Dela Cruz, Marlyn F.

BEED 2-A (EED 10)

CHAPTER I

Essential Questions:

1. What is OBE?

Outcome-based education (OBE) is a type of education that focuses on a clearly expressed

vision of what students should know and be able to do when they leave school.

2. What are the four principles of OBE? Make a short but comprehensive discussion of each of the
principles.

 Clarity of focus. Teachers should focus on helping students to develop the knowledge , skills
and personalities that will enable them to achieve the intended outcomes that have been
clearly articulated.
 Designing down. It means that the curriculum design must start with a clear definition of the
intended outcomes that students are to achieve by the end of the program.
 High expectations. Teachers should establish high, challenging standards of performance in
order to encourage students to engage deeply in what they are learning.
 Expanded opportunities. Teachers must strive to provide expanded opportunities for all
students. This principle is based on the idea that not all learners can learn the same thing in
the same way and in all the same time.

3. Why do you think there is a need to shift to OBE?

It needs to shift to OBE because it empowers students to take more responsibility for the
own larning and supports the move to create a student engagement with the curriculum and
student-centered approaches.

4. Point out the important distinction of ,PILO,CILO,and ILO.

 CILO ( Course Intended Learning Outcomes). What a learner is expected to know ,

understand and/or be able to demonstrate after completion of a process of learning.
 PILO ( Programme to Improve Learning Outcomes). Learner- it improve their performance
because teachers teach more of the curriculum and teach it better.
 ILO (Institutional Learning Outcomes). Able to articulate,put into action, or utilize
(theoretically or progmatically) after completing courses or programs and experience.
CHAPTER II

Questions for application and reflection

1. What are the objective- related principles and their implications of teaching?

The principles are said to be a certain set of beliefs that are implemented and practiced by
an individual.Here are the objective-related principles and implications of teaching. 1)Begin with the
end mind. This means that we must begin. Our lesson with defined lesson objectives.2)Share lesson
objective with students. Begins with a statement purpose.3)Lesson objectives must be in the two or
three domain-knowledge(cognitive),skill(psychomotor) and values(affective). Our lesson maybe
dominantly cognitive psychomotor or affective.4)Work on significant and relevant lesson
objectives.With our lesson objective becoming our students objective too, our students will be self-
propelled as we teach.5) Lesson objective must be aligned with the aims of education. 6)Aim at the
development of critical and creative thinking. 7)Lesson objectives must be SMART(Specific,
Measurable, Attainable, Result-Oriented Relevant,Time-bound and Terminal).

2. What guiding principles must be observed in the selection and organization of content?

Guiding Principles in the Selection and Organization of Content. Guiding principle related to
subject matter content is to observe the following qualities in the selection and organization of
content: 1) Validity – Teaching the content that we ought to teach according to national standards
explicit in the Basic Education Curriculum; it also means teaching the content in order to realize the
goals and objectives of the course as laid down in the basic education curriculum.2)Significance –
What we teach should respond to the needs and interests of the learners, hence meaningful and
significant.

3. Make a complete outline of graphic presentation of the cognitive and skill components of subject
matter content.

COGNITIVE (knowledge), PSYCHOMOTOR (skills),AFFECTIVE (attitudes)

Cognitive Skill Affective

-facts -thinking skills -realm of values and attitudes

-concepts - manipulative skills

-principles
-hypothesis
-theories
-laws

4. What is the best way to evaluate progress in developing values and attitudes?

Teachers can use such as Universal Design for Learning (UDL). Gives students different
ways to show what they know and stimulates an interest in learning. Here are some ways to
evaluate progress in developing values and attitudes.1) Change weighing scale. When calculating a
final grade four report cards , teachers use student assignments, tests, quizzes and exams collected
over the semester.2) Use informal observation. Observing students throughout the school day can
give important insight into their learning needs and progress. 3) Allow for self assessment. Give
students an opportunity to assess their learning and reflect on the progress they are making.4)
Provide multiple test formats period test do not need to be restricted to pencil and paper formats .
Teachers can use multiple choice,long answer, short answer, diagrams,charts, fill in the blank and
other graphic organizer.

5. What is the implication of giving homework to students learning?

It can help with retention and comprehension . Homework can also help students improve
their study abilities and attitudes toward school , as well as teach them that learning can happen
anywhere , not just in classrooms.
CHAPTER IV

Preliminary Activity

Illustrate the EPP and TLE structure and content of the two curiccula.
Application Activity

Direction: Write your analysis and the nature, structure and content of the k-12 EPP/TLE curriculum
components.

