Module 7: Outcomes-Based-Education: Basis for Enhanced Teacher Education Curriculum

Module Overview:

Outcomes-based education (OBE) became the fundamental philosophy of higher education in

the Philippines lately. All curricula including that 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 the opportunity to understand what OBE is all about and relate the same to
teacher education curriculum as future teachers.

Lesson 1: Outcomes-Based Education for Teacher Preparation Curriculum

Desired Learning Outcomes

 Define what is outcomes-based education

 Identify the four principles in OBE.
 Describe how teaching and learning relate to OBE
 Describe how assessment of achieved learning relate to OBE
 Describe the learner's responsibility in learning through OBE

Take Off

Why do we hear a lot of educators talking about OBE? What is Outcomes-Based Education
about? Should curriculum for teacher preparation be influenced by this? Why? How will OBE address
the 21st century teachers?

Content Focus

In recent years, there has been an increasing attention on outcomes-based education for several
reasons. These include return of investments and accountability which are driven by political, economic
and educational reasons.

Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He defined OBE as
clearly focusing, and organizing everything in the educational system around the essential for all the
students to do successfully at the end of their learning experiences. It starts with a clear picture of what
is important for students to be able to do, then organizing the curriculum, instruction and assessment to
make sure that learning happens. This definition clearly points to the desired results of education which
is the learning outcomes. This is made up of knowledge, understanding, skills and attitudes that students
should acquire to make them reach their full potential and lead fulfilling lives as individuals in the
community and at work.

To define and clarify further, answers to the following questions should be addressed by the
teachers.

1. What do we want these students to learn?

2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
 Spady premised that in Outcomes-Based Education;

 All students can learn and succeed, but not at the same time or in the same way.
 Successful learning promotes even more successful learning.
 Schools and teachers control the conditions that will determine if the students are
successful in school learning.

Four Essential Principles in OBE

In order to comply with the three premises, four essential principles should be followed in either
planning instruction, teaching and assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in 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 what knowledge, skills, values must
be achieved at end of the teaching-learning process. This is like looking straight ahead so that
the target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design, the
learning outcome has to be clearly defined. What to achieve at the end of formal schooling is
determined as the beginning. Decisions are always traced back to desired results. This means
that planning, implementing (teaching) and assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will encourage

students to learn better. This is linked to the premise that successful learning, promotes more
successful learning as mentioned by Spady in 1994. This is parallel to Thorndike's law of effect,
which says that success reinforces learning, motivates, builds confidence and encourages
learners to do better.

Principle 4: Expanded Opportunities

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.

Teaching-Learning in OBE

Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever approach
to teaching is used, the intent should focus on learning rather than on teaching. Subjects do not exist in
isolation, but links between them should be made. It is important that students learn how to learn,
hence a teacher should be innovative. How then should teaching-learning be done in OBE? Here are
some tips:
  Teachers must prepare students adequately. This can be done if the teachers know what they
want the students to learn and what learning outcomes to achieve. Prerequisite knowledge is
important, thus a review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that regardless of
individual uniqueness, the teacher is always there to help. Teacher and student relationship is
very important. The classroom atmosphere should provide respect for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they should
learn it (what use it will be now and in the future) and how will they know that they have
learned.
 Teachers must use a variety of teaching methods. The most appropriate strategy should be used
taking into account the learning outcome teachers want the students to achieve. Also to
consider are the contents, the characteristic of the students, the resources available and the
teaching skill of the teacher. Even if OBE is learner-centered, sometimes more direct, time-
tested methods of teaching will be appropriate.
 Teachers must provide students with enough opportunities to use the new knowledge and skills
that they gain. When students do this, they can explore with new learning, correct errors and
adjust their thinking. Application of learning is encouraged rather than mere accumulation of
these.
 Teacher must help students to bring each learning to a personal closure that will make them
aware of what they learned. Here are additional key points in teaching-learning in OBE which
show the shifts from a traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge already exists in the minds of the
Knowledge is transferred by the teacher.
learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in
Teacher and students work in teams
isolation

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which are clarity of focus,
designing backwards, high expectations and expanded opportunity. It should contribute to the objective
of improving students' learning. Since in OBE, there is a need first to establish a clear vision of what the
students are expected to learn (desired learning outcome), then assessment becomes an embedded
part of the system.

To be useful in OBE system, assessment should be guided by the following principles:

1. Assessment procedure should be valid. Procedure and tools should actually assess what one
intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other 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 students how students are progressing.
6. Assessment should support every student's opportunity to learn things that are important.
7. Assessment should allow individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning outcomes.

Learner's Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody can learn for the
learner. It is only the learner himself/herself who can drive himself/herself to learn, thus learning is a
personal matter. Teachers can only facilitate that learning, define the learning outcomes to be achieved,
and assist the students to achieve those outcomes. Students have the bigger responsibility to achieve
those outcomes. In this way, they will be able to know whether they are learning or not.

One of the great benefits of outcomes-based education is that it makes 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. All of these will conclude with the achieved learning outcomes.

In terms of students perspectives there are common questions that will guide them as they
learn under the OBE Curriculum framework. To guide the students in OBE learning, they should ask
themselves the following questions.

As a student,

1. What do I have to learn?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I.be assessed?
Lesson 2: Enhanced Teacher Education Curriculum Anchored on OBE

Desired Learning Outcomes

 Analyzed the influence of OBE in the teacher education curriculum

 Reflected on the future teacher education curriculum in, the light of OBE

Take Off

As teacher education curriculum initiatives gear towards globalization, contextualization,

indigenization and other reforms or enhancements, a lot of harmonization is being done by educators,
curriculum specialists, faculty, teachers, students and all stakeholders. 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.

Content Focus

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 Programs (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 21st 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 others
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. suggestions 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
production, 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 innovate 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 in a  Diversity of Learners
variety of school context and in diverse  Learning Environment
students background.  Curriculum
 Diversity of Learners
 Applies inquiry with the use of research  Planning, Assessing and Reporting
approaches and utilize evidence-based  Personal Growth and Professional
knowledge to improve teaching. Development
 Social Regard for Learning
 Self-directs continuous learning related to
 Personal Growth and Professional
own expertise for enhancement of students
Development
outcomes and strengthening of professional
 Social Regard for Learning
identity.
 Maximize the involvement of education
stakeholder and non-education
 Community Linkages
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 TEACHERS 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.

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 Skills 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 one another 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 kinds 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
replicate what should be used in the work place or schools.

The delivery modes may vary from the traditional face-to-face, on-line, and 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 the skills to be ready to guide future learners, most of
whom are digitally skilled.

A very strong field -based experience in teacher education where pre-service teacher
students are immersed to the actual classrooms is necessary. This will 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

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 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.