COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

College of Education

INSTRUCTIONAL LEARNING KIT/MODULE

PEC 7
( The Teacher and the School Curriculum)

PRE-FINAL PERIOD

WEEK: 17
Name of the Unit/Topic: Enhance teacher education curriculum anchored on OBE

Intensions:
At the end of the lesson, students are expected to:
1. analyze the influence of OBE in the teacher education curriculum.
2. reflect on the future teacher education curriculum in the light of OBE.

Introduction:
As teacher education curriculum initiatives gear towards globalization,
contextualization, indigenization, and other reforms or enhancements, a lot of harmonization is being
done by educators, curriculum specialists, faculty, teachers, students and all stakeholders. Outcomes-
Based Education as a philosophy, system, and classroom practice gives a very strong signal in the
reconceptualization of the teacher education curriculum.
Let us learn how a teacher education curriculum embraces the philosophy, system and
classroom practice of OBE>

Inputs:
Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on outcomes-based education?
What would be the features of this curriculum that could address and future concerns of basic
education? What competencies must one acquire to be able to address these concerns? How will
these competencies enhance the attributes of a teacher education graduate? These questions and
many more shall be addressed in the content of this lesson.

1. Desired Outcomes of the Teacher Education Programs (Ideal Graduate of Teacher

Education Program Competencies)

Questions like: What kind of teacher do we desire to graduate in the future? What kind of
teacher will you be? What qualities will you possess?

To address these questions, it is necessary that the desired competencies and outcomes of the
teacher education curriculum be clearly stated. These competencies will guide teacher education
 programs on what product do they desire at the end of the college education. What are the
attributes of the Ideal Graduate?
Recognizing the demand of K to 12, the framework of the National Competency-Based Teacher
Standards (NCBTS) and global requirements of ASEAN 2015, a need to harmonize the teacher
competencies is very critical. With OBE, these competencies will form the desired outcomes of the
teacher education program.
With the current imperatives of the 21st century, the teacher education curriculum must
emphasize teacher's values, skills and knowledge that are fundamental to good teaching. The roles
and responsibilities of teachers should be viewed collaboratively with other professionals because
of new job opportunities. Teachers may not remain in the classrooms but may take on tasks as
course designers, program evaluators, training specialists, and others which are also related to
teaching.

Competencies for all Future Teachers in the Teacher Education Curriculum

It is desired, that all graduates of any teacher education program should have the following
competencies to be ready to teach in the classroom. Here are the suggestions based on CMO 30. S.
2004 and the NCBTS.
1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning process
3. Master and apply subject matter content and pedagogical principles appropriate for teaching
and learning
4. Apply a wide range of teaching related skills in curriculum development, instructional material
production, learning assessment and teaching delivery
5. Articulate and apply clear understanding of how educational processes relate to political,
historical, social and cultural context Facilitate learning in various classroom setting diverse
learners coming from different cultural backgrounds
7. Experience direct field and clinical activities in the teaching milieu as an observer, teaching
assistant or practice teacher.
8. Create and innovate alternative teaching approaches to improve student learning
9. Practice professional and ethical standards for teachers anchored for both local and global
perspectives
10. Pursue continuously lifelong learning for personal and professional growth as teachers.

With the enumerated intended outcomes, the future teachers should be aware of the outcomes they
should become.
Using the National Competency-Based Standards as a frame, as a global Filipino teacher let us analyze the
intended competencies/ outcomes that are addressed by the different NCBTS domains
Teacher Standards Outcomes Domains Addressed in NCTBS
 Uses specialized knowledge and skill in a  Diversity of Learners
variety of school context and in diverse  Learning Environment
students background.  Curriculum
  Applies inquiry with the use of research  Diversity of Learners
approaches and utilize evidence-based  Planning, Assessing and Reporting
knowledge to improve teaching.  Personal Growth and Professional
 Development
 Social Regard for Learning

 Self-directs continuous learning related to  Personal Growth and Professional

own expertise for enhancement of Development
student’s outcomes and strengthening of  Social Regard for Learning
professional identity.

