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ATS3
ATS3
Subject : EE 205
Subject Code : MA050
Course : MAEd - Elementary Education
Course Description Title : Advanced Teaching Strategies 3
Professor : Ruperto N. Torrechiva, MAEd
Academic Term and School Year : 1st. Semester SY 2023
Topic : Outcome – Based Education (OBE)
Discussant : Lores A. Golias
Reporter : No. 1
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A leading definer, advocate, teacher and implementer of this success for all learner’s
paradigm.
This definition clearly points to the desired results of education which are the learning
outcomes. This made up of knowledge, understanding, skills and attitudes that students
need to acquire and to unlock their potential and lead fulfilling lives in the community
and at work.
Spady Premised that in OBE
• All students can learn and succeed, but not at the time or in the same way;
• Schools and teachers control the conditions that will determine if the students are
successful in the school learning.
1. CLARITY OF FOCUS
A clear focus on what teachers want students to learn is a primary principle of 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 of what knowledge, skills, values must be
achieved at the end of the teaching- learning process. This is like looking straight ahead so that the
target will be reached.
2. DESIGNING BACKWARDS
This principle is related to the first. At the beginning of curriculum design, the learning
outcome has to be clearly defined. what to achieve at the end of formal schooling is
determined at the beginning. Decisions are always traced back to desired results.
This means that planning, implementing (teaching) and assessing should be connected to the
outcomes.
3. HIGH EXPECTATIONS
4. EXPANDED OPPORTUNIES
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 nurture.
Subjects do not exist in isolation, but links between them should be made.
5. Teachers must provide students with enough opportunities to use the new knowledge and
skills that they gain.
6. Teachers must help students to bring each learning to a personal closure that will make
them aware of what they learned.
3. Assessment procedure should be fair. Cultural background and factors should not
influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessment should tell both the teachers and the students how students are progressing.
6. Assessment should support every student’s opportunity to learn things that are important.
Teachers can only facilitate the learning, define the learning outcomes to be achieved,
and assist the students to achieve those outcomes.
Students aware of what they should be learning, why they are learning it, what they are
actually learning, and what they should do when they are learning.