EPP/TLE CURRICULUM MY ANALYSIS

Nature of EPP/TLE

EPP and TLE are skills-based subjects, therefore
the teacher must bear in the principles in
teaching these subjects. * Adopt an environment
that equips the learners with appropriate
facilities and equipment.
Give priority to education, science and
technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social
progress, and promote total human liberation
and development”.

Structure of EPP/TLE

Measures traits at both the super•factor level Teaching EPP/TLE means facts, concepts,, skills
and the primary scale level, yielding three and values .
superfactors (Extraversion, Neuroticism, and
Psychoticism) and 21 primary scales, as well as a
Lie scale. The EPP-S also yields three
superfactors, but based on nine primary scales. A
Lie scale is also included.

Contents of EPP/TLE

The learner demonstrates an understanding of Develop critical thinking, self-reliance,

the basic knowledge and skills in
entrepreneurship & ICT, Agriculture, Home
Economics, and Industrial Arts toward the
improvement of personal life, family, and
community.
independence, culture sensitivity and
entrepreneurship in the students by enhancing
their skills on the different uses of technology
and application of life skills.
CHAPTER V

Preliminary Activities

Direction. With the use of the previously downloaded sample of an instructional plan of EPP/TLE
from the DepEd website. May winter snow review the parts and content of the model instructional
plan selected. Indicate your personal learnings in the model plan.

My Personal Learnings on the Model Plan

Parts of the Lesson Plan What I Learned

I. Objectives

Focuses on the end bof the lessons and states Lessons and assessments and instruction that
what skills you want your students to have you can prove your overall course or lesson
learned or what knowledge you want them to goals. Think of objectives as tools you use to
have acquired when the lesson is finished. make sure you can reach your goals.

II. Subject Matter

The specific knowledge to be shared within Subject matter communicates ideas and imparts
the content for the students. Teachers and knowledge . It needs to biving the information.
lecturers have their strengths in the subject
matter they are qualified to teach. These
educators use their expertise in subject matter
to put across the necessary information to the
students.

III. Procedure

An in-depth explanation of how the lesson
will progress in the classroom. Adolescent
procedure is essentially step-by-step instructions
that walk you through everything from the time
students and their the classroom until the bell
rings at the end of the period.
Combined process where a teacher as assess
understanding needs , establishes particular
learning objectives , formulates teaching and
memorizing strategies , enforces a plan of work,
and as assess the outcomes of the instruction.

IV. Subject Matter

The specific knowledge to be shared with the Can help students create useful cognitive maps,
content for the students . Teachers and lecturers relate one idea to another, and address
have their strengths in a subject matter and they misconceptions.
are qualified to teach.
Post Activity

Assessing my Instructional Plan

Use the given rubric to assess your Instructional Plan.

Criteria O VS S F NE

S 4 3 2 1 Total

1. Lessons objectives are

constructed using two to three
domains. 4

2. Subject matter is a line to the

lessons objectives.
4

3. Teaching strategy is suited to

the lesson objective.
3

4. Developmental activities are

aligned to the objective.
4

5. Generalization questions are

stated clearly.
4

6. Assessment activity is
consistent to the lessons
objective. 3

7. Assignment is provided for

enrichment.
4

Total 26
CHAPTER VI

Preliminary Activity

Direction: Choose one TLE component you prefer to work on (HE,IA,ICt). Identify all the possible
instructional materials that can be used in this subject.

TLE Component Appropriate Materials to Use Meaningful Effect of the

Materials

Home Economics (HE) Slides -It is easier to implement

pictures/sound/videos/... what
ever media works in your
context.

-Slides make it less likely that a

student will take notes in class,
thus saving on ink.

Charts/diagrams -Charts and diagrams are

especially helpful, as they
enable students to see ideas
visually laid out in an organized
way. It can help the students
process content and to make
connections more easily.

-It stimulates creativity and

Handcrafts
imagination.
-It encourages communication
and socialization.
Application Activity

Select 1 area with corresponding objectives. Complete the diagram by writing the most appropriate
Instructional materials that will achieve the objectives.

TLE COMPONENT : HOME ECONOMICS (HE)

Photography/Pictures

Print

(textbook or Audio Visual

modules) Uses the tools/utensils and equipment and (slides,video)

their substitutes in food preservation
processing.

Visual Aids Electronic Interactive

(charts,real objectives) (Computers or loptops)