Keys to My

Future Career
 Understanding
Outcomes-Based
Education,
Teaching, and
Design

GROUP 2
• Understanding Outcomes-Based Education , Teaching-learning ,
and Design involves exploring a learner-centered approach that
focuses on achieving specific, measurable learning outcomes. Unlike
traditional education, which emphasizes content delivery.
• It ensures that students develop the necessary knowledge, skills,
and competencies to succeed in real-world applications.
• Teaching in this framework requires educators to design instructional
strategies and assessments that align with well-defined learning
outcomes.
• This structured approach to curriculum design ensures that students
are actively engaged in the learning process, promoting meaningful
and effective education.
Example of Understanding Outcomes-Based Education,
Teaching, and Design in Education

In a Teacher Education Program, traditional learning might

focus on reading about teaching theories and taking written
exams. This frameworks goal is to ensure that future
teachers can apply their knowledge effectively in real
classroom settings.
In a Education course:
• Traditional Approach: The professor lectures
about discipline strategies, and students take
a multiple-choice exam on the theories.
• Structured Approach: The learning outcome
is clearly defined: “Students will be able to
design and implement effective classroom
management strategies in a real or simulated
teaching environment.” To achieve this,
students engage in role-playing activities,
analyze real classroom scenarios, and
practice managing a class during a teaching
demonstration. Their final assessment
includes a teaching practicum where they
demonstrate their ability to apply classroom
management techniques in front of real
students.
This presentation will explore three frameworks:
Outcome-Based Education (OBE), Outcomes-
Based Teaching and Learning (OBTL), and
Understanding by Design (UbD). Here includes
the core principles of each approach, highlighting their
key similarities and differences, and discuss the
concept of constructive alignment to optimize
learning outcomes
“Education is not the filling
of a pail, but the lighting of
a fire.“
– William Butler Yeats
OUTCOME-BASED EDUCATION
OBE is an educational approach that focuses
on what students should be able to do
at the end of their learning journey.

5 Essence of Outcome-Based Education

 Focus on Results
 Student-Centered
 Relevance
 Clarity
 Flexibility
● Student-Centered – Learning is tailored to students'
needs, abilities, and interests, encouraging active
participation and deeper understanding.

● Relevance – The curriculum and assessments align with

real-world applications, preparing students for practical
challenges in their fields.

● Clarity – Learning outcomes are clearly defined, so

students and educators understand expectations and
desired competencies.

● Flexibility – OBE allows for diverse teaching strategies

and assessment methods to accommodate different
learning styles and needs.
 EXAMPLE
• Elementary School – Writing

 Traditional Approach: Teacher focuses on teaching grammar rules,

sentence structure, and different types of writing. Students are
assessed through tests on these individual skills.

 OBE Approach:

 Outcome: Students will be able to write clear and coherent

paragraphs with a main idea, supporting details, and a concluding
sentence.
 Activities: Students engage in writing workshops, peer editing, and
teacher feedback sessions to develop their writing skills.
 Assessment: Students are assessed on their ability to write effective
paragraphs that meet the specific criteria, focusing on clarity,
organization, and content.
 EXAMPLE
• High School – History

 Traditional Approach: Teacher lectures on historical events, and

students memorize dates and facts for tests.

 OBE Approach:

 Outcome: Students will be able to analyze historical events from

multiple perspectives and draw connections to contemporary issues.
 Activities: Students participate in debates, analyze primary sources,
and conduct research projects to develop their critical thinking skills.
 Assessment: Students are evaluated on their ability to analyze
historical events, interpret evidence, and present their findings in a
clear and persuasive manner.
Outcome-Based Education (OBE) is a
student-centered approach that ensures
learning is meaningful, measurable, and
aligned with real-world applications. By
focusing on clearly defined outcomes, OBE
prepares students with the knowledge,
skills, and values needed for success in
their personal and professional lives. Its
flexibility allows educators to adopt various
teaching and assessment methods to
accommodate diverse learning styles.
Outcome-Based Teaching and Learning
(OBTL)
• Outcome-based teaching and
learning (OBTL) is a process of
curriculum design that starts with the
development of outcomes statements
that define what our learners
should know and/or be able to do
at the end of a course or
program.
 OUTCOME-BASED TEACHING AND LEARNING

OBTL stands for Outcomes-based Teaching and Learning. It's a student-

centered teaching approach that focuses on the intended learning
outcomes (ILOs) for a course or program. OBTL aims to ensure that
students achieve the desired outcomes through well-designed teaching
and learning activities.
How OBTL works?

