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COLLEGE OF TEACHER EDUCATION

Technology for Teaching and Learning II

Name: Genely T. Loquias Date Started: 5/ 4/ 2024

Course & Section: BTLED 3-D Date Submitted: 5/10/2024
Activity No. : 1 Rating:

OBE Framework

Instruction: In your own perception, discuss the given framework below in not less than 300
words. You may use separate sheet of paper if necessary.
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In the realm of teacher education, ensuring alignment between institutional goals, program
objectives, course outcomes, learning tasks, and assessments is essential for fostering effective
teaching and learning experiences. This organizational chart serves as a visual representation of
the interconnectedness between these components within the educational framework.

The framework starts with Institutional ILOs, which are the main educational objectives set by
NCBTS. These objectives serve as the basis for program and course goals. Program ILOs come
from Institutional ILOs and describe what students should learn in the teacher education
curriculum. Course ILOs further detail these goals, outlining the specific skills and knowledge
students need for each course. The theoretical framework includes different types of tasks that
help students learn, such as tasks to engage them, encourage exploration, and apply what
they’ve learned. Section ILOs are specific objectives for each part of a course, guiding students to
meet the overall course goals while staying in line with program objectives. Assessment plays a
pivotal role in evaluating students’ progress towards the defined objectives. Aligned with
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Section ILOs and Outcome-based Learning tasks, assessments, like tests and quizzes, are used to
check how well students are doing in meeting these goals and learning tasks. They help teachers
and students understand progress and make decisions about how to improve teaching and
learning.

In conclusion, this framework is a helpful tool for teachers and students in teacher education. It
shows a clear plan for designing the curriculum, teaching effectively, and assessing student
learning. By connecting institutional, program, and course objectives with learning tasks and
assessments, the theoretical framework emphasizes the need for a well-thought-out and
connected approach to achieving good educational outcomes in teacher training programs. This
framework not only illustrates the interconnectedness of educational components but also
underscores the importance of alignment and coherence in promoting quality education and
continuous improvement in teacher preparation programs.