Outcomes Based Learning: Empowering Teachers and Learners

Overview

Outcomes-based learning represents a significant shift in educational philosophy and practice. It moves
beyond the traditional approach of simply delivering content to students and instead focuses on the desired
outcomes and competencies they should acquire. This approach recognizes the importance of preparing students
for the challenges of the modern world by developing essential skills such as critical thinking, problem-solving,
creativity, collaboration, and communication. By aligning learning objectives with real-world skills, outcomes-
based learning aims to foster student growth and success.

Desired Learning Outcomes

1. To empower both teachers and learners

2. To involve a shift in a teacher’s role from being knowledge transmitters to becoming facilitators and
guides in the learning process
3. To equip learners with the skills and knowledge necessary for success in their personal, academic, and
professional lives.

Essential Questions

1. How does outcomes-based learning transform the role of teachers and learners?

2. What strategies and tools can support the implementation of outcomes-based learning effectively?

3. What are the potential challenges and drawbacks of outcomes-based learning, and how can they be
addressed?

4. How does outcomes-based learning impact student engagement, motivation, and long-term learning
outcomes?

5. How can outcomes-based learning promote individualization and personalization of learning pathways?
 Discussion

A. Paradigm Shift: Outcomes-based learning represents a fundamental paradigm shift in education. Traditional
approaches focused on delivering a prescribed curriculum, often emphasizing content coverage and standardized
testing. In contrast, outcomes-based learning shifts the emphasis towards the development of key competencies
and skills that students need to thrive in the 21st century. This approach acknowledges the changing landscape
of the workforce, where adaptability, critical thinking, creativity, collaboration, and effective communication
are highly valued.

B. Teacher Role: In outcomes-based learning, teachers assume a new role as facilitators and guides. They
create an environment that fosters student engagement, inquiry, and independent thinking. Rather than being the
primary source of knowledge, teachers become mentors who guide students through the learning process,
encouraging them to explore and discover information on their own. They support students in setting
meaningful goals, designing learning experiences, and assessing their own progress. By embracing this
facilitative role, teachers empower learners to take ownership of their education.

C. Learner Autonomy: Outcomes-based learning places a strong emphasis on learner autonomy. Students are
encouraged to take responsibility for their learning, set goals, and make informed decisions about their
educational journey. This autonomy enables students to develop a sense of agency and self-direction, cultivating
lifelong learning skills. Learners become active participants, engaging in metacognition, reflecting on their
progress, and seeking opportunities for growth. By fostering learner autonomy, outcomes-based learning
prepares students for the dynamic and ever-changing landscape of the future.

D. Designing Meaningful Learning Experiences: In outcomes-based learning, the design of meaningful and
authentic learning experiences is essential. Educators focus on creating learning opportunities that align with
real-world contexts and connect to students' interests and experiences. Project-based learning, problem-based
learning, and inquiry-based learning are effective strategies that engage students in active learning and promote
deeper understanding. By integrating technology, community partnerships, and interdisciplinary approaches,
educators can provide diverse and relevant experiences that empower students to apply their knowledge and
skills in authentic ways.

E. Assessment Strategies: Assessment in outcomes-based learning goes beyond traditional summative

assessments that primarily measure knowledge recall. It includes formative assessments that provide ongoing
feedback to support student learning. Rubrics and assessment criteria aligned with the desired outcomes are
used to evaluate student performance in a more holistic and comprehensive manner. Self-assessment and peer
assessment are also employed to foster reflection and metacognition. By implementing varied and authentic
assessment strategies, outcomes-based learning encourages students to demonstrate their understanding and
competencies in real-world contexts.

F. Challenges and Strategies: Implementing outcomes-based learning may face challenges, including
resistance to change, lack of resources, and the need for professional development. To address these challenges,
collaboration among educators is crucial. Sharing best practices, engaging in professional development, and
providing ongoing support can help overcome resistance and ensure successful implementation. School leaders
and policymakers also play a critical role in creating a supportive environment for outcomes-based learning,
allocating resources, and promoting a culture of continuous improvement.

G. Impact on Student Engagement and Motivation: Outcomes-based learning has demonstrated a positive
impact on student engagement and motivation. By focusing on relevant and meaningful learning experiences,
students find a deeper sense of purpose and connection to their education. They become active participants in
their learning journey, leading to increased motivation and investment in their own success. Additionally,
outcomes-based learning provides opportunities for students to collaborate, solve real-world problems, and
make a meaningful impact, further enhancing their engagement and intrinsic motivation.

H. Personalization of Learning Pathways: Outcomes-based learning allows for the personalization of learning
pathways. By clearly defining learning outcomes and competencies, educators can tailor instruction to meet the

G. Impact on Student Engagement and Motivation: Outcomes-based learning has shown promising results in
enhancing student engagement and motivation. By connecting learning to real-world contexts and personal
interests, students find relevance and purpose in their education. They are more likely to be actively engaged,
take ownership of their learning, and develop a genuine passion for acquiring knowledge and skills.

