Krizzle JaneB.

Paguel
La Union Group

1. Compare the CBO and OBE Paradigms

Calendar Base Outcomes Outcomes Based Education
1.Curriculum Planning ●base on content of Books making informed discussions
about the approaches to
teaching and learning be
adopted, and as a basis for
the assessment of
students/trainees and of the
education program itself
2.Learners Attribute ●passive ●learn with purpose
●rote learning ●can apply in real life
●repetitive of past years’
questions
3.Lesson Plan ●Mainly cognitive domain ●cognitive
●Affective
●psychomotor
4.Outcomes ●produce learners with ●enhance active learning
adherence to curriculum and experience using assessment
delivery methods tasks with rubric
●produce an empowered
learner
5.Content ● depending on curriculum ●Focus on your target
map outcome, remove all the
details that is not needed in
your target outcome
6.Rule of outcomes ●DESIGN DOWN from your
significant
Culminating Outcomes to
establish the
Enabling Outcomes on
which they depend.
●Replace or delete the
Discrete Outcomesthat are
not significant Enabling
components for your
Culminating Outcomes.
7.Performance standard ●More on content, knowledge ●Can apply on real-life
8.Expanded opportunity You need to follow the time Teachers must strive to
of deadline of activities provide expanded
opportunities for all
students; most students can
achieve high standards if
they are given appropriate
opportunities.

2. Explain OBE’s 3 main Premises

1.All Students can learn and 2.Success breeds success 3.School control the condition
succeed of success
The first premise explicitly The second premise stresses The third premise those who
takes differences in students' that successful learning rests implement OBE, believe, they
learning rates and learning on students having a strong are capable of changing how
styles into account not as cognitive and psychological they operate to allow and
barriers to successful learning, foundation of prior learning encourage all students to be
but as factors that must be success. The stronger schools successful learners. Schools
designed into any sound can help make both can function differently than in
instructional process. It is a foundations, the easier it will be the past if educators and others
very optimistic view of the for students to continue who work with them choose to
learning potential of all learning successfully implement needed changes.
students. Together, these three premises
serve as the rationale on which
the actual implementation of
OBE guided by its four
principles described below
ultimately rests.

3. Define an Outcome of Significance

The initial outcomes of significance notion were that if outcomes were worth pursuing and
accomplishing, they should embody things that:

● Students would remember and he able to do long after a particular curriculum episode ended
● Were truly important to students in their educational and life-career futures.

In other words, outcomes needed to be things that really mattered to students and for
students in the long run, and educators were encouraged to design their programs accordingly.
Outcomes are clear learning results that we want students to demonstrate at the end of significant
learning experiences. They are not values, beliefs, attitudes, or psychological states of mind.
Instead, outcomes are what learners can actually do with what they know and have learned they
are the tangible application of what has been learned. This means that outcomes are actions and
performances that embody and reflect learner competence in using content, information, ideas, and
tools successfully. Having learners do important things with what they know is a major step beyond
knowing itself.

4. Describe OBE’s 4 power Principles and How to maximize their power.

Clarity of focus This means that everything teachers do must be clearly
focused on what they want students to know, understand and
be able to do. In other words, teachers should focus on
helping students to develop the knowledge, skills and
personalities that will enable them to achieve the intended
outcomes that have been clearly articulated.
Expanded Opportunity Teachers must strive to provide expanded opportunities for all
students. This principle is based on the idea that not all learners
can learn the same thing in the same way and in the same time.
However, most students can achieve high standards if they are
given appropriate opportunities.
High Expectations It means that teachers should establish high, challenging
standards of performance in order to encourage students to
engage deeply in what they are learning. Helping students to
achieve high standards is linked very closely with the idea that
successful learning promotes more successful learning.

Design down It means that the curriculum design must start with a clear
definition of the intended outcomes that students are to achieve
by the end of the program. Once this has been done, all
instructional decisions are then made to ensure achieve this
desired end result.
Many implementation options are available. However, successful OBE practitioners
apply the principles in four ways: consistently, systematically, creatively, and
simultaneously. These criteria for applying the principles contribute directly to a system's
effectiveness. In particular, the creative application contributes to a system's capacity to
innovate and expand the range of OBE implementation possibilities, which enhances the OBE
concept and stimulates continued refinement and evolution.
 Create a program in your school where students’ ‘Conditions of Success’ are
expanded: consider the areas of the Filipino Whole Learner

Seeing the demands that the future brings and how education has a role of preparing citizens
for changes, the sole mission of aiding educators in creating effective learning systems , came up
with structure to effectively aid learners for what the future holds- The Whole Child approach. It is a
framework that helps shift focus from mere academic achievements to long-tarn development and
success of all learners. It emphasizes the need of the active involvement of all stakeholders of
learning. Every situation where a child is exposed is a learning opportunity. Educators, families,
community members, and policy makers need to portray a role in grooming the future generation.

