Lesson 2 Enhanced Teacher Education Curriculum Anchored

OBE

Pre-Discussion

Outcome-Based Education means clearly focusing and organizing everything

in an educational system around what is essential for all students to be able
to do successfully at the end of their learning experiences. This means
starting with a clear picture of what is important for students to he able to.
Then organizing curriculum, instruction, and assessment to make sure this
learning ultimately happens.

There is a need for tertiary education to provide both professional

knowledge/skills and all-round attributes to the graduates so as to enable
them to face the diversified yet global demands of the 21st century society. 

This lesson will give you emphasizes about OBE on what is expected from the
learner to finally achieve when they complete their course rather than how
they achieved it. Outcome based education is defined as an approach to
education in which decisions about the curriculum are driven by the outcomes
the learner should display by the end of the course- professional knowledge,
skills, abilities, values and attitudes- rather than on the educational process

Lesson Objectives

At the end of the lesson, the students can:

● Understand the teacher education curriculum embrace in the philosophy, system and
classroom practices of Outcome Based Education.
● ∙ Analyzed the future teacher education curriculum in the light of Outcome Based Education.
● ∙ Demonstrate the classroom practice of Outcome Based Education. 
 Content of the Lesson

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 Program (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 21 st 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 other 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 suggestion 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 problem, learning assessment and teaching delivery 5.
Articulate and apply clear understanding of how educational processes relate
to political, historical, social and cultural context
6. 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 innovative 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. (TCSE Progress Report,
2013)

Teacher Standards Outcomes Domains Addressed in NCBTS

❖ Uses specialized knowledge and ❖ Diversity of learners

skill in a variety of school context ❖ Learning Environment
and in diverse students background ❖ Curriculum

❖ Applies inquiry with the use of ❖ Diversity of Learners

research approaches and utilize ❖ Planning, Assessing, and
evidence-based knowledge to Reporting
improve teaching. ❖ Personal Growth and
Professional Development  
❖ Social Regard for Learning 

❖ Self-directs continuous learning ❖ Personal Growth and

related to own expertise for Professional Development 
enhancement of students outcomes ❖ Social Regard for learning 
and strengthening of professional
identity.

❖ Maximize the involvement of ❖ Community Linkages 

education stakeholders 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
TEACHER are: 
 ∙ Multi-literate
∙ 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?

The following impacting teaching quality

and student learning to achieve the
outcomes.

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 required 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
Specialized 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
Teacher 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 almost the same with one or two courses that are
different to address the context of the grade level they will
teach.

Illustrative 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 Skill 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 each other
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
holistically.

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 kind of learners. Time-tested methods as well
as current and emerging strategies shall be utilized. These should be student-
centered, interactive, integrative, and trans-formative. Courses should
enhance the concept of “learning how to learn” for future teachers. The
methods of teaching should replicated what should be used in the work place
or schools.

The delivery modes may vary from the traditional face-to-face, on

line, anled 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 skills to be ready to
guide future learners, most of whom are digitally skilled.

A very strong field-base experience in teacher education where a

pre-service teacher students are immersed to the actual classrooms is
necessary. This will be enable the students to gain experiential learning
through observation, eaching assistant ship 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

Refers to strategies designed to confirm what students know, demonstrate

whether or not they have met curriculum outcomes. 

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 1 – Knowledge, Skills and Values

Level 2 – Application of KSV
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 to 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. The assessment procedure and tools
should be appropriate for the learning outcomes to be measured so as to
be valid and reliable.

Summary

Teacher quality is an important factor in determining gains in student

achievement, even after accounting for prior student learning and family
background characteristics. Predictors of teacher quality have typically
included factors such as class size, certification, type of qualification,
degrees earned, or years of experience. Another, less studied, indicator of
teacher quality is the pedagogical knowledge of teachers. Pedagogical
knowledge refers to the specialized knowledge of teachers for creating
effective teaching and learning environments for all students. This project
focuses on the pedagogical knowledge base of teachers and the
knowledge dynamics in the teaching profession in order to examine their
implications for the instructional process and to derive evidence-based
suggestions for educational policy.

