OUTCOME-BASED EDUCATION

Outcome-Based Education is an education that is anchored and

focused on outcomes. It is a student-centered approach to
education that focuses on the intended learning outcomes
resulting from instruction (Nicholson, 2011). It is an approach
in planning, delivering and assessing instruction. It is
concerned with planning instruction that is focused on outcomes,
choosing the methodology that leads to the intended outcomes and
an assessment process that determines the attainment of intended
outcomes.

Learning Principles of OBE (Spady, 1994)

Four Basic Principles
1. Clarity of Focus - Teachers must begin with the end
clearly in mind. Teachers must be clearly focused on what they
want students to know, understand and be able to do. Teachers
should focus on helping students to develop the knowledge and
skills that will enable them to achieve the articulated intended
outcomes.
2. Designing Down- Teachers now design instruction. The
instructional design includes design assessment tasks.
3. High Expectations - Teachers should establish high,
challenging standards of performance in order to encourage
students to engage deeply in what they are learning. Helping
students to achieve high standards is linked very closely with
the idea that success promotes more successful learning.
 4. Expanded Opportunities - Teachers must strive to provide
expanded opportunities for all students. It is based on the idea
that not all learners can learn the same thing in the same way
and in the same time. However, most students can achieve high
standards if they are given appropriate opportunities.

Meaning of Outcomes
What are outcomes?

 The end targets of OBE.

Various authors claim outcomes as:
1. Clear learning results that learners have to demonstrate,
what learners can actually do with what they know and have
learned (Butler, 2004).
2. Actions, products, performances that embody and reflect a
learner’s competence in using content, information, ideas and
tools successfully (Geyser, 1999).
3. Culminating demonstration of learning, not curriculum
content (Spady, 1994).

 It is what you can actually do with what you have learned

about principles of teaching.

Exit Outcomes - BIG outcomes

Enabling Outcomes - SMALL outcomes
The attainment of small outcomes leads to the attainment of the
big outcomes which we used to call terminal outcomes.
The Different Levels of Outcomes
Institutional Level

 At the institutional level, these include the

philosophy, vision, mission, and aims of the
institution. They are statements of what a HEI hopes
to contribute to society.
 These institutional outcomes are supposed to take
flesh in every graduate; thus, the institutional
outcomes are referred to as graduate attributes. The
institutional outcomes cascade to the program
outcomes, the program outcomes are reflected in the
course outcomes and the course outcomes are in turn
reflected in the learning outcomes. The realization
of the learning outcomes leads to the attainment of
the course outcomes, the program, and institutional
outcomes.

Program Level

 At the program level, these are goals, program

competencies, and course outcomes that all students
should master and internalize.
 The program outcomes are the competencies (knowledge, skills
and values) that the student must be able to demonstrate at the
end of his/her stay in the institution. The new policies,
standards and guidelines (PSGs) of the Commission on Higher
Education should guide the determination of program outcomes.

Course Level

 At the instructional level, outcomes include

learning the objectives for every course in higher
education.
 At any level, outcomes should be mission-driven,
evidence-based, and learning-focused

APPROACHES TO AN OBE CURRICULUM

According to Spady (1994), there are two common approaches
to an OBE curriculum, namely:

 TRADITIONAL/ TRANSITIONAL APPROACH

 TRANSFORMATIONAL APPROACH

TRADITIONAL/ TRANSITIONAL APPROACH

Emphasizes student mastery of traditional subject- related
academic outcomes (usually with a strong focus on subject-
specific content) and cross-discipline outcomes (such as the
ability to solve problems or to work cooperatively).

TRANSFORMATIONAL APPROACH
Emphasizes long-term cross-curricular outcomes that are
related directly to students' future life roles (such as being a
productive worker or a responsible citizen or a parent).
TEACHING APPROACHES AND METHODS
Meaning of Approach, Methods and Techniques
Approach is a set of assumptions that define beliefs and theories
about the nature of the learner and the process of learning.
Method is an overall plan for systematic presentation of a lesson
based upon a selected approach (Brown, 1994). Some authors call
it design.
Techniques are the specific activities manifested in the
classroom that are consistent with a method and therefore in
harmony with an approach as well (Brown, 1994). Technique is
referred to also as a task or activity.