• Identify outcomes: Define the intended learning outcomes for a

course or program
• Design activities: Create teaching and learning activities (TLAs) to
help students achieve the outcomes
• Align activities: Ensure that the TLAs are aligned with the ILOs
• Design assessments: Create assessment methods (AMs) to measure
student progress and achievement
• Evaluate: Use assessment results and student learning experiences
to evaluate the program and improve it

OBTL is based on the principle of constructive alignment, which means

that the teaching and learning activities are aligned with the intended
learning outcomes.
 OUTCOME-BASED TEACHING AND LEARNING
CONCEPTS
• Student-centered approach

• This type of education puts emphasis on the outcomes from the learner of
which the teaching is intended.

• The outcomes are reflected in a statement called “Intended Learning

Outcomes” (ILO).

• This aims to have alignments with the ILO, the Teaching and Learning
Activity, and the Assessment Method
Outcome-Based Teaching
and Learning (OBTL) ensures
that students achieve clearly
defined learning outcomes
through aligned teaching
activities and assessments. By
focusing on measurable
objectives, OBTL enhances
student engagement and
understanding.
Constructive Alignment

• Constructive Alignment is a teaching and

learning approach that ensures learning
outcomes, teaching methods, and assessments
are aligned to maximize student learning. It was
introduced by John Biggs and is a key principle
in Outcome-Based Teaching and Learning
(OBTL).
• This aims to have alignments with the ILO, the
Teaching and Learning Activity, and the
Assessment Method
 INTENDED LEARNING OUTCOMES
• Statements of what students are expected to be able to do which resulted
from the learning activities given.

• Contains action verbs which are expressions of achievements of a student

in completing the course

EXAMPLE:

Subject: Filipino Values Education

Topic: Bayanihan (Community Spirit)

Intended Learning Outcome (ILO):"By the end of the lesson, students should
be able to explain the concept of bayanihan, provide real-life examples of its
practice, and demonstrate teamwork through a group activity."
 Teaching and Learning Activities (TLA)
• These are activities which encourage learning of one or more intended
learning outcomes.
• These should be in alignment with the ILOs

EXAMPLE

Storytelling & Discussion: The teacher narrates a story about a community working together
to help a neighbor (e.g., the traditional act of moving a bahay kubo).Students share their
thoughts and discuss similar experiences in their own lives.

Group Activity: "Building a Community“. Students are divided into small groups and assigned
different roles (builders, planners, helpers).Using recycled materials, each group works together
to create a miniature model of a community that embodies bayanihan.

Role-Playing: Each group performs a short skit showing a situation where bayanihan is
practiced (e.g., helping during a calamity, organizing a community clean-up).
 ASSESSMENT TAKS/METHOD
• These are tasks to measure performances that would represent evidence
that a particular learning outcome has been achieved.

• Assessing how well students have attained those outcomes and converting
the results into a final grade for the course.