 Maximize the involvement of  Community Linkages

education stakeholder and non-
education communities to work in
collaboration for relevant educational
reforms

From the identified competencies, standards and outcomes the IDEAL GRADUATE of the teacher education
program as a new breed of TEACHERS are:
• Multiliterate
• Reflective
• Master subject content
Highly skilled
• Sensitive to issue

• Multicultural
• Innovative
• Highly professional
• Lifelong learner
2. Teacher Education Curriculum: An Example
What kind of teacher education curriculum can develop such competencies in colleges of
education or teacher education departments?
Using the OBE framework, the competencies previously stated are now translated into
outcomes. These are the outcomes we need to see in every graduate.

Teacher Education Program Outcomes

At the end of the degree plan for elementary or secondary teaching, the future teacher
must have:
 • Demonstrated basic and higher levels of literacy for teaching and learning.
• Demonstrated deep and principled understanding of the teaching and learning process.
• Mastered and applied the subject matter content and pedagogical principles appropriate for
teaching and learning. Applied a wide range of teaching related skills in curriculum
development, instructional material production, learning assessment and teaching delivery.
• Articulated and applied clear understanding of how educational processes relate to political,
historical, social and cultural context.
• Facilitated learning in various classroom setting diverse learners coming from different
cultural backgrounds.
• Experienced direct field and clinical activities in the teaching milieu as an observer, teaching assistant or
practice teacher.
• Created and innovated alternative teaching approaches to improve student learning.
• Practiced professional and ethical standards for teachers anchored for both local and global
perspectives.
• Pursued continuously lifelong learning for personal and professional growth as teachers.

Content and Pedagogy to Achieve the Outcomes

Having identified the outcomes of the program, how will universities, schools and departments
form the future teachers?

1. Course or Degree Contents,

To become a teacher, a college degree is required. A degree is made up of courses or
subjects which are clustered as general education courses, professional education courses and
major or specialized subject courses.

There are similarities as well as differences in the require number of subjects and courses that
are recommended for teachers in the elementary and secondary level teaching.

Let us look at the examples:

• Elementary Level Teaching for K to Grade 6- General Education Courses, Professional

Teacher Education Courses Areas of Specialization or Additional Subjects in a Special Field.
• Secondary Level Teaching for Grade 7-10 (Junior High)General Education Courses,
Professional Teacher Education Courses, Major Discipline (English, Math, Science, others)
• Secondary Level Teaching for Grade 11-12 (Senior High school)- General Education Course,
Professional Teach Education Courses, Major Discipline (higher level of contents)

There are common courses for both levels of teaching. In the professional teacher
education courses, both will have all the same with one or two courses that are different to add
the context of the grade level they will teach.
 Example of Probable Subjects in the Professional Teacher Education

For all future teachers in K to 12 (elementary and secondary levels)

A. Foundation Courses
 Child and Adolescent Learners and Learning Principles
 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
▪ Facilitating Learner-Centered Teaching and Learning
▪ Assessment of Learning
▪ Technology for Teaching and Learning
▪ The Teacher and the School Curriculum
▪ Building and Enhancing Literacy Skills across the Curriculum Content and
Pedagogy of the Mother Tongue (Elementary level only)
▪ Teaching the Major field subjects (secondary level only)
C. Major Courses for the Secondary and Selected Subject Area Content for the Elementary

D. Experiential Learning Courses

 Field Study Courses (Field observations)
 Practice Teaching (Classroom Observation, Teaching Assistance, Full immersion)

These subjects are coherent and integrated with one another to -create and achieve almost
seamless experience of learning to teach. Bringing together theory into practice, faculty teaching
the content, also supervise student teachers in the field. Pedagogical Content Courses (PCK) bring
together courses that treat them holistic-ally.
There will also be an integration with the academic courses and the practicum courses to allow
students to learn from the experts in the field. This will enhance collaborative relationships with the
academe and the schools.

2. Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address, the different kinds of learners. Time-
tested methods as well as current and emerging strategies shall be utilized. These should be
student-centered, interactive, integrative, and transformative. Courses should enhance the concept
of "learning how to learn" for future teachers. The methods of teaching should replicate what
should be used in the work place or schools.

The delivery modes may vary from the traditional face-to-face, on-line, and experiential
learning approaches. When these modalities are combined in one course, it is called blended
approach.
 The use of technology for teaching and learning in all subject areas is encouraged so that
every future teacher will develop the skills to be ready to guide future learners, most of whom are
digitally skilled.
A very strong field —based experience in teacher education where pre-service teacher
students are immersed to the actual classrooms is necessary. This will enable the students to gain
experiential learning through observation, teaching assistantship and practice teaching.
Whatever methods of teaching or delivery modes to be used by the teachers are clearly
written in a course design or syllabus prepared by the faculty and shared to the students.

3. Assessment of Learning. College learning shall be assessed in similar manner as all other
means of assessment. It has to be remembered that in the Philippine Qualifications
Framework (PQF) there are three levels of competencies that all undergraduate students
should possess as evidence of their learning outcomes. This refers to Level 6 of the PQF
which is described as Level I- Knowledge, Skills and Values Level 2- Application of KSV and
Level 3- Degree of Independence.
Every subject has established a set of desired learning outcomes to be achieved, at the
end of the course. These learning outcomes should be evaluated so as to confirm if they have be
achieved.

For example, in a subject Curriculum Development, the desired course outcomes are:
At the end of the semester, the students must have:

1. Identified curriculum concepts that include the nature and purposes of curriculum.
2. Discussed the different models of curriculum and approaches to curriculum design.
3. Explained curriculum development in terms of planning, implementing and
evaluating.
4. Described the different involvement of stakeholders in curriculum implementation.
5. Utilized different evaluation procedures and tools in assessment of learning
outcomes.
6. Explained examples of curricular reforms such as K to 12 and OBE.
7. Reflected on the value of understanding curriculum development as a teacher.

How will we know that students have arrived or achieved the learning outcomes
enumerated above? We need to assess these, with the use of varied assessment tools and
procedure as mentioned in previous modules. The key verbs shall be used as an assessment
check to determine the success of the course.
In summary, the teacher education curriculum that approaches the OBE model for
classroom practice begins with the end in view by establishing the program outcomes at the
start. It is followed by the Course Content, Pedagogy and Assessment. But the three
components linked to each other.
 Planning (Degree
Outcomes and Attributes of an ideal Graduate)

Evaluating(assesm
ent of Learning to indicate if degree outcomes have beenImplementing
achieved)
(contents, methods of delivery)

Involvement:

This activity will determine yoour awareness of the degree poram you are enrolled in..
Answer the questions given and give a short explanation.

1. Do you know that you will become a teacher in the future? Yes or No. Why?
2. Do you really know what it is to become a teacher, when you were in the first year?
Yes or No. Why?
3. What activities/subject in college made you know more of becoming a teacher?
Enumerate. Why?

Individual Check/Sheet:

At this point of time and from the subjects you have taken, do you feel you are fit to
become a teacher? Why?

Intervention:

Give your reflection. Answer the question honestly.

What do I appreciate in the teacher education curriculum I am in, as a future

(Elementary or Secondary ) teacher?

Reference/s:

Bilbao, P.P., Dayagbil, F.T., Corpuz, B.B. Curriculum Development. OBE and K-12 Based . 2015.
Lorimar Pub. Inc. Metro Manila, Philippines.
Pawile, Greg T. The Teacher and the School Curriculum. 1 st. ed. Outcom-Based Education. 2015.
Rex Book Store. Manila. Philippines