ACTIVITY#1

NAME: Aldrick Joshua Von.
Baguio
ACTIVITY #1
CHAPTER 1
1. Aren’t objectives in your lesson plan the same as outcomes as defined in OBTL? Back
up your answer with research.
2. Is exit or “big” outcomes synonymous to terminal objective?
4. Does the phrase “designing down “ remind you of Wiggin’s and McTighe’s
Understanding design also known as “backward design”? In UbD, after identifying the
target or the goal, the teacher asked to state evidence of the attainment of the
outcome or target. This is actually the assessment task. Is this what “designing down
mean”?
7. Here was a workshop on outcomes –based course syllabi development. The teachers
“already had an outline of their topics before the workshop began. Because they were
to develop outcomes-based syllabus, all they did was to formulate the outcomes per
topic. Is this OBTL, OBE applied in the teaching-learning process? Share your answer
with the class.
8. Based on the principles of OBE, is every student expected to attain learning

outcomes?
ANSWERS:
1. Yes because Outcomes-based Teaching and Learning (OBTL) is a curriculum design

framework to teaching and learning that helps you focuses on “first identifying the
intended outcomes or goals of a module or programmed and then aligning teaching,
learning, and assessment to maximise the likelihood that students achieve those
outcomes.
2. A big outcome is well an outcome. Also a result. An objective is what you desire,
intend, and plan to get. A terminal objective is what you think, or what you estimate
that you will achieve at the end of a process, more specifically when “terminal
objective” is used as an educational term an educational process.
4. Understanding by Design relies on what Wiggins and McTighe call "backward design"

(also known as "backwards planning"). Teachers, according to UbD proponents,
traditionally start curriculum planning with activities and textbooks instead of
identifying classroom learning goals and planning towards that goal.
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. Once this has been done, all instructional decisions are then made to
ensure achieve this desired end result.
7. Yes because it is strategy to learn the students faster. It is state that the OBTL is
focused not on what the teacher intends to teach but rather the emphasis is on what is
the outcome from the learner of that teaching is intended to be. In other words, the
outcomes determine the curriculum content, the teaching methods and strategies, and
the assessment process. And OBE curriculum means starting with a clear picture of
what is important for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure this learning ultimately happens.
8. Yes student must be expected to attain learning outcomes. Why? Because n OBE, all
students are expected to attain the intended learning outcomes. Some attain them
faster than others. The most important is that everybody attains the learning
outcomes because the teacher gives everyone the necessary scaffolding and
opportunity to realize the learning outcomes.
CHAPTER 2
1. What does outcome mean in OBE?
2. State the relationship among institutional outcomes, program outcomes, course

outcomes and learning outcomes.
3. What are the implications of the OBE principles in the teaching-learning process?
5. What are the positive points and negative points in OBE?
A. Distinguish among approach , method and technique.
B. Describe the teaching approaches of the K to 12 Curriculum. Do it in a creative way.
C. Compare direct and indirect instruction with deductive and inductive methods of
teaching. Use a table for the comparison.
E. Describe the teaching approaches of K to 12 Curriculum.

ANSWERS
1. Outcome-based education or outcomes-based education (OBE), also known as

standards-based education, is an educational theory that bases each part of an
educational system around goals (outcomes). By the end of the educational experience,
each student should have achieved the goal.
2. * Institutional Learning Outcomes are the knowledge, skills, abilities, and attitudes

that students are expected to develop as a result of their overall experiences with any
aspect of the college, including courses, programs, and student services.
* The program outcomes are specific enough to explain how those broad

expectations are accomplished within a given program, and course outcomes will specify
what expectations an instructor has for the course, which are related to one or
more program outcomes.
* Learning outcomes are measurable statements that concretely formally state what

students are expected to learn in a course. While goals or objectives can be written
more broadly, learning outcomes describe specifically how learners will achieve the
goals.
* Student Learning Outcomes are statements that specify what students will know,

be able to do or be able to demonstrate when they have completed or participated in
a Course or Program. SLO's specify an action by the student that must be observable,
measurable and able to be demonstrated. Grades are objectives.
3. OBE Principles (Spady, 1994) An OBE curriculum means starting with a clear picture

of what is important for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure this learning ultimately happens. Clarity of
focus This means that everything teachers do must be clearly focused on helping
students to develop the knowledge, skills and personalities that will enable them to
achieve the intended outcomes that have been clearly articulated.
5. The positive points in OBE is at the last two OBE conventions here in Rochester, the
message has been clear: that OBE results in increased student and teacher self-
esteem, higher academic success for more students, decreased drop-outs and several
other benefits.
And the negative points are By outlining specific outcomes, a holistic approach to
learning is lost. Learning can find itself reduced to something that is specific,
measurable, and observable. As a result, outcomes are not yet widely recognized as a
valid way of conceptualizing what learning is about.
A. An approach is the level at which assumptions and beliefs about language and
language learning are specified; Method is the level at which theory is put into practice
and at which choices are made about the particular skills to be taught, the content to
be taught, and the order in which the content will be presented.
B.
C.
DIRECT INDIRECT
*Involves the learners being given *inductive approach involves the

a general rule, which is then learners detecting, or noticing,
applied to specific language patterns and working out a 'rule'
examples and honed through for themselves before they
practice exercises practice the language.
*Deductive strategies are *Inductive strategies are

more direct and straightforward intended to tap into the
and lend themselves interests and thinking abilities
to direct instructional approaches of the students, being
more indirect.
E. There are three key areas of teaching methods that K-3 grade teachers should
focus on to best develop their students: Engagement. Problem-solving. Initiative and
creativity.

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NAME: Aldrick Joshua Von.

2. Is exit or “big” outcomes synonymous to terminal objective?

8. Based on the principles of OBE, is every student expected to attain learning

1. Yes because Outcomes-based Teaching and Learning (OBTL) is a curriculum design

4. Understanding by Design relies on what Wiggins and McTighe call "backward design"

1. What does outcome mean in OBE?

2. State the relationship among institutional outcomes, program outcomes, course

5. What are the positive points and negative points in OBE?

A. Distinguish among approach , method and technique.

B. Describe the teaching approaches of the K to 12 Curriculum. Do it in a creative way.

E. Describe the teaching approaches of K to 12 Curriculum.

1. Outcome-based education or outcomes-based education (OBE), also known as

2. * Institutional Learning Outcomes are the knowledge, skills, abilities, and attitudes

* The program outcomes are specific enough to explain how those broad

* Learning outcomes are measurable statements that concretely formally state what

* Student Learning Outcomes are statements that specify what students will know,

3. OBE Principles (Spady, 1994) An OBE curriculum means starting with a clear picture

*Involves the learners being given *inductive approach involves the

*Deductive strategies are *Inductive strategies are

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Involves the learners being given inductive approach involves the

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