EXAMPLE
Topic: Bayanihan (Community Spirit)
✅ Short Quiz Question: What is bayanihan, and why is it important in Filipino
culture?
✅ Group Activity: Students work together to create a poster showing acts of
bayanihan in their community.
✅ Reflection Writing Prompt: Write a short paragraph on how you can
practice bayanihan in daily life.
✅ Role-Playing:Small groups act out a situation demonstrating bayanihan.
Understanding
• UBDby Design(UbD)
stands for
Understanding by Design, a
framework for curriculum
planning that focuses on
designing courses and lessons
by starting with the end goal in
mind. It was developed by
Grant Wiggins and Jay McTighe
and is sometimes called
"backward design."
Backward Design is an approach to lesson planning
where teachers start with the end goals (what
students should learn) and work backward to design
instruction and activities. This method ensures that
lessons are focused on deep understanding rather
than just covering content.
Why is Backward Design Effective?
✅ Ensures a clear learning goal
✅ Encourages real-life application of lessons
✅ Promotes higher-order thinking skills
Key Features of UbD

✅ Backward Design – Focuses on learning outcomes first, then

works backward to design instruction.

✅ Understanding, Not Just Knowledge – Encourages deep learning

rather than surface-level memorization.

✅ Essential Questions – Promotes critical thinking and inquiry-

based learning.

✅ Transfer of Learning – Students should be able to apply

knowledge to new situations.
The Three Stages of UbD:

• Identify Desired Results – What do students need to

understand and remember? (Big ideas, essential
questions, learning objectives)
• Determine Acceptable Evidence – How will students
demonstrate understanding? (Assessments, projects,
quizzes)
• Plan Learning Experiences & Instruction – What
activities and lessons will help students achieve the
learning goals? (Engaging tasks, discussions, projects)
Example of a UbD Lesson Plan (Filipino Values in
Mythology)
Topic: Filipino Values in Mythology
Big Idea: Myths reflect a culture’s
● Myths values
are not just and
stories; beliefs
they shape how we
see the world and guide our behavior.
Step 1 :Identify ● Knowledge & Skill: Identify Filipino values in
Desired Results myths.
● Analyze the morals and lessons from myths.
● Compare myths to modern Filipino culture.
● Performance Task: Students write and
Step 2: illustrate their own modern-day myth that
teaches a Filipino value
Determine ● Short quiz on Filipino values in stories
Acceptable ● Reflection journal on how myths influence
Evidence • Engage:
behaviorShow a short animation of a Filipino myth
• Explore: Have students analyze the story’s moral lessons.
Step 3: Plan • Explain: Discuss the importance of myths in preserving
culture.
Learning • Elaborate: Students research another Filipino myth and
Experiences & present its values.
• Evaluate: Final project - write and present their own myth.
Instruction
UbD is an effective framework for curriculum
planning that ensures students gain a deep
and lasting understanding of key concepts.
This approach encourages critical thinking,
problem-solving, and real-world application,
making learning more relevant and impactful.
By using UbD, educators can create lessons
that not only meet academic standards but also
prepare students for lifelong learning.
 OBE (Outcome-Based OBTL (Outcome-Based UbD (Understanding by
Aspect
Education) Teaching and Learning) Design)

Aligns teaching methods and A backward design framework

Focuses on achieving specific
Definition assessments with learning that starts with learning goals and
learning outcomes for students.
outcomes. plans instruction accordingly.

Student-centered, ensuring all Integrates teaching and Begins with the end goal
Approach students achieve desired assessment with predefined (understanding) and works
competencies. learning outcomes. backward to design lessons.

How teaching strategies and

What students should be able to Deep understanding and real-
Focus assessments align with learning
do after learning. world application of knowledge.
outcomes.
Authentic assessments like
Performance-based (e.g., Continuous assessment aligned
Assessment projects, discussions, and real-life
projects, portfolios, exams). with learning objectives.
applications.

Flexible, focusing on diverse Ensures teaching methods match

Inquiry-based, problem-solving,
Teaching Strategy learning styles and learning goals using active
and real-world connections.
competencies. learning techniques.

Constructive alignment between Backward design: Identify goals

Outcomes drive curriculum,
Key Principles learning outcomes, teaching, and → Assessments → Learning
teaching, and assessment.
assessment. experiences.

Used in curriculum design across Applied in classroom instruction Applied in unit/lesson planning for
Application
education levels. and lesson planning. deeper learning.