To maximize the benefits of the current times and be equipped with the skills to face the
challenges, we must consider the following:

Healthy This refers to not just the physical but the overall well-being of each
learner. An environment to nurture mental, emotional and social well-
being of a student is essential. Students should attend school in a healthy
physical state and should learn about practices of how to lead a healthy
lifestyle.
Engage Each student should be actively engaged in learning and is connected to the
school and broader community. Institutions are given the challenge to get
more creative in creating experiences to help learns to build an understanding
of responsibility, decision-making, goal setting, and time management.
Supported Each student has to have access to personalized learning and should be
supported by qualified, caring adults. Apart from academic structures, each
learner should be made aware that they have, at their disposal, social and
emotional support systems. This includes educators, counselors and even
families who are assisted to understand the importance of their involvement in
grooming a learners’ life.
Challenged Each student is challenged academically and prepared for success in college or
further study and employment and participation in a global environment. They
should be equipped with skill sets for critical thinking, reasoning, problem-
solving competencies, and technology proficiency. High standard of
curriculum, programs, and activities should be in place.

Student-centered learning is not a new concept. At its essence, student-centered learning is

any instructional approach that begins with the needs and interests of the individual learner and
engages young people as drivers of their own learning experience.

Student-centered learning is often used interchangeably with related concepts, such as

personalized learning, differentiated learning, adaptive learning, and competency-based learning.
There are slight variations among these terms and an array of related models espoused by various
schools and organizations. Principles of student-centered learning that can be applied in a range of
ways:
■ Individualization: Students engage in authentic, self-paced learning activities driven by their
interests and abilities.
■ Student agency: Students are active participants in setting goals and determining how learning
happens.
■ Relationships: Learning takes place in the context of strong adult-student and peer-to-peer
relationships.
■ Expanding learning opportunities: Learning takes place in a variety of settings and beyond
school hours.

Why We Need It?

Student-centered learning allows educators to meet students where they are with strategies
that maximize each student’s progress and engagement. By tailoring learning experiences to
students’ interests and learning styles, student-centered learning fosters
a stronger sense of motivation and self-efficacy, which research links to improved achievement.
Student-centered learning builds upon rigorous academic content, alongside opportunities to
develop the nonacademic skills needed for college and careers.

Student-centered learning is also more efficient: students get targeted support in areas
where they struggle and opportunities to accelerate when they demonstrate mastery, allowing
educators to focus limited time and resources where they have the greatest impact.
In schools that implement a set of comprehensive student-centered learning approaches, we see
positive results.

Expanded learning can be a crucial part of filling those gaps. These programs carry many
names: the most common are expanded learning opportunities, expanded learning time, out-of-
school time, after-school, and summer learning. This array of labels reflects varied approaches,
ranging from creatively restructuring the traditional school calendar to finding innovative ways to
get more out of the current schedule. Some innovations occur almost exclusively in schools, while
others move in to the community.

Hire Qualified Committed Staff

Provide individualized attention to students through
tutoring or mentoring.
By offering our children more ways to learn about the
world and themselves
Giving students a chance to prove themselves.
Teacher and Parent collaboration: Parental involvement helps
a child succeed in school and later in life.
Monitor performance of students.
Expanded To set a goal for improving the way curriculum is delivered,
principals, teachers, school councils, parents, and other
community members participating in the improvement
planning process must understand the expectations set out

Learning by the ministry and how well the students in their school
are achieving those expectations.

Program

No Child Left Behind and Extended Learning Time

Initiatives that expanded learning time have facilitated school and classroom
innovation to enhance teaching and learning. Through the expansion of learning time,
teachers, for example, can provide students with more one-on-one instruction, teach in
longer blocks to emphasize subject content, help students develop portfolios of their work,
or utilize hands-on learning activities such as science labs and projects to help facilitate
learning through application.
The presence of more in-school time coupled with new and effective instructional
strategies can have great impact on student performance. Incorporating additional time
into the school experience also helps to address the individual needs of students by
providing them with extra supports such as working with specialists and by encouraging
participation in engaging activities of interest. But the benefits of expanded learning time
reach beyond improvements in student academic performance, their personal development,
and preparation for adulthood.
Expanding time also serves teachers well by providing them with more time to engage
in high-quality professional development, participate in support activities such as
mentoring, plan and work collaboratively with others, and analyze data to improve
instruction and student achievement. Providing substantial quality professional
development opportunities for teachers results in higher quality education for students
Citations:
https://files.eric.ed.gov/fulltext/ED380910.pdf
http://cei.hkust.edu.hk/teaching-resources/outcome-based-education/institutional-
resources/obe-principles-and-process