H. Personalization of Learning Pathways: Outcomes-based learning allows for personalized learning

pathways that cater to the unique needs and strengths of individual students. By identifying specific learning
outcomes, educators can provide differentiated instruction, offer enrichment or support, and tailor learning
experiences to address students' diverse learning styles and interests.

I. Research and Evidence: Research studies have shown positive outcomes in student achievement,
motivation, and the development of 21st-century skills through outcomes-based learning approaches. The use of
data and evidence-based practices further supports the effectiveness of this approach. It is crucial for educators
and policymakers to stay informed about the latest research and evidence to inform decision-making and ensure
the continuous improvement of outcomes-based learning initiatives.
 Performance Tasks

Students may be asked to design and present a solution to a complex problem, create a multimedia presentation
that demonstrates mastery of a specific competency, or develop a portfolio showcasing their growth and
achievements over time. Performance tasks provide opportunities for students to showcase their abilities and
connect their learning to authentic situations.

Assessment Task

Multiple choice Directions: Choose the letter of the correct answer and write your answer in a separate sheet of paper.
1. How many workouts per week should be done to achieve desirable level of fitness?
A. 3 B. 4 C. 5 D. 6

2. Which of the following is an example of a static exercise?

A. Push-up B. Shuttle runs C. Standing long jump D. Three-minute step test

3. Which of the following is not a dynamic exercise?

A. Curl-up B. Shuttle runs C. Standing long jump D. Three-minute step test

4. What fitness component is required in performing shuttle run?

A. Agility B. Coordination C. Power D. Speed 3

5. What does a curl-up exercise measure?

A. Power of the legs B. Strength of the upper body C. Endurance of the cardio respiratory system D. Strength and
endurance of the abdominal muscle.

6. What type of exercise transfers weight from one foot to another while moving?
A. Action B. Leaping C. Marching D. Walking
7. What work out exercise involves stretching where one holds his place without movement for a period of time?
A. Dynamic B. Exercise C. Static D. Stretching

8. What is an active movement where joints and muscles go through a full range of motion?
A. Dynamic B. Exercise C. Static D. Stretching

9. What ability carries one’s work load with ease and enjoyment?
A. Physical Component B. Physical Development C. Physical Education D. Physical Fitness

10. Which of the following is the BEST benefit a person can gain in participating active physical activity?
A. To have a healthy lifestyle. B. To maintain an ideal body weight. C. Keep a physically fit and healthy body.
D. Have fun, enjoyment and socialization.

11. Which of the following will NOT improve personal fitness program?
A. engaging high-impact, weight bearing activities B. exercising at moderate intensities
C. making your program convenient D. starting slowly 4

12. Which of the following can help determine the fitness and recreation activities realistic for you?
A. skills and attitude B. social needs C. time D. cost

13. How is jumping jack performed?

A. Jumping by means of a force made by feet and hands against the surface.
B. Jumping from one foot to the same foot after a brief suspension.
C. Transferring the weight from one foot to another while walking.
D. Jumping from one foot while moving the body forward.

14. How do you differentiate static from dynamic exercise?

A. Static stretching is done by holding in place for a period of time while dynamic stretching involves active movements
where muscles go through in a full range of motion.
B. Static stretching is done by moving to the surface from one place to another while dynamic is holding in a short period
of time without motion.
C. Static stretching involves jogging, high knees, jumping jacks while dynamic stretching involves trunk stretch, toe touch
and squats.
D. Static stretching allows your muscle to tighten up while dynamic stretching can extreme conditioning your body before
exercise.
15. Why is fitness important?
A. To have a healthy lifestyle. B. To keep a physically fit and healthy body.
C. To have fun, enjoyment, and socialization. D. To have the ability to live a healthy satisfying and useful life.

Learning
Artifacts/Reflection

They can include portfolios, projects, presentations, written reflections, or multimedia creations. These
artifacts serve as a record of students' progress, demonstrate the application of skills and knowledge, and
encourage self-reflection and metacognition. Students can reflect on their learning experiences, identify areas of
growth, and set goals for future improvement. The process of creating and curating learning artifacts fosters a
sense of pride and ownership in students.

Mantra

"Empowering learners to shape their futures"

 References

G9-Week-1-PE-SLM.pdf (fnhs.edu.ph)
https://www.bing.com/search?q=assessment+task+in+mapeh+example+9&qs=n&sp=-
1&lq=0&pq=assessment+task+in+mapeh+example+9&sc=10-
34&sk=&cvid=54D08ED48E794D6D9B782C53ED616324&ghsh=0&ghacc=0&ghpl=&FPIG=73DEEA9CC088404
F830B5D2EE33A490E&first=21&FORM=PERE1

Curriculum Vitae

Lei Andrew B. Balmaceda is from Bangued Abra. He earned his degree Bachelor in
Secondary Education Major in Music, Arts, Physical Education and Health (MAPEH) at
University of Northern Philippines College of Teacher Education in 2017. He is currently
teaching at University of Abra Laboratory High School Main Campus as MAPEH teacher.