Chapter 1
Outcome-Based Education

 

Outcomes – Based Education is focused on the outcomes. Outcomes are result that a student must be able to demonstrate after completing a program or a course or after an instructional or teaching – learning process. Outcomes come in various level – institutional, program, course and learning or instructional outcomes.

Enabling outcomes are more specific outcomes like learning outcomes that lead to exit or “big” outcomes.

In OBE, the focus is clear. The focus is stated in the form of outcomes. Like Understanding by Design (UbD) of McTighe and Wiggins, once outcomes are clearly identified, teachers design instruction and assessment tasks. Instruction and assessment tasks are aligned to the learning outcome.

In OBE all student are expected to attain the intended outcomes. Some attain them faster than other students. The most important is that everybody attain the outcome because the teacher gave them sufficient opportunity and support to realize the outcome.

3      Things I learned from this Chapter

1.    OBE stands for outcomes-based education wherein it is an education that is anchored and focused on outcomes.

2.    Learning Principles of OBE

2.1 Clarity of Focus

2.2 Designing down

2.3 High Expectation

2.4  Expanded Opportunities

3.    Traditional/ Transitional, student mastery of traditional subject-related academic outcomes.  Transformational OBE, long term, cross-curricular outcomes that are related directly to student’ future life roles

2 Things I will do to apply what I learned

1.    As a future teacher I am going to follow the Principle of OBE, the clarity focus wherein you begin with the end in mind, designing down, choosing or designing the appropriate instruction for a specific topic/lesson, High Expectation, wherein I am establishing high and challenging standards, Expanded Opportunities, I will strive to provide expanded opportunities for my students.

2.    I will focus on outcomes.

Chapter 2 
Teaching Approaches and Methods

 

      An approach gives rise to method (design) while a method (design) includes techniques (tasks or activities). The K to 12 Curriculum was developed along the following standards: 1) learner-centered, 2) inclusive, 3)developmentally appropriate; 4) relevant and responsive, 5) research based, 6) culture-sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry based, 10) reflective, 11) collaborative, 12) integrative, 13) Mother Tongue Based, 14) spiral progression and 15) flexible, indigenized, and localized. To do justice to the K to 12 Curriculum, it must be taught in accordance with these standards.

            Methods of teaching for K to 12 can be direct or indirect or deductive and inductive. The teaching methods can be grouped into direct and deductive methods and indirect or inductive methods. Direct and deductive teaching proceeds from the abstract to the concrete while indirect and inductive methods proceed from the concrete to the abstract. The direct and deductive method is fit for the teaching of manipulative skill and processes and subject matter that does not lend itself to open discussion given their fixed nature.

            The indirect and inductive methods are more interactive and more constructivist.           

            No method can be said to be the best method. The best method is the method that works. Which appropriate method to use is dependent on the readiness level of the teacher and students, nature of the subject and time element.

3 Things I learned from this Chapter

1.    Different Methods of Teaching

a.    Direct method, teacher-dominated.

b.    Indirect method, learner-dominated

c.    Deductive Method, general to specific

d.    Inductive method, specific to general

2.          An approach gives rise to method (design) while a method (design) includes techniques (tasks or activities). The K to 12 Curriculum was developed along the following standards: 1) learner-centered, 2) inclusive, 3)developmentally appropriate; 4) relevant and responsive, 5) research based, 6) culture-sensitive, 7) contextualized and global, 8) constructivist, 9) inquiry based, 10) reflective, 11) collaborative, 12) integrative, 13) Mother Tongue Based, 14) spiral progression and 15) flexible, indigenized, and localized.

3.    Approach is a set of assumptions that define beliefs and theories about the nature of the learner and the process of learning. Method is an overall plan for systematic presentation of a lesson based upon a selected approach and technique is referred to also as a task or activity.

2 Things I will do to apply what I learned

1.    I will use all the different method because it is stated in this chapter that there is no such thing as best method.