ENRICHMENT

Activity #1 Answer the following questions. Write it in 1(one) whole

sheet of paper.  Explain the following: 
1.Desired Outcomes  

2. Program Outcomes 

3.Teacher Standards Outcomes 

4. Domains Addressed in NCBTS 

5.. Method of Teaching 

 6. Delivery Modes  

ASSIGNMENT 

ESSAY 

1. From the identified competencies, standards and outcomes the

IDEAL GRADUATE of the teacher education program, what are the
qualities they must have as a new breed of Teacher? Why is it important?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. How will we know that learner have achieved the learning outcomes?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 REFERENCES
 

Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T. (2015). Curriculum

Development for Teachers.: Lorimar Publishing, INC.Quezon City,  Metro
Manila 

https://www.scribd.com/presentation/439842468/Enhanced-Teacher
Education-Curriculum-Anchored-on https://mylesmelgarejo.blogspot.com/201
7/03/chapter-1-outcomes-based education.html

LESSON PLAN IN EHANANCED TEACHER

CURRICULUM EDUCATION ANCHORED ON OBE

I. Learning Objectives

The learners will be able to:

 Understand the teacher education curriculum embrace the philosophy,

system and classroom practices of OBE.

 Analysed the future teacher education curriculum in the light of OBE.

 Demonstrate the classroom practices of OBE.

I. Subject Matter
 Content: Lesson 2 Enhance Teacher Education Curriculum
Anchored on OBE

Materials: Research Hand-out

References: Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T. (2015).

Curriculum Development for Teachers.: Lorimar Publishing,
INC.Quezon City, Metro  Manila 

II. Learning Activities

 Prayer

 Energizer

 Motivation- “In your own idea, what is OBE?”

III. Situational Analysis

1. What could be a teacher education curriculum that anchors itself on

outcomes-based education?

1. What kind of a teacher education curriculum can develop such

competencies in colleges of education of teacher’s education department?

a. Abstraction:

Discuss the following:

 Teacher education curriculum on OBE

 Teacher education program outcomes.

 1. Desired Outcomes of the Teacher Education Program (Ideal
Graduate of Teacher Education Program Competencies)  

 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.  

 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 suggestion based on CMO 30. S. 2004 and the NCBTS. 

 11.Demonstrate basic and higher levels of literacy for teaching and

learning 12.Demonstrate deep and principled understanding of the teaching
and learning process  
 13.Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning  
 14.Apply a wide range of teaching related skills in curriculum
development, instructional material problem, learning assessment and
teaching delivery
 15.Articulate and apply clear understanding of how educational processes
relate to political, historical, social and cultural context  
 16.Facilitate learning in various classroom setting diverse learners coming
from different cultural backgrounds  
 17.Experience direct field and clinical activities in the teaching milieu as
an observer, teaching assistant or practice teacher. 
 18.Create and innovative alternative teaching approaches to improve
student learning  
 19.Practice professional and ethical standards for teachers anchored for
both local and global perspectives 
  20.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. (TCSE Progress Report, 2013) 

Teacher Standards Outcomes  Domains Addressed in

NCBTS

❖ Uses specialized knowledge and skill in a variety of ❖ Diversity of

school context and in diverse students background  learners  

❖ Learning
Environment  

❖ Curriculum 

❖ Applies inquiry with the use of   ❖ Diversity of

Learners  
research approaches and utilize  
❖ Planning, Assessing,
evidence-based knowledge to improve teaching. 
and Reporting  

❖ Personal Growth and

Professional
Development  

❖ Social Regard for

Learning 
❖ Self-directscontinuouslearning related to own ❖ Personal Growth and
expertise for enhancement of students outcomes Professional
and strengthening of professional identity. Development 

❖ Social Regard for

learning 

❖ Maximizetheinvolvementof education stakeholders ❖ Community

and non education   Linkages 

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 TEACHER
are: 

 ∙ Multi-literate 
 ∙ 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.  

a. Application:

Direction:

1. Each group will re-enact their assigned scenario given by the teacher and
will be given 10 minutes to prepare.

1. They have to present on how teacher education curriculum enhance the

philosophy, system and classroom practices of OBE.

IV. Evaluation
 Direction:

Activity #1 Answer the following questions. Write it in 1(one) whole

sheet of paper.  Explain the following: 

1.Desired Outcomes  

2. Program Outcomes 

3.Teacher Standards Outcomes 

4. Domains Addressed in NCBTS 

5.. Method of Teaching 

6. Delivery Modes  

V. Assignment

ESSAY 

1. From the identified competencies, standards and outcomes the

IDEAL GRADUATE of the teacher education program, what are the
qualities they  must have as a new breed of Teacher? Why is it important?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. How will we know that learner have achieved the learning outcomes?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 LESSON PLAN IN ENHANCED TEACHER

CURRICULOM EDUCATION ANCHORED ON OBE

I. Learning Objectives 

The learners will be able to: 

• Understand the teacher education curriculum embrace the philosophy,

system  and classroom practices of OBE;
• Analyzed the future teacher education curriculum in the light of OBE;
• Demonstrate the classroom practices of OBE. 

