Chapter 1 Shift of Educational Focus

Chapter 1
SHIFT OF EDUCATIONAL
FOCUS FROM CONTENT
TO LEARNING OUTCOMES
Learning Outcomes
1. Explain the three (3) outstanding characteristics of
outcome-based education (OBE)
2. Distinguish between immediate outcomes and deferred
outcomes
3. Distinguish among institutional outcomes, program
outcomes, course outcomes and learning outcomes
4. Differentiate educational objectives from learning outcomes
5. Formulate learning outcomes based on given educational
objectives
Education= educare, educere = to draw out
Ironically, we succeeded for centuries in
perpetuating the belief that education is a
“pouring in” process wherein the teacher is
the infallible giver of knowledge and the
student was a passive recipient.
Past Present
-The teacher was the infallible giver and/or -The teacher becomes facilitator of
source of knowledge knowledge, and assists in the organization,
interpretation and validation of acquired
facts and information
-Focus of instruction was content or subject - Focus of instruction is the learner
matter
Outcome-Based Education (OBE) Characteristics
1. Student centered – places the students at the center of the
process by focusing on Student Learning Outcomes (SLO)
2. Faculty driven – encourages faculty responsibility for:
a. teaching
b. assessing program outcomes
c. motivating participation from students
3. Meaningful – provides data to guide the teacher in making
valid and continuing improvement in instruction and
assessment activities.
Recommended Procedure to implement OBE
1. Identification of the educational objectives of
the subject/course
Educational objectives are broad goals that
the course expects to achieve. They define in
general terms the KSA that the teacher will help
the students to attain. 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
Since course objectives are broadly stated,
they do not provide detailed guide to be
teachable and measurable. Learning outcomes
are stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to
illustrate, etc. Good source is the taxonomy of
educational objectives by Benjamen Bloom
grouped into three (3):
a. Cognitive- Knowledge, head, mental skills such as:
remembering, understanding, applying, analyzing,
evaluating and synthesizing/creating
b. Psychomotor- Skills, hands, manual or physical skills
which proceed from mental activities and range from
simple to complex such as: observing, imitating, practicing,
adapting and innovating
c. Affective – Attitude, heart, growth in feelings or
emotions from simplest behavior to the most complex such
as: receiving, responding, valuing, organizing and
internalizing
3. Drafting outcomes assessment procedure
This procedure will enable the teacher to
determine the degree to which the students are
attaining the desired learning outcomes. It
identifies for every outcome the data that will be
gathered which will guide the selection of the
assessment tools to be used and at what point
assessment will be done.
OBE focuses classroom instruction on the
skills and competencies that students must
demonstrate when they exit.
Types of outcome
1. Immediate outcomes are skills and competencies acquired upon a
completion of an instruction/lesson, a course, a grade level, a segment of
a program or of a program itself. These are referred to as instructional
outcomes.
Examples:
Ability to communicate by writing and speaking
Mathematical problem-solving ability
Ability to do research
Skill in story telling
Promotion to a higher grade level
Graduation
Passing the LET
2. Deferred outcomes refer to the ability to apply
cognitive, psychomotor and affective skills and
competencies in various situations many years after
completion of a degree program. These are referred to
as institutional outcomes.
Examples:
Success in professional practice
Job promotion
Awards and recognition
Outcomes in OBE come in different levels:
1. Institutional outcomes are statements

of what graduates are supposed to be
able to do beyond graduation.
Examples: Refer to deferred outcomes.
2. Program outcomes are what graduates of a
particular program are able to do upon
completion.
Examples: 1. Utilize appropriate assessment tools
to measure learning outcomes.
2. Demonstrate an in-depth
understanding of the diversity among learners in
various learning areas.
3. Course outcomes are what students should be able
to demonstrate at the end of a course.
Examples: 1. Explain how the change of emphasis
from content to outcomes in education led to the shift
of focus in teaching from the subject matter to the
learner
2. Illustrate examples of measurement,
assessment and evaluation in determining the
progress of students toward attaining the desired
learning outcomes
4. Learning or instructional outcomes are what students
should be able to do after a lesson or instruction.
Examples:
1. Explain the three (3) outstanding characteristics of
outcome-based education (OBE)
2. Distinguish between immediate outcomes and deferred
outcomes
3. Distinguish among institutional outcomes, program
outcomes, course outcomes and learning outcomes
4. Differentiate educational objectives from learning outcomes
5. Formulate learning outcomes based on given educational
objectives
Educational objectives are formulated from
the point of view of the teacher. Learning
outcomes are what students are supposed to
demonstrate after instruction.
Samples of educational objectives and learning outcomes in Araling Panlipunan (K to12)
Educational Objectives Learning Outcomes
Pagbibigay sa mga mag-aaral ng kaalaman at Nailalarawan ang sariling buhay simula sa
pang-unawa tungkol sa tao, kapaligiran at pagsilang hanggang sa kasalukuyang edad
lipunan (Cognitive)
Nasasabi at naipapaliwanag ang mga
alituntunin sa silid-aralan at sa paaralan
Naiisa-isa ang mga tungkulin ng isang

mabuting mamamayan sa pangangalaga ng
kapaligiran
Paglinang ng kakayahan na magsagawa ng Nakakasulat ng sanaysay na nalalarawan ng

proyektong pangtahanan at pampamayanan mga taong bumubuo ng sariling pamilya
(psychomotor)
Nakapagsasagawa ng panayam sa ilang
mahalagang pinuno ng sariling barangay at
naisusulat ang mga nakalap na kaalaman
Pagganyak sa mga mag-aaral upang Nakasusulat ng tula, awit o maikling kuwento
maipamalas ang malalim na pagpapahalaga tungkol sa kahalagahan ng kapaligiran
sa kapaligiran (affective)
Nakagagawa ng “video presentation” tungkol
sa wastong pag-aalaga ng kapaligiran
Educational objective Learning outcome
-Overarching goal - Results
- What the learner should master - Measurement of mastery
-Uses basic thinking skills such as - requires higher thinking skills such as
knowledge, comprehension and application analysis, synthesis, evaluation
-Broad goals….. -Concrete active verbs
To develop…, to provide, to enhance…., to To demonstrate…, to explain, to

inculcate…. differentiate, to explain, to illustrate
Example: To provide knowledge and To describe oneself as a child

understanding about self (Cognitive)
To differentiate the various theories of
human development
To enhance one’s skills and competencies To write an essay about the ideal set-up of a
in home economics (Psychomotor) house.
To interview housekeepers for their tips of a

good housekeeping practice
To inculcate the values of environmental

protection and management (Affective) To write a poem or song which advocates
environmental preservation and protection
To prepare a video presentation portraying

the adverse effects of environmental
degradation.

Chapter 1 Shift of Educational Focus

Uploaded by

Copyright:

Available Formats

Chapter 1 Shift of Educational Focus

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 Shift of Educational Focus

Uploaded by

Copyright:

Available Formats

Chapter 1

1. Institutional outcomes are statements

Naiisa-isa ang mga tungkulin ng isang

Paglinang ng kakayahan na magsagawa ng Nakakasulat ng sanaysay na nalalarawan ng

-Overarching goal - Results

- What the learner should master - Measurement of mastery

-Broad goals….. -Concrete active verbs

To develop…, to provide, to enhance…., to To demonstrate…, to explain, to

Example: To provide knowledge and To describe oneself as a child

To interview housekeepers for their tips of a

To inculcate the values of environmental

To prepare a video presentation portraying

You might also like