2.    I will consider the Teaching Approaches of Subkjects in the K to 12 Curriculum

Chapter 3 
Constructivist Approach

A constructivist approach to teaching has the following features: authentic activity and real world tasks, multiple perspectives, holistic and integrative, self – directed learners, meaningful learning, collaborative and interactive learning. These features are found in interactive and collaborative, integrative and inquiry-based teaching-learning activities.

3 Things I learned from this Chapter

1.    Constructivist teaching is based on the belief that learning occurs when learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.

2.    Integrative Teaching and Learning

a.    Interdisciplinary teaching- putting together separate disciplines to make whole.

b.    Transdisciplinary teaching- connecting lifeless subject matter to life itself.

3.     Different Approaches

a.    Interactive- there is an interaction between the teacher and the students.

b.    Collaborative- every member in a group has one goal, but many ideas.

c.    Integrative

d.    Inquiry-Based –focused on inquiry or questions

2 Things I will do to apply what I learned

1.    I will involve my students during the learning process so that it would be easy for the learners to absorb all the learnings.

2.    I will use an approache that would suit on the topic/lesson that we are about to discuss.

1 Question I have about this Chapter
      1. Is constructivist approach applicable to all kinds of topic/lessons?

Chapter 4 
Problem-Based Learning and Project-Based Learning

Problem-based learning (PBL) and Project-based Leaning (PrBL) or Collaborative Project-based Learning are constructivist. They are highly interactive, collaborative, inquiry based and integrative.

PBL looks into the cause of a real world problem and proposes solution to the problem. PrBL goes beyond the PBL does. It presents a project to address a problem. It can be said that PrBL come after and builds on PBL

Features of both PBL and PrBL

Ø  Based on  constructivist approach to learning

Ø  Learner focused

Ø  Experiential

Ø  Geared toward real world tasks

Ø  Inquiry based

Ø  Project or problems have more than one approach or answer

Ø  Simulate professional situation

Ø  Teacher as coach or facilitator

Ø  Students generally woks in cooperative groups

Ø  Student are encouraged to find multiple sources of information

Ø  Emphasis on authentic, performance-based assessment

Ø  Relate to the information processing approach

PBL and PrBL are very much attuned to the constructivist and learner centered K to 12 Curriculum, including the assessment practices that K to 12 curriculums – traditional and authentic assessment.

3 Things I learned from this Chapter

1.    Problem-Based Learning uses inquiry model or a problem-solving model. In PBL, students can apply different appropriate solutions/answers. The problem is in a real world scenario.

2.    Project-Based Learning involves a project which involves a complex task and some form of student presentation, and/or creating an actual product.

3.    PBL and PjBL are both inquiry-based approaches rooted in constructivism

2 Things I will do to apply what I learned

1.    I will use both PBL and PjBL approach to make students create their own learning.

2.    PBL and PjBL are both inquiry-based approach and I will use these two approaches to nurture the students inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. The skills and ability to continue learning should be the most important outcomes of teaching and learning.

1 Question I have about this Chapter

1.    What must come first? PBL or PjBL?

Chapter 5

RESEARCH-BASED TEACHING AND LEARNING IN THE 21^ST CENTURY

To help students learn for mastery the teacher must ensure mastery by seeing that he/she creates a positive learning atmosphere develops thorough understanding of the lesson not only memory or recall and that he/she gives opportunities to students to extend and apply their learning.

There are nine effective instructional strategies backed up by research.

1.    Identifying similarities and differences

2.    Summarizing and note taking

3.    Reinforcing effort and providing recognition

4.    Homework and practice

5.    Nonlinguistic representations

6.    Cooperative learning

7.    Setting objectives and providing feedback

8.    Generating and testing hypotheses

9.    Cues, questions and advance organizers

The nine effective instructional strategies when grouped can be categorized into three:

1.    Creating the positive environment for learning.

2.    Helping students develop understanding

3.    Helping students extend and apply knowledge

Effective ways of creating positive environment:

1.    Setting objectives and providing specific feedback in relation to the objectives.

2.    Reinforcing student’s individual effort which is the most reliable way to achievement and providing genuine recognition.

