The document discusses approaches to adopting an outcome-based education (OBE) curriculum. It outlines the key goals and philosophical assumptions of OBE, which include ensuring all learners can succeed and developing their talents. The document also describes characteristics of OBE curricula, such as having program objectives, outcomes, and performance indicators that are outcome-driven and assessed. It provides examples of OBE approaches teachers can take, such as writing good learning outcomes and familiarizing different curriculum models, as well as changing assessment methods to focus on outcomes over content.

1. Approaches in Adopting
OBE Curriculum

2. • “OBE is a learner-centered, results
oriented design, based on the belief that all
individuals can learn”.

3. Primary Goal of OBE
• To transform students into graduates with
full competence in their field of study and
who also possesses Filipino values,
industry desired values and global citizen
values.

4. The two main purposes of OBE inform its
underlying philosophy of ‘success for all
learners’.
• ensuring that all learners are equipped with
the knowledge, competence and qualities
needed to be successful after they exit
their educational system and
• structuring and operating schools so that
those outcomes can be achieved and
maximized for all learners
s

5. Philosophical assumptions, of
OBE:
●
• all learners are talented and it is the duty of schools
to develop their talents
• the role of schools is to find ways for learners to
succeed, rather than finding ways for learners to fail.
• mutual trust drives all good outcomes-based schools
• excellence is for every learner and not only for a
limited number
• by preparing learners daily for success the following
day, the need for corrective measures is reduced
• learners collaborate in learning, rather than
competing with each other
• as far as possible, no learner is excluded from an
activity in a school and a positive attitude is essential.

6. According to Spady and Marshall (1991:67),
OBE is based on two fundamental premises:
• all learners can learn and succeed but not
on the same day or in the same way
• success breeds success and schools
control the conditions of success.

7. OBE addresses the following key questions:
As a teacher
• What do I want the students to have
or able to do?
• What will I do for them to achieve
it?
• How do I close the loop?

8. • Focus on student learning by:
– Use learning outcome statements to
make explicit what the student is expected
to be able to know, understand or do;
– Provide learning activities which will help
the student to reach these outcomes;
– Assess the extent to which the student
meets these outcomes through the use of
explicit assessment criteria.

9. Characteristics of OBE curricula
• It has program objectives, program outcomes,
course outcomes and performance indicators.
• It is objective and outcome driven, where every
stated objective and outcomes can be assessed
and evaluated. It is centered around the needs
of the students and the stakeholders.
• Program objectives address the graduates
attainment within 3-5 years after their graduation.
• Program outcomes, which consist of abilities to be
attained by students before they graduate, are
formulated based on the program objectives.
• Every learning outcome is intentional and therefore
the outcomes must be assessed using suitable
performance indicators.

10. Program
Outcomes
Program
Objectives
Missions
Visions
Stakeholders
Course
Outcomes
Advisory committee
Outcome-Based Education
(Closing the Loops)
Alumni
Assessment
Assessment
Assessment
CQI
CQI
CQI
Analysis
Analysis
Analysis

11. OBE Approaches
1. Write good outcomes
A good outcome is, among other things:
• Attractive – students want to achieve it
• Comprehensible – they know its meaning
• Attainable – they can learn to achieve it
• Coherent – it clearly fits into their programme
2. Familiarize two models of curriculum
• Model A – “Curriculum is content. Teaching is
the delivery of content. (Assessment is seeing if
the content has been learned.)”
• Model B – “Curriculum is outcomes. Teaching is
supporting students to achieve learning
outcomes. (Assessment is seeing if these
outcomes have been achieved.)”

12. Two approaches to curriculum planning compared
Model A Model B
Plan the curriculum to be
taught
Plan the learning outcomes
Ensure they are assessable
Plan learning activities
Teach the curriculum
content”
Provide resources, support and
feedback to the students as they
do learning activities
Give feedback to aids
student learning
Ensure students receive feedback
(have they attained the course
outcomes)
Assess what students have
learned the content
Assess and detailed feedback to
each student about their progress
towards the outcomes”
Review & change teaching

13. 3. EFFECTIVE COURSE DELIVERY
Responsibility of Lecturers:
– carefully planned
– teaching strategy in accordance with lesson
– incorporated new delivery strategies to address specific
problem of the students.
Responsibility of Students:
- must be responsible for their own
learning.
- define clearly student Learning
Time (SLT)
copyright cmassengale 13

14. 4. Adopt OBE - DELIVERY MODES
• Lecture
• Guest Speaker
Delivery
Modes
Face-
to-
Face
Active
Cooperative/
Collaborative
Technology-
Based
Delivery
Experiential
Method
Work-
Based
Learning
(WBL)
• Presentation
• Tutorial
• Seminar
• Colloquium
• Problem-Based
• Case Study
• Project-Based
• Online learning
• Teleconference
• Simulation
• Practical
• Industrial Training
• Work Attachment
• Field Trip
• Visit
• Lab
• Demonstration
• Workshop
• Guest speaker

15. 5. Apply OBE- FOUR COMMON TEACHING
SITUATIONS & ASSOCIATED TLA
Situation Teaching
Activities
Learning Activities
LECTURE Talk, explain,
clarify
Listen, take notes, accept, query,
discuss with peers, one-minute paper
TUTORIAL Set/answer
questions,
provide
feedback
Pre-read, prepare questions, learn from
peers, critique, analyse
PROJECT Set brief, provide
ongoing
feedback
Apply, create, self-monitor,
communicate, teamwork
PBL Set problems
provide
feedback
Set learning goals, design, apply,
access desired content and skills,
integrate, solve problems

16. 6. Change Methods of Assessment
• “If you want to change student learning, then
change the methods of assessment.” “Chuckett &
Sutherland, 2000”
• objective tests,
• case studies,
• essay questions,
• projects,
• end-of-chapter type problems,
• reflective journals,
• seminar presentation,
• practicum,
• portfolio,
• examinations, peer and self-assessment

17. The Role of the Teacher in an Outcomes-based
Approach to Education
• The lecturer becomes more a facilitator
learning by stimulating creativity, self
learning and critical thinking.
• Outcomes become more important to the
lecturer than the written syllabus.

18. “If you don’t know
where you’re going,
any ride will do.”
Increasing the knowledge and skills of the
learners is the responsibility of the teacher.

19. Thank You!