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MODULE 1
OVERVIEW
Reduced to the barest components, the educative process happens between the
teacher and the student. Education originated from the terms “educere” which meant “to
draw out”. Ironically, however, for centuries we succeeded in pertuating the belief that
education is a “pouring in” process wherein the teacher was the infallible giver of
knowledge and the student was the passive recipient. It followed that the focus of
instruction was content and subject matter. We were used to regarding education basically
in terms of designating a set of subjects to take and when the course is completed we
pronounce the students “ educated” assuming that the instruction and activities we
provided will lead to the desire knowledge, skills and other attributes that we think the
course passers would possess.
The advent of technology caused a change of perspective in education, nationally
and internationally. The teacher ceased to be the sole source of knowledge. With
knowledge explosion, students are surrounded with various sources of facts and
information accessible through user-friendly technology. The teacher has become a
facilitator of knowledge who assist in the organization, interpretation and validation of
acquired facts and information.
LEARNING OUTCOMES
Activity
Let’s Do these: 1. Here are the pictures of different approach or strategies. Describe how
would you differentiate education before to from the present? Are you
ready to become a future teacher? As a future teacher how can you be
an effective? Expound your answers. Write your answer on the self-
assessment activities sheet (SAA). See on the next pages.
Analysis
Guided Questions: 1. When you gave your own perception about how education before is
different from the present? What will be the result to our learners?
2. How the learners perform learning?
3. Who are performing best in the class room? Learners or teachers?
4. What will happen to the learners in the 21th century?
5. Do you believe that the future learners must be passionate in developing
their own learning?
Abstraction
Let’s Discuss:
1.1 Outcomes- based Education : Matching Intentions with Accomplishment
The change in educational perspective is called Outcomes-Based Education (OBE) which has
three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by focusing
on student learning outcomes (SLO)
2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the student
3. It is meaningful: that is; it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.
To implement outcomes-based education on the subject or course level, following procedure
is recommended:
1. Identification of the educational objectives of the subject/course.
Educational objectives are the broad goals that the subject/ course expects to achieve, and
defining in general terms the knowledge, skills and attitude that the teacher will help the
students to attain. The objectives are stated from the point of view of the teacher such as” to
develop, to provide, to enhance, to inculcate, etc.”
2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide to be teachable
and measureable. Learning outcomes are stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes
statements is the taxonomy of educational objective by Benjamin bloom.
Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.
Institutional outcomes are most broad. These institutional outcomes become more specific
in the level of program or degree outcomes, much more specific in the level of course or subject
outcomes and most specific in the learning or instructional outcomes.
Program outcomes and learning outcomes are discussed more in detail in chapter 3.
Educational objectives as given in 1.4 are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after instruction.
1.3 Sample educational Objectives and Learning Outcomes in Araling Panlipunan
(K-12)
Application
Let’s Do these:
1. Give and Explain 3 characteristics of OBE
2. Distinguish among institutional, program, course and lesson, instructional outcome.
KEY POINTS
▪ Cognitive, also knowledge, refers to mental skills such as remembering, understanding, applying,
analysing, evaluating, and synthesizing/creating
▪ Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating,
practising, adapting and innovating.
▪ Affective, also known as attitude, refers to growth in feelings or emotion from the simplest
behaviour to the most complex such as receiving, responding, valuing, organizing, and
internalizing.
▪ Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level,
a segment of the program, or of the program itself.
▪ Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a subject; grade level or
degree program.
▪ Institutional outcomes are statement of what the graduates of an educational institution are
supposed to be able to do beyond graduation.
▪ Program outcomes are what graduates of particular educational programs or degrees are able to
do at the completion of the degree.
▪ Course or subject outcomes are what students should be able to demonstrate at the end of course
or subject.
▪ Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.
▪ The change in educational perspective is called Outcomes-Based Education (OBE) which has three
(3) characteristics: It is student centered, It is faculty driven, It is meaningful.
Don’t ignore this page here is the step on how you submit your output. Thank you! And
God Bless. Keep Safe kapamilya.
After analysing and reading this module, answer the activities
provided attach at the end of this module after the references.
Write your answer on the separate paper.
LOOKING AHEAD
Congratulation for making it till the end of this module! If you aced the assessment,
I am happy and proud of you. For the next module, Please advance reading about
Measurement, Assessment and Evaluation in Outcomes-Based Education and write
down questions you may have experience and let’s see for the next discussion .
Discuss!
How would you differentiate measurement, assessment and evaluation?
Self- Evaluation
Rate the extent of your learning in this module using the scale below. Check the column corresponding
to your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.
My learning: 1 2 3 4
I can now
REFERENCES
✓ Assessment of learning 1 copyright, 2017 by: Rosita l. Navarroo Ph.D, Rosita G. Santos, Ph.D and
Brenda B. Corpuz, Ph.D. Published by: LORIMAR PUBLISHING, INC.
Now that you have finished the review of the various concepts outlined above, it is now
time for an assessment to see how far you have improved. Write your answers on the blank
space provided for each question.
Task 1. The following are educational objectives for the subject Elementary Science (K-12). For every
educational objective, formulate two learning outcomes:
Task 2. Differentiate each of the following pairs by explaining the meaning of each and giving examples
for further clarification.
1. Educational outcomes and Learning Outcomes
2. Immediate outcomes and Deferred Outcomes
3. Content and Learning Outcomes
4. Program Outcomes and Course Outcomes
5. Students centered instruction and Content centered Instruction