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Lesson 1 OBE

OBE MATH

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Jay Jay Ragoro
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12 views17 pages

Lesson 1 OBE

OBE MATH

Uploaded by

Jay Jay Ragoro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PRINCIPLES

OF TEACHING
MATHEMATIC
OUTCOMES-BASED EDUCATION
(OBE)
Learning Objectives;
• Discuss the learning principles of OBM
• Agree or disagree with the assumptions posted by
Spady.
• State the relationship among institutional
outcomes, program outcomes, course outcomes
and learning outcomes.
INTRODUCTION TO OBE
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 netizens. 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.
The Father of OBE is William Spady, who presented his
assumptions:

• All learners can learn and succed;

• Success breeds success; and

• “Teaching Instructions” (schools) control the conditions of success.


Meaning of OBE
“OBE stands for Outcomes-Based Education, is a process
that involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of
the high order learning and mastery rather than the
accumulation of course credits” (Tucker, 2004).
As the name implies, It is an education that is anchored
and focused on the outcomes. It is a Student-centered
approach to education that focusses on the intended learning
outcomes resulting from instruction (Nicholson, 2011).
THE FOUR BASICS PRINCIPLES OF OBE
Spady (1994)
1. Clarity of focus – (culminating exit outcomes as the focus. Students
know what they are aiming for.)
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/backwards – (Design curriculum backward by
using the major outcome as the focus, linking all planning, teaching
and assessment decisions directly to these outcomes)
once the intended outcomes are
clear, teachers now design instruction. (especially assessment task)
THE FOUR BASICS PRINCIPLES OF OBE
Spady (1994)
3. Consistent and High Expectation – (OBE is for all learners. Expect
students to succeed by providing them encouragement to engage
deeply with the issues they are learning and achieve the high
challenging standard set – Spady 1994)
it means that teachers should stablish high, challenging
standards of performance in order to encourage students to engage
deeply in what they are learning.
4. Expanded Opportunities – (Cater for individual needs and
differences) Teacher must strive to provide expanded
oppurtunities for all students. This principle is based on the idea that
all learners can learn the same thing in the same way and in the same
time.
Meaning of Outcomes
• Clear learning results that learners have to demonstrate at
the end of significant learning experiences:
WHAT LEARNERS CAN ACTUALLY DO WITH WHAT THEY KNOW
AND LEARNED?
• Actions/Performances that embody and reflect learner
competence in using content, information, ideas and tools
successfully.
Meaning of Outcomes
• What are outcomes? Outcomes are the 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 learner’s
competence in using content, information, ideas and tools successfully”
(Geyser, 1999)
3. Culminating demonstration of learning, not curriculum content.
(Spady, 1994)
Spady made use two terms, namely, exit outcomes and enabling outcomes.
Exit outcomes are the “big outcomes” while the enabling outcomes are the
“small outcomes”.

Enabling Outcome – to
explain the principles of
teaching Science Exit Outcome – to apply
the principles of teaching
science with the use of an
appropriate method in
Enabling Outcome – to demonstration teaching
choose an appropriate
teaching method
Program Outcomes Course Outcomes
Program outcomes are Course outcomes refers
the set of competencies to the knowledge, values, and
(related knowledge, skills, and skills all learners are expected
attitudes) that all learners are to demonstrate at the end of
expected to demonstrate. a course.
Institutional or program
outcomes may also
emphasize lifelong learning.
SUMMARY
Outcomes-Based Education is focused on outcomes.
Outcomes come in various level;
institutional, Program, Course and
learning or instructional outcomes.
Outcomes are results that a student must be able
to demonstrate after completing a program
(course outcome)
(program outcome)
, or a course or after an
(learning
instructional or teaching learning outcome).
process
Group Activity
Each group will draw one OBE learning principle to discuss in
their group.
1. As would-be teachers, how do you see yourselves
applying
this given principleAreas
later
to bein teaching?
Evaluated
Exelle
nt
Very
Good
Good

1. Clarity of points presented to class 10 7 5


2. Coherence of ideas 10 7 5

2. Write a reflective essay explaining whether you agree


or disagree with the assumptions
Areas to be Evaluated posted by Spady,
Exelle
nt and
Good explain
Very
Good

why?1. Clarity of points presented to class 10 7 5


2. Coherence of ideas / In-depth presentation of ideas 10 7 5

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