaches
and Methods

LEARNING OUTCOME:

Distinguish among approach, method and technique

Describe the teaching approaches of the K to 12 Curriculum

 Compare direct and indirect instruction with deductive and inductive
methods of teaching

APPROACH Is a set of assumptions that define beliefs and theories about the nature
of the learner and the process of learning.

METHOD Is an overall plan for systematic presentation of a lesson based upon a

selected approach. Some authors call it design.

TECHNIQUES Are the specific activities manifested in the classroom that are
consistent with a method and therefore in harmony with an approach as well.
Technique is referred to also as a task or activity.

THE TEACHING APPROACHES OF THE SUBJECTS IN THE K TO 12 CURRICULUM

The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum (Enhanced Basic Education Acts of 2013, sec.
5)

REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY
STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

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;

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;

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. The production and development of locally
produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

TEACHING APPROACHES TO THE K TO 12 BASED ON THE PRINCIPLES CITED IN THE

ABOVE PROVISION

1. Learner-Centered
Choice of teaching method and technique has the learner as the primary
consideration

his nature,innate faculties or abilities, how he learns, his developmental

stage, multiple intelligences, learning styles, needs, concerns, interest,
feelings, home, and educational background

2. Inclusive

Everyone is in.

Teaching is for all students regardless of origin, socio-economic background,

gender, ability, nationality.

No teacher favorites, no outcast, no promdi.

Everyone feels he/she belongs.

If you are inclusive in approach, you are truly learner-centered.

3. Developmentally Appropriate
The tasks required of students are within their developmental stages

4. Responsive and Relevant

Using a relevant and responsive approach means making your teaching

meaningful.
You can make your teaching meaningful if you relate or connect your lessons
to the students daily experiences.
You make your teaching relevant when what you teach answer their
questions and their concerns.
No place for meaningless mile-wide-inch deep teaching.
No teaching-to-the-test.
5. 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.

-You get the latest information from your research or from researchers of others
that enrich your teaching.

-You apply methods of teaching which have been proven to be effective.

6. Culture-Sensitive

-If your approach is culture-sensitive

You are mindful of the diversity of cultures in your classrooms.

You employ a teaching approach that is anchored on respect for cultural
diversity
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 are able to look at their work, their responses from various perspectives
not only from yours.
You dont think that your culture is better than any students culture.
7. Contextualized and Global

-You make teaching more meaningful by putting your lesson in a context.

This context may be local, national and global.
- Contextualized teaching means exerting effort 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 context into the classroom.
(Brelsford, 2008)

-A contextualized teaching approach is realized also when you indigenize and

localize your lessons. The Enhanced Basic Education Act of 2013 (K to 12 Law)
allows schools to localize and indigenize the K to 12 curriculum. This is in support of
a contextualized approach.

-For Indigenous Peoples (IPs), the context of your teaching is indigenous culture.
This means that you use your students indigenous thought patterns, practices,
materials and local celebrations to concretize lessons.

8. Constructivist

Constructive comes from the word construct.

If you are constructivist in teaching approach you believe that students learn
by building upon their prior knowledge (knowledge that students already
know prior to your teaching).

This prior knowledge is called a schema.

All students who come to class have prior knowledge or schema. This is
contrary to the tabula rasa of John Locke
 Students learn when you help them connect lessons to their prior knowledge.

Students make sense of what they are taught according to their current
conceptions.

Much of what they learn are those that are connected to their prior
knowledge.

From the word constructivist, in constructivist teaching it is the students who

construct knowledge and meaning for themselves with teachers scaffolding,
not teachers constructing knowledge and meaning for the students.

9. Inquiry-Based and Reflective

For this approach, the core of the learning process is to elicit student-
generated questions.

A test of your effectiveness in the use of the inquiry-based approach is when

students begin formulating questions, risking answers, probing for
relationships, making their own discoveries, reflecting on their findings,
acting as researchers and writers of research reports

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 a process of self-observation and self-evaluation.

10. Collaborative

This teaching approach involves groups of students or teachers and students

working together to learn together by solving a problem, completing a task,
or creating a product.

It may be a collaboration of two to make a dyad or a triad or a tetrad or a

group.

This may also include teacher teaching in collaboration with other teachers
like team teaching.

11. Integrative

An integrative approach can be intradisciplinary, interdisciplinary or

transdiciplinary.

The integrative approach is intradisciplinary when the integration is within

one discipline. Integrative teaching can be integrating skills within the
 subject like the macroskills listening, speaking, reading and writing in the
language subjects (Mother Tongue, Filipino and English)

Interdisciplinary integration 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.
Transdisciplinary integration is integrating your lesson with real life. You do
this when you cite real life applications of your lesson. You also do
transdisciplinary integration when you indigenize or localize your lessons.