3.    Employing cooperative learning

To help students develop understanding of lesson learned, the following strategies were found to be effective:

a)    Focusing on what is important by giving explicit cues, asking question, and advance graphic organizers

b)    Using non-linguistic representations such as graphic organizers physical models kinesthetic activities and etc.

c)    Summarizing and note-taking.

d)    Assigning meaningful homework and providing correct practice.

Two ways were given to help student extend and apply knowledge:

1.    Identifying similarities and differences.

2.    Generating and testing hypothesis.

            To identify similarities and differences, the students can make use of comparison, classification, metaphors, and analogies.

3 Things I learned from this Chapter

1.    Principles of Teaching for the 21^st Century

a.    Teachers must address and build upon prior knowledge to promote student learning.

b.    Students must have factual and conceptual knowledge

c.    Students learn more effectively when they are aware of how they learn and know how to monitor and reflect on their own learning.

2.    Non-linguistic representations dwell on imagery form. Non-linguistic representation will help students develop understanding of the lesson.

a.    Creating Graphic organizers

b.    Making physical models and manipulative

c.    Generating mental pictures

d.    Creating pictures, illustrations and pictographs

e.    Engaging students in kinesthetic activity

3.    Two ways were given to help student extend and apply knowledge:

a.    Identifying similarities and differences.

b.    Generating and testing hypothesis.

2 Things I will do to apply what I learned

1.    I will consider the Principles of teaching for 21^st Century.

2.    I will use non-linguistic representations that will help students to understand more about a certain lesson.

Chapter 6
 (Instructional Planning and Development)

            There are two frameworks of lesson/instructional planning presented in this chapter the traditional and the standards/outcomes/competency-based frameworks. The traditional framework is focused on the content, neither on outcomes nor standards. Because of so much content to cover, subjects get highly congested and teaching is mile-wide inch-thick.

            Standard/outcome/competency-based instructional planning begins with the clarification of focus and the target called standard, outcome, competency and objective. Assessment and instructional process is aligning on outcome/competency/standard/objectives. Assessment is based on outcome/competency not content. Lessons are focused on the essential outcomes and targets and so are less congested. The instructional plan that is based on the UbD framework is standard/outcome/competency-based.

            The element of a lesson plan may vary but all lesson plans have:

1.    Objectives

2.    Content/subject matter

3.    Materials

4.    The process of lesson plan development

5.    Assessment

            The lesson development phase include a variety of learning activities that engage student to explore, think, question, reflect, make connection, master the skill or concept and apply the skill or concept on real-life situation.

            A lesson may be developed deductively/ directly or inductively/indirect. Regardless of the manner by which the lesson is develop, what is important is that is leads to understanding and mastery of the skill or concept because the opportunity given to the student to take an active part in the learning process.

            To develop a lesson plan, you have to refer to the K to 12 Curriculum Guide. Get the focus of your lesson or lesson target from the K-12 Curriculum Guide. The Competency may serve as your lesson objective. The Department of Education developed Learners’ Materials and Teacher’s Guides for the

K-12 Curriculum Guide. You may want to refer to them.

            For lesson development, apply all principles of teaching and learning and effective instructional strategies you learned. The research-based effective instructional strategies are:

1.    Create a positive learning atmosphere

2.    Teach for understanding and mastery

3.    Capacitate your students to extend and apply learning

3 Things I learned from this Chapter

1.    The traditional framework is focused on the content, neither on outcomes nor standards.

2.    Elements can be found in all lesson plans.

a.    Objectives

b.    Content/topic/subject matter

c.    Materials

d.    The process or stages of lesson development

e.    Assessment

3.    Standard/outcome/competency-based instructional planning begins with the clarification of focus and the target called standard, outcome, competency and objective.

2 Things I will do to apply what I learned

1.    When lesson planning I will include all the five basic elements of lesson plan; objectives, content/topic/subject matter, materials, the process/stages of lesson development, and assessment.

