Module - Principles of Teaching 2

Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Lesson 1:Outcomes-based Education What is OBE? •

An outcome is a culminating demonstration of learning; it is what the student should be able to do at the end of a course.

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Outcome-based education is an approach to education in which decisions about the c urriculum are driven by the exit learning outcomes that the students should display at the end of the course.-Davis, 2003

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Outcome-based education can be summed up as results-oriented thinking and is the opposite of input-based education where the emphasis is on the educational process and where we are happy to accept whatever is is the result -Killen, 2000

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OBE means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning exper iences. This 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”

-Spady, 1994

OBE is an approach to planning, delivering and evaluating instruction that requires administrators, teachers and students to focus their attention and efforts on the desired results of education.

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Deferred Outcomes 

Promotion in job position/ rank as evidence of work competence and skills and social relation

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Success in professional practice or occupation as evidence of skill i n career planning, health and wellness and continuing education

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Professional recognition, awards, distinction as evidence of civic responsibility andparticipation in environment conservation and other social advocacies

Immediate Outcomes 

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 Analytical ability  Problem solving skill\  Ability to communication in writing, reading, speaking, and mathematically 

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Skills in creative expression

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Skill in technology utilization

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Passing the licensure examination

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Intinial job placement 

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 Admission in a graduate program

as a theory as a systematic structure of education

as practice in classroom

OBE 2

Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Spady premised that in Outcomes-Based Education: All students can learn and succeed, but not at the same time or in the same way. Schools and teachers control the conditions that will determine if the students are successful in school learning.

2 Common Approaches to OBE

1. Traditional/transitional Approach - emphasizes student mastery of traditional subject-related academic outcomes (usually with a strong focus on subject-specific content) and some crossdiscipline outcomes (such as the ability to solve problems or to work co-operatively). 2. 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 r esponsible citizen

or a parent).

-Spady, 1994

4 Essential Principles of OBE 1. Clarity of focus: this means that everything teachers do must be clearly focused on what they want learners to ultimately be able to do successfully. 2. Designing back: it means that the starting point for all curriculum design must be a clear definition of the significant learning that students are to achieve by the end of their formal education. 3. High expectations for all students. 4. Expanded opportunities for all learners Spady, 1994

Features of Outcomes-based Learning •

Active learners

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Continuous assessment

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Critical thinking, reasoning, reflection & action

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Integration knowledge, learning relevant/ connected real life situations

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Learner centered & educator/ facilitator use group/ teamwork

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Learning programs seen as guides that allow educators to be innovative & creative in designing programs/ activities

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-Spady, 1994

Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

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Emphasis outcomes – what learner becomes & understands

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Flexible time frames - learners work at own pace

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Qualification

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Recognition of prior learning: after pre-assessment, learners c redited outcomes demonstrated or transfer credits elsewhere

-Spady, 1994

Purpose of OBE •

Improve student learning

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Develop quality program

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More focus on output

Elements of OBE •

HEIs Vision, Mission, Goals  – What does the organization wish to achieve? What is its reason for being? What are its goals?

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Institutional Outcomes – What are the competencies of the ideal graduate from the HEI as a result of the academic and non-academic programs?

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Program Outcomes •

What sets of competencies do learners demonstrate at the time of graduation from the program?

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To what extent will each intended outcome be taught and assessed in the program?

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How each program outcome developed progressively?

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What is the proper learning environment (inputs: teaching-learning systems, support processes and procedures) required to achieve the desired outcomes ? CHED, 2013

Components of a Course Design for OBE •

Description of specific Course Learning Outcomes and Content

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Description of major teaching & learning methods with justification that they are conducive to the attainment of intended subject outcomes

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Description of major assessment methods with justification that they are appropriate for assessing the intended subject outcomes

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Teaching Strategies for OBE •

Whatever approach to teaching you use, it is important to keep the following points in mind: •

Your main focus should be on LEARNING  rather than teaching.

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Students cannot learn if they do not THINK.

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Thinking is facilitated and encouraged by the PROCESSES that you use to engage students with the content, as well as by the CONTENT itself.

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Your subject does not exist in isolation —you have to help students make LINKS to other subjects.

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You have a responsibility to help students LEARNHOW TO LEARN . -Killen, 2000

Three Major Steps in Instructional Planning Step 1: Deciding on the outcomes that students are to achieve Step 2: Deciding how to assist students to achieve those outcomes (context, teaching strategies and methods, and learning activities) Step 3: Deciding on how to determine when students have achieved the outcomes (assessments, reporting procedures)

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Lesson 2: Understanding the K-12 Basic Education Program “Education is the key to the long -term problems of the country. If we fix basic education, we fix the long-term problems of the country. And if we fix the country’s problems, we will build a truly strong society. . .”