The Teaching Approaches of the Subjects in the K to 12 Curriculum

Learner-centered. In a learner-centered instruction, choice of
teaching method and technique has the learner as the primary
consideration his nature, his/her innate faculties, or
abilities, how he/she learns, his/her developmental stage,
multiple intelligences, learning styles, needs, concerns,
interests, feelings, home and educational background,
Inclusive. This means that no student is excluded from the circle
of learners. Everyone is "in". Teaching is for all students
regardless of origin, socio-economic background, gender, ability,
nationality. No "teacher favorites", no outcast, no promdi (The
word promdi is from the English words "from the" used in Filipino
to refer to someone from the province who has just come to an
urban place like Manila; sometimes offensive and derogatory). In
an inclusive classroom, everyone feels he/she belongs.
Developmentally appropriate. The tasks required of students are
within their developmental stages.
Responsive and relevant. Using a relevant and responsive teaching
approach means making your teaching meaningful. You can make your
teaching meaningful if you relate or connect your lessons to the
students daily experiences.
Research-based. Your teaching approach is more interesting,
updated, more convincing and persuasive if it is informed by
research. Integrating research findings in your lessons keeps
your teaching fresh.
Culture-sensitive. If your approach is culture-sensitive, you are
mindful of the diversity of cultures in your classroom. You
employ a teaching approach that is anchored on respect for
cultural diversity.
Contextualized and global. You make teaching more meaningful by
putting your lesson in a context. This context may be local,
national and global.
Constructivist. Constructive comes from the word "construct". If
you are constructivist in teaching approach, you believe that
students learn by building upon their prior knowledge (knowledge
that students already know prior to your teaching). This prior
knowledge is called a schema.
Inquiry-Based and reflective. For inquiry-based and reflective
teaching approach, the core of the learning process is to elicit
student-generated questions. A test of your effectiveness in the
use of the inquiry-based approach is when the students begin
formulating questions, risking answers, probing for
relationships, making their own discoveries, reflecting on their
findings, acting as researchers and writers of research reports.
Collaborative. As the word "collaborative" suggests, this
teaching approach involves groups of students or teachers and
students working together to learn together by solving a problem,
completing a task, or creating a product.
Integrative. An integrative approach can be:

 Intradisciplinary when the integration is within one

discipline.
 Interdisciplinary integration happens when
traditionally separate subjects are brought together
so that students can grasp a more authentic
understanding of a subject under study.
 Transdisciplinary integration is integrating your
lessons with real life.
Spiral progression approach. To follow a spiral progression
approach, you develop the same concepts from one grade level to
the next in increasing complexity. It is revisiting concepts at
each grade level with increasing depth.
MTB-MLE-based. MTB-MLE means Mother Tongue-based Multilingual
Education. In MTB-MLE, teaching is done in more than one language
beginning with the Mother Tongue. The Mother Tongue is used as a
medium of instruction from K to 3 in addition to it being taught
as a subject from Grades 1 to 3.
As RA 10533 states, Mother Tongue-Based Multilingual Education
(MTB-MLE) "starts from where the learners are and from what they
already know proceeding from the known to the unknown."

Different Methods of Teaching

1. Direct and indirect method
Direct method in teacher dominated. You lecture immediately on
what you want the students to learn without necessarily involving
them in the process.
Indirect method is learner-dominated. You give the student an
active role in the learning process.

2. Deductive and inductive methods

Deductive method, you begin your lesson with generalization, a
rule, a definition and end with examples and illustrations or
with what is concrete.
Inductive method you begin your lesson with the examples, with
what is known, with the concrete and with details. You end with
the students giving the generalization, abstraction or
conclusion.

The effectiveness of a method is dependent on any factors such

as:
1. Teachers readiness
2. Learners readiness
3. Nature of the subject matter
4. Time allotment for a subject