2.     I will always start with an objective so that I as teacher would be clear as to what to assess and also to avoid having no direction of the lesson.

1 Question I have about this Chapter

1.    What is more reliable? Traditional Framework or Standard/Outcome/competency-based Framework?

Chapter 7 
The Teaching of the Language Subjects

            Mother Tongue Based Multilingual Education is learning a communicative competency in more than one language.

            The two end goals of MTB-MLE are lifelong learning and communicative competence. These two big goals of MTB-MLE can be reached by way of cognitive competence, academic competence and second language development. Cognitive competence is demonstrated in the learner’s capacity for higher-order-thinking skills and in divergent and flexible thinking. Academic competence refers to the learner’s capacity to learn for mastery. Learners who have develop communicative competence in their first language have shown to acquire additional languages more easily and to perform better in school (Cummins, 2001).

            The principles of MTB-MLE are:

1.    Effective language learning proceeds from known to the unknown. You proceed from language known to the learner to a language unknown to him/her.

2.    Language learning is an active process. There is no other more effective way to learn new language that reading, speaking, and writing in that language.

3.    Successful language learning focuses on meaning, accuracy and fluency. You teach learners the new language in meaningful natural context not in out-of-context unrealistic drills. You teach not only fluency but also accuracy.

4.    Teach new language systematically to make transition from first language to second language gradually and non-threatening. Effective language teaching includes macro skills of listening, speaking, reading, writing and viewing in that order/

                     Chapter 7 – lesson 2 (The Teaching of Filipino Language)

            Filipino language teaching is done in such a way that it contributes to the development of a holistically developed and a functionally literate Filipino. As a program or a learning area, its goals are:

1.    Kakayahang komunikatibo

2.    Replektibo/mapanuring pag-iisip

3.    Pagpapahalagang pampanitikan sa pamamagitan ng ibat-ibang babasahin at teknolohiyang tungo sa pagkakroon ng pambansang pagkakakilanlan, cultural na literasi at patuloy na pagkatuto.

            It is expected that the standards at the various levels are aligned t one another and ultimately to the end goals of Filipino language teaching.

           Grade Level Standards ---------> Key Stage Standards --------> Program Standards

                                   

            The teaching of Filipino is focused on the 5 macro skills of listening, speaking, reading, writing and viewing and on the 8 domains as follows:

1.    Pag-unawa sa napakinggan(PN)

2.    Pag-unawa sa binasa(PB)

3.    Paglinang ng talasalitaan(PT)

4.    Panonood(PN)

5.    Pagsasalita(PS)

6.    Pagsulat(PU)

7.    Wika at Gramatika(WG)

8.    Estratihiya sa Pag-aaral(EP).

Chapter 7-Lesson 3

            The goals of English language teaching are communicative competence and multiliteracies.  Communicative competence as a goal to language teaching was also mentioned in MTB-MLE and Filipino teaching as a goal.

            The standards are expected to be aligned – learning areas/program standards, key stage and grade level standards.

            English language teaching consist of the teaching consist of the five macro skills listening, speaking, reading, writing and viewing. These are taught in relation to the 14 domains:

1.    Oral Language

2.    Phonology and Awareness

3.    Book and Print knowledge

4.    Alphabet knowledge

5.    Phonics and Word Recognition

6.    Fluency

7.    Spelling

8.    Writing and Composition

9.    Grammar Awareness

10.  Vocabulary Development

11.  Reading Competencies

12.  Listening Competencies

13.  Attributes toward Language, Literacy, and Literature

14.  Study Strategies

3 Things I learned from this Chapter

1.    Mother Tongue Based Multilingual Education is an education in several languages based on mother tongue.

2.    MTB-MLE have two end goals, the lifelong learning and the communicative competence,

3.    Two end goals can be attained with the help of enabling goals which are cognitive development, academic development and the second language development.

2 Things I will do to apply what I learned

1.    I will use mother tongue as a medium of instruction.

2.    I will use Mother Tongue to develop among

the young learners an awareness and appreciation of

their own culture.