12. Spiral Progression

ApproachTo follow a 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.

Spiral progression approach is also interdisciplinary. This enable students to

explore connections among the sciences and the branches of math. Notice
how competencies of a lesson on graph in the subject Statistics and
Probability increases in complexity from K to Grade 6.

K starts to make a graph or chart based on the information gathered.

Grade 1 organize, represent and compare data using pictographs without

scale representations and probability and explores games and activities.

Grade 2 compare data using pictographs with scale representations and the
ideas of likelihood.

Grade 3 organize and interpret data presented in tables and bar graphs.

Grade 6 construct, read and interpret a line graph and its corresponding
table of data and solve problems involving data from a table and a line
graph; make simple predictions of events based on probability experiments.

13. MTB-MLE-Based MTB-MLE means Mother Tongue-based Multilingual Education.

Teaching is done in more than one language beginning with Mother Tongue.

The Mother Tongue is used as a medium of instruction from K to 3 in addition

to it being taught as a subject from Grades 1 to 3.
 The use of Mother Tongue as medium of instruction eliminates the problem
on language barrier in the early grades.

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.

DIFFERENT METHODS OF TEACHING

1. Direct and Indirect Method

Direct Method

Teacher-Dominated

You lecture immediately on what you want the students to learn without
necessarily involving them in the process.

This is the traditional OBE that emphasizes on subject-specific content.

This is the telling and the showing method. You are lecturer and
demonstrator.

Indirect Method

Learner-dominated

You give the student an active role in the learning process.

In the indirect method, you synthesize what have been shared to connect
loose ends and give a whole picture of the past class proceedings and ideas
shared before you lead them to the drawing of generalization or conclusions.

Your task is to ask your students questions to provoke their thinking,

imagination, thought-organizing skills. you are a questioner, a facilitator, a
thought synthesizer.

2. Deductive and Inductive

Deductive Method
You begin your lesson with a generalization, a rule, a definition and end with
examples and illustrations or with what is concrete.

Inductive Method

You begin your lesson with the examples, with what is known, with the
concrete and with details. You end with the students giving the
generalization, abstraction or conclusion.

WHICH IS THE BEST METHOD?

 There is no such thing as better or best method.

The best method is the method that works, the method that is effective, the
method that will enable you to realize your intended outcome.

The effectiveness of the method is dependent on many factors such as:

1) Teachers readiness

2) Learners readiness

3) Nature of the subject matter

4) Time allotment for a subject

NATIONAL COMMISSION ON INDIGENOUS PEOPLE (NCIP)

WHO ARE THE INDIGENOUS PEOPLE?

The Philippines consist of a large number of indigenous ethnic groups living

in the country. They are the descendants of the original inhabitants of the
Philippines. They were not absorbed by centuries of Spanish and United
States colonization of the Philippines archipelago, and in the process have
retained their customs and traditions.

MANDATE

The National Commission on Indigenous People (NCIP) is mandated to protect

and promote the interest and well being of indigenous peoples with due
regard to their beliefs, customs, traditions and institutions. As such, it shall
serve as the primary government agency responsible for the formulation and
implementation of pertinent and appropriate policies and programs to carry
out the policies set forth in the new law.

VISION

As enabling partner and lead advocate, the NCIP envisions genuinely

empowered Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs)
whose rights and multi-dimensional well-being are fully recognized,
respected and promoted towards the attainment of national unity and
development.

MISSION

The NCIP is the primary government agency that formulates and implements
policies, plans and programs for the recognition, promotion and protection of
 the rights and well-being of IPs with due regard to their ancestral domains
and lands, self-governance and empowerment, social justice and human
rights, and cultural integrity.

DO 101, s. 2010

The Alternative Learning System (ALS) Curriculum for Indigenous Peoples

(IPs) Education

The Alternative Learning System (ALS) Curriculum for Indigenous Peoples (IPs)
Education

1. In response to the Education for All (EFA) campaign to provide for the basic
learning needs of all marginalized learners, the Bureau of Alternative Learning
System (BALS) initiated the development of an education curriculum that was
designed to meet the learning needs of the Indigenous People (IP) communities.

2. The IP Education Curriculum for the Alternative Learning System (ALS) was
developed in the year 2006 in coordination with the National Commission on
Indigenous Peoples (NCIP) and was validated by the various indigenous cultural
communities (ICCs) in the Philippines.

