Professional Documents
Culture Documents
BONDOC
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.
• Outcome-based education is an approach to education in which decisions about the curriculum
are driven by the exit learning outcomes that the students should display at the end of the
course.-Davis, 2003
• 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 the result -Killen, 2000
• 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 experiences.
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
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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
Success in professional practice or occupation as evidence of skill in career planning,
health and wellness and continuing education
Professional recognition, awards, distinction as evidence of civic responsibility
andparticipation in environment conservation and other social advocacies
Immediate Outcomes
Analytical ability
Problem solving skill\
Ability to communication in writing, reading, speaking, and mathematically
Skills in creative expression
Skill in technology utilization
Passing the licensure examination
Intinial job placement
Admission in a graduate program
as a theory
as a
systematic as practice in
structure of classroom
education
OBE
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
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).
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.
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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.
• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and civic affairs.
• Be adequately prepared for the world of work or entrepreneurship or
higher education.
• Be legally employable with potential for better earnings.
• Be globally competitive.
The Model: 6 – 4 - 2
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
Implementation Plan
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Principles of Teaching 2 Module 1-3 JOHNMARK F. BONDOC
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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.
- 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.
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:
- –Avoids disjunctions between stages of schooling
- –Allows learners to learn topics & skills appropriate to their developmental/cognitive stages
- –Strengthens retention & mastery of topics & skills as they are revisited & consolidated
- •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
Mother Tongue as starting point for literacy development
Simultaneous development of language skills in listening & speaking for both Filipino & English
Competencies spiraled across grade levels, with greater emphasis on reading comprehension of
various writing, study & thinking strategies in HS for critical thinking development
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
Oral fluency in Filipino starts in the first semester of Grade 1
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
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 the lesson will be executed or delivered.
- a set of decisions on what learning activities 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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