OBE 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. In OBE, Product defines Process. It can be summed up as ―results-oriented thinking‖
Learning Outcome-Oriented Teaching and Learning?
The Bologna Process
•
Quality assurance in
the higher education
•
A unifies educational
system (mobility, transparency, and mutual recognition of qualifications)
•
Revise curricula;
integrate student-centeredness and learning outcomes orientation
•
Pedagogical issue
became central, along with the alignment of teaching and assessment methods in
accordance with learning outcomes
Experiential Learning Courses (ELC)
•
This is anchored on
the NCBTS in CMO, 30, 2004
•
This feature of the
new teacher education curriculum provides students with rich practical learning
experiences which are drawn out from the actual environment.
•
Field study courses
enable the students to observe, verify and reflect on various events which
relate to the concepts, methods and strategies previously learned
•
These courses provide
opportunities to capture other experiences which can be further verified,
confirmed and reflected on in relation to their becoming a teacher
Field Study Course Experiential Learning
•
(FS1) Learner‘s
Development an Environment
•
(FS2) Experiencing
the Teaching-Learning Process
•
(FS3) Technology in
the Learning Environment
•
(FS4) Understanding
Curriculum Development
•
(FS5) Learning
Assessment Strategies
•
(FS6) On Becoming a
Teacher
Practice Teaching (Student Teaching) - this is the apex of all the ELCs. It is the total
immersion of the prospective teacher in the real-life of becoming a teacher. It
is an integrated theoretical framework that defines the different dimensions of
effective teaching.
NCBTS define good teaching through the following:
-
Domains - distinctive spheres of the learning process, and also a well-defined
arena for demonstrating positive teacher practices
-
Strands - specific dimensions of positive teacher practices under the broad
conceptual domain
-
Indicators - concrete, observable, and measurable teacher behaviors, actions,
habits, routines, and practices know to create, facilitate and support enhanced
student learning.
The & domains of the NCBTS Framework
-
Social Regard for
Learning
-
The Learning
Environment
-
Diversity of Learners
-
Curriculum
-
Planning, Assessing
and Reporting
-
Personal Growth &
Professional Development
This Framework will allow teachers to self-assess their own performance
against the Competency Standards in order to identify area of strength, as well
as areas that need to be developed further in order for them more effectively
as facilitators of learning.
Domain 1
Social Regard for Learning (SRFL)
This domain focuses on the ideal that teachers serve as positive and
powerful role models of the value in the pursuit of different types of social
interactions with students exemplify this ideal.
Domain 2 Learning
Environment (LE)
This domain focuses on importance of providing a social, psychological
and physical environment within which all students, regardless of their
individual differences in learning, can engage in the different learning activities
and work towards attaining high standards of learning.
Domain 3
Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the
learning process even with diverse learners, by recognizing and respecting
individual differences and by using knowledge about their differences to design
diverse sets of learning activities, to ensure that all learners can attain the
desired learning goals
Domain
4Curriculum (Curr)
The curriculum domain refers to all elements of the teaching-learning
process that work in the convergence to help students achieve their curricular
goals and objectives, and to attain high standards of learning defines in the
curriculum. These elements include teacher‘s knowledge of the subject matter
and the learning process.
Domain 5
Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning
activities. In particular, the PAR focuses on the (1) use of assessment data to
plan and revise teaching-learning plans; (2) integration of assessment
procedures in the plan and implementation of teaching-learning activities; and
(3) reporting of the learners actual achievement and behavior
Domain 6
Community Linkages (CL)
The CL domain refers to the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of the learners in their
homes and communities. This, this domain focuses on teachers‘ efforts directed
at strengthening the links between schools and communities to help in the
attainment of the curricular goals.
Domain 7
Personal Growth & Professional Development (PGD)
The PGD domain emphasizes that ideal that teacher‘s value having a high personal
regards for the teaching profession, concern for professional development, and
continuous improvement as teachers.
DepEd order No. 40 s. 2012
(DepEd Child Protection Policy)
• ―Policy Guidelines on
Protecting Children in School from Abuse, Violence, Exploitation,
Discrimination, Bullying and other Forms of Abuse‖
• Purpose of the Policy- DepEd
shall promulgate a zero-tolerance policy for any act of child abuse,
exploitation, violence, discrimination, bullying and other forms of abuse‖
Some Legal
Bases of the CPP
Philippine
Constitution: Article XV Sec. 3(b) – the state shall defend the right of children to assistance, including
proper care and nutrition, and special protection all forms of neglect, abuse,
cruelty exploitation and other conditions prejudicial to their development
PD No. 63 Art 59 (1974) - Child and Youth Welfare Code- Prohibiting any mental and physical
violence against children
RA 7610 - Special Protection of Children against Abuse, Exploitation and
Discrimination