3. The learning competencies of the IP Curriculum were drawn from the existing ALS
curriculum for the basic literacy, elementary and secondary levels. The curriculum
content however, was based on the Indigenous Peoples Rights Act (IPRA) or
Republic Act (RA) No. 8371. The educational goal of the IP Curriculum is the
attainment of functional literacy for the IPs.

4. The IP Curriculum reflects the core areas of the IPs concerns.

The IP Curriculum reflects the core areas of the IPs concerns such as the following:

a. FAMILY LIFE

It touches on the life of an IP as a member of the family from birth to death. It

delineates the varying roles of the members of the family and how these affect the
individual and the whole ICC in their respective domains;
b. HEALTH, SANITATION AND NUTRITION

This brings into fore the IPs concept of self and the environment and how each
interplays with the other. It features the indigenous practices, knowledge and local
beliefs on hygiene, health and food. The core area discusses the common ailments
and health issues confronting the IPs brought about by their unique geographical
locations and situations;

c. CIVIC CONSCIOUSNESS

It highlights the rich worldview of the IPs ranging from their life ways, identify
and history. It is loaded heavily with their aspirations, needs and sentiments as a
people. This core area also includes provisions of the RA No. 8371 or the IPRA which
brings into consciousness the IPs rights to their ancestral domain and their
development;

d. ECONOMICS AND INCOME

It presents the system of community management of supply and demand among

the IPs. It features the IPs forms of earning a living and caring for their communal
source of life and livelihood; and

e. ENVIRONMENT

It deals with the IPs communion with nature. It stresses their strong attachment
to the environment.

5. The core learning competencies are reflected in the learning strands of the IP
curriculum, namely Learning Strand One: Communication Skills

This strand aims to develop the ability of the IP learners to access, critically
process and effectively make use of available information in a variety of
media to be able to: (a) function effectively as a member of the family,
community, nation and the world; and (b) actively participate in community
and economic development;

Learning Strand Two: Problem Solving and Critical Thinking

This strand aims to enable the IP learners to be aware of their own thinking,
make critical and informed decisions, defend their ideas, evaluate the ideas
of others and strive for new ways of solving problems, and do all these in an
atmosphere of community and consensus-building. Through the development
of these skills, IP learners will be able to enhance their personal social
effectiveness and improve the quality of their lives.

Learning Strand Three: Development of Self and a Sense of Community

 This strand aims to help the IP learners acquire a positive sense of self and a
sense of community that will lead to the development of their potentials and
enable them to live harmoniously together and with others.

Learning Strand Four : Practice of Ecological Sustainable Economics

This learning strand aims to help the IP learners achieve responsible well-
being and ensure active participation in the economic life of the community.
Its framework rests on the understanding that any human communitys life
and existence is anchored on the well-being of the ancestral domain
(resource) on which the community depends.

Learning Strand Five: Expanding Ones World View

This strand aims to provide an atmosphere for the IP learners to appreciate

and practice freely their own culture and at the same time to be equipped
with basic competencies to face the challenges of a global community and
the influx of change.

6. The IP Curriculum is supported by learning resources that are written in

mother tongue. Presently, thirteen (13) of the basic literacy level materials
are written in eight (8) mother tongue and are being used in selected
Community Learning Centers (CLC) of the ICCs.

7. The IP Curriculum is to be implemented by trained ALS implementers with

IP learners.

8. Immediate dissemination of and compliance with this Order is directed.

HOW DO WE INDIGENIZE/LOCALIZE THE CURRICULUM?

Children differ in many ways in their cultural backgrounds, in their home

languages, in their needs and interests. They have different ways of life too.
And surely they differ in mental abilities. But it is not saying that a certain
group has a monopoly of the good traits. The differences among children
have to be addressed through the curriculum. They are part of the EFA
challenge.

INDIGENIZATION CAN BE DONE BY:

organizing the subject fields to make them relevant to the pupils culture;

adopting content and learning modes, including indigenous learning systems

from the community; and
 inviting the natives/local people (the learner, parents, laymen, local specialist
and local leaders) to participate in designing and implementing the
curriculum.

DOES INDIGENIZATION MAKE CURRICULUM MORE RELEVANT AND RESPONSIVE?

WHY?

Some examples of initiatives in indigenizing/ localizing the curriculum follow

(Abuso, et al 2002 p. 54):

Citing examples from the local culture related to the topic

Using indigenous knowledge--local songs, stories, poem, etc.

Using indigenous aids such as artifacts

Incorporating community resources in teaching--visit to scenic spots, inviting

local people as resource persons, etc.

Putting up learning resource centers (LRCs) where local artifacts are

displayed

Discussing local problems and issues

Preserving local songs, dances and games through co-curricular activities

 Using the local language in teaching

Participating in local celebrations