Chapter 1

OUTCOMES-BASED EDUCATION

MEANING OF OBE
- Stands for outcomes-based education
- Anchored and focused on outcomes
- Student-centered approach
- Approach in planning, delivering and assessing instruction

LEARNING PRINCIPLES OF OBE

(Spady 1994 4 basic principles)
- Clarity of focus
- Designing down
- High Expectations
- Expanded opportunity

MEANING OF OUTCOMES
- The end target of OBE
- Clear learning results that learners have to demonstrate
- Products, actions, performances that embody and reflect learners’
competence
- Culminating demonstration of learning

OUTCOMES IN DIFFERENT LEVELS

Institution Vision-Mission Statement

Goals Philosophy

Institutional Outcomes
Attributes of Ideal Graduate

Program Outcomes

Course Outcomes

Learning Outcomes

TRADITIONAL/TRANSITIONAL OBE
- Emphasizes student mastery of traditional subject-related academic
outcomes and some cross-discipline outcomes

TRANSFORMAL OBE
- Emphasizes longterm, cross-circular outcomes that are related directly
to students’ future life roles
 CHAPTER 1
OUTCOMES-BASED EDUCATION

Outcome-based Education is educational approach that merely focused

on outcomes. It gives emphasis on what the students should attain or learn at
the end of the course. It is a nice approach for it is a learner-centered.
Outcome-based education also emphasizes to student's future role such as
being productive worker or a responsible citizen. It also focuses on subject that is
needed to be learned by students. It includes strategies and method that are
needed to attain the desired goal. It helps students to develop the knowledge
and skills that will enable them to achieve the articulated intended outcome.
Good thing about this curriculum is that, it gives importance and concern to
student's future life role. It don't just focus to what students must learn or attain it
is also concern with the future of the students.
The new curriculum that is being implemented by the Department of
Education which is the K to 12 focuses on skills and knowledge which the
students should learn and acquaint at the end of the school year. Since that
Outcome-based Education has a lot of benefits, this is applicable in imparting
knowledge to students. It wasn't just use to deliver ideas and knowledge; it is
also concern with how the students apply their learning. As a student it is
somewhat relevant to think of something or to come-up with a method of
learning wherein it can be use in school purposes and future needs. Thinking
with the end in mind wherein we are looking forward right away to the things
that are necessary and are needed to attain and to achieve. As a future
teacher it is required to us to think of something that has a significant value to
learners or to the things that they need to learn. By that, Outcome-based
education is needed to be applied in schools and universities to attain good
quality students that would help to change the world. I will follow the right and
correct curriculum that is appropriate to my students. Working and having this
approach means achieving and attaining positive outcome for learners
beneficial.
 CHAPTER 2
TEACHING APPROACHES AND METHODS

Chapter two unveiled the corresponding definitions of approach,

method, and techniques. It was said that an approach gives rise to method,
while method includes techniques. The teaching approaches of the subjects in
K to 12 Curriculum were stated in section 5 of the Enhanced Basic Education Act
of 2013 namely, learner – centered, inclusive, developmentally appropriate,
relevant and responsive, research – based, culture sensitive, contextualized and
global, constructivist, inquiry – based, reflective, collaborative, integrative,
mother tongue – based, spiral progression, and lastly flexible, indigenized and
localized. These following approaches were accompanied with explanation
that brought the discussion even more understandable. Furthermore, this
chapter acquainted us with different methods of teaching. Thus, we have direct
method where teacher dominates the classroom; the indirect method which
defined as teacher synthesize what the students had been shared to connect it
to the lesson that leads to generalization. The next method is, deductive
meaning to say the lesson begins with the generalization and ends with
examples and rules. Lastly, is the inductive method and was called to be the
total opposite of deductive method, then inductive method starts with rules and
examples down to generalization. Also, the chapter unfolded where the
effectiveness of a method relies upon. Then, it was said that teacher’s readiness,
learner’s readiness, nature of the subject matter, and time allotment were
considered to be the contributing factors to have an effective efficacy to both
of the learners and teacher.
As a future teacher I will utilized these learnings especially those
techniques, methods and approaches that were given, because it helps me to
make the learning processes that I will be making inside the classroom easier to
the students and of course it would be a good benefit for me. I will also
inculcate it in my mind the essentialness of these contributing factors to ease the
uneasiness and struggles that I’ll be facing soon in my future profession.
Furthermore, I will also help my students to even internalize these things because
all of them are applicable in any real life situations.
 CHAPTER 3
CONSTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE,
INTEGRATIVE AND INQUIRY-BASED

