UNIT III - Activity 2

Direction: Draft a sample of outcome-based curriculum plan imbued with 21st century learning outcomes. Use the
template sample provided below.
Sample OBE Curriculum Plan
Subject Area

Learning Outcome Topic Time Allotment Teaching-Learning Assessment Task Materials /Reference
Activities
A. Learning and Innovation Skills

 Cite ways jkj First, the teacher

 on hointegr gives the class an
A. CRITICAL object, any object.
THINKING AND Next, give the
PROBLEM students a couple of
SOLVING minutes to think of
(Students will all of the different
effectively MULTI-PURPOSE uses for that item.  PICTURES
analyse and ITEMS After about five or OF ITEMS
evaluate evidence, 1 HOUR six minutes, the BRAIN STORMING
arguments, claims teacher asks students
and beliefs; and to share what they
solving different have come up with.
kinds of non-
 familiar problems
in both
conventional and
innovative ways).
A. COMMUNICATI TYPES OF 1 HOUR IDENTIFY THE  GROUP  MICROPHONE
ON SPEECH STYLES TYPES OF SPEECH PERFORMANCE/ S
( Students will be (INTIMATE , STYLES PRESENTATIONS  PAPERS/ CARD
able to articulate CASUAL, APPROPRIATE BOARDS
thoughts and CONSULTATIVE, FOR THE
ideas effectively FORMAL, FROZEN SITUATION AND
using oral and DO A SHORT
written PRESENTATION
communication USING THE DIFF.
skills in a variety STYLES
of forms and
contexts).
B. COLLABORATI VACCINES: Should 1 hour and 30 The teacher must QUICK DEBATES/  PAPERS
ON be mandated or not? minutes break the class into HAT DEBATES  PENCILS
( Will have the two teams: “For” and
ability to work “Against”. The “For”
effectively and team should sit in an
respectfully with outward-facing
circle. The “Against”
diverse learners).
team should sit in a
larger inward-facing
circle with each
member facing a
member of the
opposite team. A
variety of debate
topics are to be
written on small slips
of paper and placed
in a hat. Often, such
debates take place
with just one speaker
“for” and one
speaker “against” the
topic. It’s just a one-
minute argument.
One circle should
rotate and then the
teacher draws a new
topic from the hat.
Participants in this
kind of debate have a
minimal (or even no)
time to prepare, so
it’s a great practice
for spontaneous
thinking and
arguments.
C. CREATIVITY MY DAILY 10 MINUTES Students must create PORTFOLIO  SCISSORS
AND JOURNAL their own journal in a  COLORED
INNOVATION creative way using PAPERS
 GLUE/
1. ( Will have the the available material
GLUESTICKS
abilities such given to them and  FAMILY
as to think with the given time PICTURES
creatively; allotment. (BRING
work INDIVIDUAL)
creatively with  CARD BOARDS
others and
implement
innovations).

B. Information, Media and Technology Skills

A. INFORMATION ASSESSING 30MINUTES In pairs, the teacher PEER  CELLPHONE
(Be able in CREDIBILITY will give a certain ASSESSMENT S/ MOBILES
accessing and situation, internet  MAGAZINES
evaluating posts, news article,  NEWS
information and YouTube videos PAPERS
critically and and the students will  PEN
competently and evaluate it’s content  PAPERS
managing the through it’s
flow of credibility, or
information from trustworthiness and
a wide variety of reliability . To do so,
 sources. This the students must
include the ability consider the Author,
to access and Date, Purpose,
evaluate Contact, and URL of
information and the content then
use and manage evaluate if it is a
information). FACT OR an
OPINION.
B. MEDIA AND 2 HOURS In pairs, the students PEER  MOBILES
TECHNOLOGY MEDIA EXPOSURE will find a news PERFORMANCE  MICROPHON
SKILLS report whether it is in ES
local, national or  PROFESSION
( Be able to
international and with AL OUTFITS
analyze media
the use of their  PAPERS
and create media
mobiles, the both of AND
products and have
them must do a PENCILS/PE
the ability to
reporting. Then after NS
apply technology
that they have to post
effectively).
it on the media or
internet. Their grades
will be based on their
performance and on
their supporters or
views and shares.
The higher the
viewers and shares
 the greater the grades
they will receive.

C. Life and Career Skills

Students will be able 10minutes Teachers must help SELF  PAPER AND
to cultivate their CAREER PATH: students to know ASSESSMENT PENS/PENCI
ability to navigate Knowing Interest & their right path. To LS
the complex life Preference do so, a survey
which requires questionnaire must
students to develop be individually
the following life and answered by the
career skills. students, helping
them collect their
Learned the five (5)
thoughts and field of
21st Century Life
interests by  letting
Skills which are
students derive their
Flexibility and
personal
Adaptability,
preferences .
Leadership and
Responsibility,
Initiative and Self-
direction,
Productivity and
Accountability and
Social and Cross-
cultural skills.

WHAT I WANT? 10 MINUTES Let them discover the SELF  PAPER AND
skills they want to (or ASSESSMENT PENS/PENCI
should) learn for the (APTITUDE LS
future TESTS)
CAREER TALK 3 HOURS  Invite a classroom  SEMINARS  SPEAKERS
 DISCUSSION  MICROPHONE
speaker, it's a good S
BOARDS
idea to have some  TV’S/
discussion questions PROJECTORS
ready for your
students to ask.
Consider including
questions such as:

 What career
did they do
first?
 When did they
get the
inspiration to
 start their own
business?
 What is their
life like now?

That kind of insight is

gold for students
thinking about their
careers. And while
middle school
students are known
for being flighty and
distracted, they’re
also capable of
engaging with
something that
interests them.
Prepared by:

ALONZAGAY, ROMMEL S.
Name of Student