II. Subject Matter 

Content: Lesson 2:Enhance Teacher Education Curriculum

Anchored on  OBE 

Materials: Laptop,Projector

References: Bilbao, P. P., Corpuz, B. B., & Dayagbil F. T.

(2015). Curriculum Development for Teachers.: Lorimar
Publishing, INC.Quezon City, Metro  Manila 

III. Development /Presentation 

A. Learning Activities 

∙ Prayer 

∙ Greetings
 ∙ Cheeking the Attendance 

∙ Energizer 

∙ Motivation- “In your own idea, what is the classroom

practices of OBE?” 

B. Lesson Proper (4 A’s) 

ACTIVITIES 

 Group Activity: The students will be divided into 4

groups. Each group  composed of 6-7 members. They will
demonstrate the classroom practices of  OBE. 

ANALYSIS 

1. Desired Outcomes of the Teacher Education Program (Ideal

Graduate of Teacher Education Program Competencies)  

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.  

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 suggestion based on CMO 30. S. 2004 and the
NCBTS. 
 11.Demonstrate basic and higher levels of literacy for teaching and
learning 12.Demonstrate deep and principled understanding of the
teaching and learning process  

13.Master and apply subject matter content and pedagogical principles

appropriate for teaching and learning  

14.Apply a wide range of teaching related skills in curriculum

development, instructional material problem, learning assessment
and teaching delivery

15.Articulate and apply clear understanding of how educational

processes relate to political, historical, social and cultural context  

16.Facilitate learning in various classroom setting diverse learners

coming from different cultural backgrounds  

17.Experience direct field and clinical activities in the teaching milieu

as an observer, teaching assistant or practice teacher. 

18.Create and innovative alternative teaching approaches to improve

student learning  

19.Practice professional and ethical standards for teachers anchored

for both local and global perspectives 

20.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. (TCSE Progress
Report, 2013) 

Teacher Standards Outcomes  Domains Addressed in

 NCBTS

❖ 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   ❖ Diversity of Learners  

research approaches and utilize   ❖ Planning, Assessing, and

Reporting  
evidence-based knowledge to improve
teaching.  ❖ Personal Growth and
Professional
Development  

❖ Social Regard for

Learning 

❖ Self-directscontinuouslearning related to ❖ Personal Growth and

own expertise for enhancement of students Professional
outcomes and strengthening of Development 
professional identity.
❖ Social Regard for
learning 

❖ Maximizetheinvolvementof education ❖ Community Linkages 

stakeholders 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
TEACHER are: 

∙ Multi-literate 
 ∙ 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  

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 required

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
Specialized 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 Teacher 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 almost the same with one or two
courses that are different to address the context of the grade level they will
teach.  

Illustrative Example of Probable Subjects in the Professional

Teacher Education  For all future teachers in K to 12 (elementary and
secondary levels) E. 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 

F. 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 Skill Across the

Curriculum ⮚ Content and Pedagogy of the Mother
 Tongue (Elementary level only) ⮚ Teaching the Major
Field Subjects (Secondary level only)  

G. Major Courses for the Secondary and Selected Subject Area

Content for the Elementary  

H. Experiential Learning Courses  

❖ Field Study Courses (Field Observations) 

❖ Practice Teaching (Classroom Observation, Teaching

Assistance, Full immersion) 

These subjects are coherent and integrated with each other

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
holistically. 

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 kind 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 replicated what should be used in the work
place or schools.  

The delivery modes may vary from the traditional face-

to-face, on line, angled experiential learning, approaches.
 When these modalities are combined in one course, it is
called blended approach.  

3. Assessment of Learning  

Refers to strategies designed to confirm what

students know,  demonstrate whether or not they
have met curriculum outcomes.

College leang 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 1
– Knowledge, Skills and Values Level 2 – Application of KSV and 

ABSTRACTION 

Discuss the following: 

• Teacher education curriculum on OBE 

• Competencies for all future teacher in the teacher education  
curriculum. 

• Teacher education program outcomes. 

• Content and pedagogy to achieve the outcomes. 
• Illustrate examples of probable subjects in the professional  
teacher education.