As a future teacher I will utilized these learnings especially those techniques,

methods and approaches that were given, because it helps me to make the
learning processes that I will be making inside the classroom easier to the
students and of course it would be a good benefit for me. I will also inculcate it
in my mind the essentialness of these contributing factors to ease the uneasiness
and struggles that I’ll be facing soon in my future profession. Furthermore, I will
also help my students to even internalize these things because all of them are
applicable in any real life situations.
This chapter was comprised of Constructivist teaching where under this
teaching were Interactive, Collaborative, Integrative and Inquiry – Based.
Constructivist teaching was defined as the belief that learning occurs as learners
are actively involved in a process of meaning and knowledge construction. The
features of Constructivist teacher was also given which adds more details and
information to make constructivist teaching be defined. This chapter also
unveiled the principal information behind what is Interactive teaching. This topic
also was accompanied with teacher’s tasks in the classroom during the
interaction process. Collaborative learning was also defined in this chapter and
the difference between interaction and collaboration was identified. During the
discussion of this subtopic, the teacher’s role during collaborative learning was
also said and explained. Another topic that was on the list is the Integrative
teaching and learning. The term was entailed with corresponding definition and
transdisciplinary teaching was also defined where it was coined to be
connecting lifeless subject matter to life itself. Moreover, the teacher’s task was
also described. Lastly, a subtopic entitled inquiry based was also introduced. The
definition was accompanied all throughout the discussion and the teacher’s
task was also taught. How would I utilize these learnings? First, if I have to impose,
cooperation, collaboration and interaction inside the classroom I will
immediately utilize those approaches that were given because, as a teacher, it
is a joy for me seeing unity, teamwork and good interaction among my students.
Thus, I would not just be able to instill good values and camaraderie inside the
learning environment but I also developed a sense of belongingness and
improve students’ ability to learn from their peers or classmates.
 CHAPTER 5
RESEARCH-BASED TEACHING AND LEARNING IN THE 21ST CENTURY

Research-based Teaching means that the learners, teachers and the

curriculum apply research- based approach in the learning- teaching process
with an open outcome. The demands of the 21st century are solving problems
flexibly, thinking critically and creatively, using knowledge and skills in new
situations, collaboration and communication skills and technology literacy
I have learned that Research-based Teaching and Learning helps to
internalize and practice research conducts and methods, skills such as
formulating a precise question and processing and monitoring a research
process. Students attain abilities in dealing with uncertainty, independence,
teamwork and organizational skills. Students need experiences that allow them
to collaborate, communicate effectively, be open to diverse perspectives and
incorporate group feedback into their schoolwork. The ability to work
collaboratively and creatively with others has become an essential skill for long-
term success.
As a future teacher, I can apply the Research-based Teaching and
Learning by collecting evidence of gains in student knowledge and problem
solving capability in the specific curriculum content; and evidence of the
opportunities provided by the design for students to experience collaboration,
self-regulation, skilled communication. Teaching and learning knowledge and
skills by knowledge construction and real-world problem solving and innovation
supported through collaboration, self-regulation, use of and skilled
communication.
 CHAPTER 6
INSTRUCTIONAL PLANNING AND DEVELOPMENT

This chapter talked about the process of instructional planning and

development. It differentiated the dissimilarities between the traditional way of
teaching and OBE. UBD or Understanding by Design was also coined its
definition and the framework was also explained and provided with meaning
which includes the desired results, assessment evidence and learning plan.
Furthermore, this chapter also unfolded the twelve important points to
remember when organizing and planning an instructional or lesson plan, where
those twelve important points were expanded and connected into an account
why we should remember those points when we are planning a learning
plan. Also, the elements of a lesson plan were discussed and had its
accompanied meaning and explanation. Additionally, the chapter also
discussed the process of making lesson plan when deductive or inductive
teaching is used in the learning process.
Upon realizing and internalizing the learning I have, I will employ those
learning I gained from the latter discussion because first, all of them are helpful. I
will utilize a learning plan which is certain in anchoring itself in the curriculum of
the school and of the CHED, because through that I would be able to be
guided with what I should do in order to meet the goals and objectives given by
the higher institution. I will also integrate the various factors that contribute to the
wholeness of the effectivity of the lesson plan, because as what I have said
earlier, lesson plan is the guiding armor of the teacher to be able to achieve
success among students. Lastly, this quote was literally deeply carved in my
mind and in my whole being “not all planned lesson plan are good, and not all
unplanned lesson plan are disaster.” This quote certainly speaks about the role
of the teacher in the classroom and his or her task in making and organizing a
lesson plan. It is the blueprint of a teacher, however, it would not be as useful as
it is if it is not used appropriately, meaning to say conducive and effective
learning always start with the teacher, it always starts with me.
 CHAPTER 7
THE TEACHING OF THE LANGUAGE SUBJECTS