-Pres. Benigno Simeon C. Aquino III

Why K TO 12 ? - RATIONALE – 1. Enhancing the quality of basic education in the Philippines is urgent and critical 2. The poor quality of basic education is reflected in the low achievement scores of Filipino students. 3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23 rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1). 4. The congested curriculum partly explains the present state of education 5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education 6. Further, most graduates are too young to enter the labor force. 7. The current system also reinforces the misperception that basic education is just a preparation for higher education. 8. Our graduates are not automatically recognized as professionals abroad.

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

“We are the last country in Asia and one of only three countries in the world

with a 10-year pre-university program. ”

K to 12 Education Vision Graduates of the K to 12 Basic Education Program are holistically developed Filipinos who have the 21st  century skills. •

Acquire mastery of basic competencies.

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Be more emotionally mature.

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Be socially aware, pro-active, involved in public and civic affairs.

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Be adequately prepared for the world of work or entrepreneurship or higher education.

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Be legally employable with potential for better earnings.

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Be globally competitive.

The Model: 6 – 4 - 2

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Implementation Plan

Salient Features of the K to 12 BEC Framework a.

Holistic development : communication & literacies, critical thinking & problem solving, creativity & innovation, ethical, moral & spiritual values, self and sense of community, life & career opportunities, national & global orientedness

b. Outcomes-based: Employment, Enterpreneurship, Middle Level Skills Development, Higher Education c.

Principles: inclusive education, child to youth development, teaching & learning, assessment

d. Ensures learner-centered pedagogical approaches: teacher development, administrative support, learning resources and parent and community involvement

The Imperative for K to 12 

Decongest the curriculum to improve mastery of basic competencies

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Ensure seamlessness of primary, secondary, and post-secondary competencies

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Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Sc ience & Math) and medium of instruction

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Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

New Features of the K to 12 Basic Education Curriculum 

Vertical continuum and horizontal articulation of competencies

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Mother Tongue as a learning area and medium of instruction

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Spiral progression in Science and Math

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MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1

Features of K to 12 -

These, then, are the main features of the K to 12 curriculum: research-based, decongested, enhanced, viewing-related, informational, employment-ready, community-related, elective-rich, multilingual, and spiraled

SPIRAL APPROACH -

The approach is best illustrated in Mathematics. In the curre nt approach, addition, subtraction, multiplication, and division are taught separately and in sequence.

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Using the Spiral Approach, a typical lesson could go this way:

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Principles of Teaching 2 -

Module 1-3 JOHNMARK F. BONDOC

Take a group of five children. How many pencils do we need to have if each child would have one each? That is addition.

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If another group of five children joins us, how many more pencils do we need? That is multiplication

Comparison of the BEC and the K to 12 Mathematics Curriculum 

Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.

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In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.

K to 12 will strengthen Science and Math Education -

The use of spiral progression:

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 –Avoids disjunctions between stages of schooling

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 –Allows learners to learn topics & skills appropriate to their developmental/cognitive stages

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 –Strengthens retention & mastery of to pics & skills as they are revisited & consolidated

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•Science concepts & skills are integrated in Health, Languages, Math, and other subjects in

Grades 1-2 -

•Focus on literacy & numeracy for  K to Grade 2 provides stronger foundation to acquire

more sophisticated competencies in latter grade levels

K to 12 will enhance literacy through multilingualism 

Mother Tongue, Filipino, English and additional languages education for upper year levels

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Mother Tongue as starting point for literacy development

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Simultaneous development of language skills in listening & speaking for both Filipino & English

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Competencies spiraled across grade levels, with greater emphasis on reading comprehension of various writing, study & thinking strategies in HS for c ritical thinking development

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Includes age-, context-, and culture-appropriate print & electronic texts

Mother Tongue-Based Multilingual Education 

Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3

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Oral fluency in Filipino starts in the first semester of Grade 1

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Oral fluency in English is introduced in the second semester and will continue until grade 2

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Principles of Teaching 2

Module 1-3 JOHNMARK F. BONDOC

Lesson 3:Teaching Approaches and Methods

DIFERENCE AMONG THE TERMS TECHNIQUE, METHOD, STRATEGY, APPROACH AND PRINCIPLES TECHNIQUE – the personal art and style of the teacher in carrying out the procedures of teaching. - the teacher’s unique way, style or act of executing the stages of a method.

METHOD – synonymous to procedure - the procedure employed to accomplish lesson objectives. - a series of related and progressive acts performed by a teacher and pupils to achieve the desired objectives of the lesson. - the established way or procedure of guiding the mental processes in mastering the subject matter. - refers to a procedure employed to accomplish the lesson objective. - a well – planned step – by – step procedure that is directed towards a desired learning outcomes.

STRATEGY – an over – all or general design on how t he lesson will be executed or delivered. - a set of decisions on what learning ac tivities to achieve an objective - can be a substitute to methodology

APPROACH – a set of correlative assumptions or viewpoints dealing with the nature of teaching and learning. - one’s viewpoint toward teaching. - procedure that employs a variety of strategies to assess better understanding and effective learning.

PRINCIPLE – means a general or fundamental law, doctrine or assumption. - a primary source or origin. - rule or code of conduct.

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