There are three languages that we are concerned with in language teaching in
the K-12 Curriculum namely: Mother Tongue, Filipino and English.
This Chapter teach me about these three language used in K-12
Program. Those are Mother Tongue which is introduced in Grade 1 to Grade
3 and Filipino and English which is being introduced in Grade 4 to Grade 10
(except in the subject Filipino and English). I also gather some information about
MTB- MLE (Mother Tongue-Based Multilingual Education) which refers to
education in several languages based on the mother tongue. The beginning
language of teaching mother tongue, termed as language 1 (L1). This leads to
the learning of a second language, called Language 2 (L2) and a third
language called Language 3. In the Philippines, Language 1 may differ across
the country. In the teaching of Filipino language I have learned that the
teaching of Filipino contributes to the formation of the students to have
communicative competence, reflective and critical thinking and literary
appreciation. I have also know the five basic macro skills in teaching Filipino and
those are listening, speaking, writing, reading and viewing.
Since I will become a future teacher someday if ever I will use language
that students will actually encounter in the real world and provide genuine
techniques for the actual conveyance of information not just rote techniques,
give grammar attention but don’t neglect the other components of
communicative competence, include among my techniques certain activities
or materials that illustrate the connection between language and culture,
display supportive attitude to students and explain that confusion of developing
that second self in the second culture is a normal and natural process. Also, I will
make lessons meaningful by appealing to students’ interests, academic and
career goals, link new topic or concept to something the students know to
make the topic meaningful and I will Coax students into thinking directly in the
target language and not to resort to translation as they comprehend and
produce language. Most of all, I will follow the curriculum, attain the aims and
goals, and achieve the objectives that is needed to be achieve. By doing these,
I think I can be a good teacher in different subject of language teaching.
 CHAPTER 4

PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

"Problem-based learning is based on the instructional method used to

initiate students' learning, motivation, and acquisition of content knowledge,
problem solving, and self-directed learning skills. This approach focuses on
facilitating the learning process, and not as much on providing the knowledge
in the instructional form (Kolmos, 1996). Project-based learning is perceived to
be a student-centered approach, with the goal for the learner to take the
ownership of the learning through the problem solving process (Savery & Duffy,
1995). "
Research has explored: how to enhance employability (Harvey et al.,
2002); career development (Kumar, 2007), ways to embed employability within
the curriculum through a This paper aims to extend the link between
employability and sustainable development by referring particularly to
integrative approaches to sustainable development and suggesting how
Project-Based Learning (PBL), an approach used in contexts as varied as non-
formal and informal workplace learning (Kyndt et al., 2009), or nursing and
medical education (Feletti, 1993) may enhance learning and development.
Research suggests that the experience of project work and problem-based
learning supports the development of personal skills (Kolmos, 1996) and abilities
(Moesby, 2005); the skills that are required and honed as part of PBL, are skills
that enhance employability prospects. In this paper it will be suggested that
approaches associated with PBL not only contribute to the development of
employability skills, but may also enable universities to work in a more synergistic
way, where the curriculum, the extra-curricular and the co-curricular enhance
the experience of the learner through a focus on sustainable development. "
 CHAPTER 8

THE TECHING OF ARALING PANLIPUNAN

In this chapter, I learned and I realized that in the midst of globalization,

schools must adapt to the emerging needs and challenges specifically in the
development of 21st century skill-equipped and globally competent learners.
This chapter sought to determine the phrase “wholistically developed citizen”
that implies that it is not enough that the students of Araling Panlipunan learns
knowledge, skills and attitudes that prod them to participate actively as a
citizen in the resolution of problems in the community. It talks also about the
guiding principles in the teaching of araling panlipunan can be summarized in
the acronym MAVIC. Meaningful, Active, Value-based, Integrative and
Challenging.

A thousand teacher, a thousand methods. The quotation was one of the

learnings that I have gained during digging and exploring deeper in this
chapter. It conveys that we totally differ from each other, and we certainly vary
our approach, methods and techniques when we are teaching Araling
Panlipunan and I learned that they would be able to help me whenever I will
teach this subject.