 APPLICATION 

 The students will demonstrate the classroom practices of OBEin 

5 minutes each group.

 ASSESSMENT 

 The students explain the following term given in the

activity in 1   whole sheet of paper.

I. ASSIGNMENT 

 ESSAY 

 1. From the identified competencies, standards and outcomes the

IDEAL  GRADUATE of the teacher education program, what are
the qualities they  must have as a new breed of Teacher? Why is it
important? 

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

 2. How will we know that learner have achieved the learning outcomes?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

CURRICULAR LANDSCAPE IN THE 21ST

Module 8 CENTURY CLASSROOMS
 Module
Module Overview
8

Twenty-first century curriculum is the “abandonment, finally, of

textbook-driven, teacher-centered, paper and pencil schooling”. It means a
new way of understanding the concept of “knowledge”, a new definition of the
“educated person”. A new way of designing and delivering the curriculum is
required. Twenty-first century curriculum is: “interdisciplinary, project-based,
and research-driven.

A dramatic technological revolution ushered the 21st century. We live

in a society that has become diverse, globalized, complex and media-
saturated. Current education breaks the mold that we know of the past. It has
to be flexible, creative, challenging and complex. This module makes students
aware of the current landscape in curriculum and the skills that the curriculum
have to develop.

Module Objective

At the end of the lesson, the students can:

1.Explain the importance of 21st century classroom;

2. Identify among the different types of Cluster of Skills for the

21st Century;

3. Appreciate the value the 7 Rs of quality curriculum material.

 CURRICULAR LANDSCAPE IN THE 21ST
CENTURY CLASSROOMS

Lesson 1
THE 21ST CENTURY CURRICULAR
LANDSCAPE IN THE CLASSROOMS

Pre-Discussion

The world has shrunk because of technology. Classrooms have

become virtual and global. Current students are facing emerging issues like
global warming, poverty, health issues, war, population growth and many
more. What would all of these require?

Lesson Objectives

At the end of the lesson, the students can:

1. Explain the importance of 21st century classroom;

2. Identify among the different types of Cluster of Skills for the
21st Century;
3. Understand the five frames of thinking.
 Content of the Lesson

Discussion in various groups here and abroad revolve along the different
issues like:

● Globalization of economies and independence on international

markets
● Increased concerns and actions about environmental
degradation, water and energy shortages, global warming,
pandemic (HIV, Ebola, etc.)
● Nations competing for power block thus generating conflict but
gives opportunities to build alliances and cooperation
● Increased global migration and opportunities for working
overseas
● Science and technological revolution
● Knowledge economy as a generator of wealth and jobs

All of these issued need a curriculum that will address global solutions
to environmental problems, environmental sustainability, cultural diversity,
global conflicts, technology revolution, and science breakthrough.

Thus, an integrative approach to curriculum to curriculum is absolutely

necessary. There should be unity in core academic subjects where life and
career skills are included. Curriculum includes interdisciplinary themes,
development of essential skills for modern pedagogies and technologies.
 The curriculum incorporates higher order thinking skills, multiple
intelligences, technology and multi-media and multiple literacies of the 21 st
century skills. The 21st century curriculum includes innovation skills,
information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the
teacher and the learner. These are some of the characteristics of this
curriculum. It is a curriculum that...

● provides appropriate knowledge, skills and values to face the

future.
● is based on knowledge drawn from research.
● is a product of consultative, collaborative development process.
● Supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21 st century learners in order to cope

with the curriculum? Will the curriculum likewise develop these skills, too?
According to the Singapore Ministry of Education, such clusters of the
competencies are seen in the matrix below:

Cluster of Skills for the 21st Century Specific Descriptors

Critical Thinking and Problem

Solving
Learning and Innovation Skills
Creativity and Innovation

Oral and Written Communication

Knowledge, Information, Media and Content Mastery
Technology Literacy Skills
Information Literacy

Media Literacy

ICT Literacy

Flexibility and Adaptability

Initiative and Self Direction

Life Skills Teamwork and Collaboration

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility

Valuing of Diversity

Citizenship Skills Global Awareness

Environmental Awareness

Values, Ethics and

Professionalism

On the other hand, Howard Gardner (2006) from his book five Minds of the
Future, sees that the five frames of thinking which would help in the
development of thinking skills. Each frame of thinking is attributed to the type
of mind the learner has to use in order to survive the future.
 Five Frames of Thinking Descriptions

Makes use of the ways of thinking

necessary for major scholarly work and
The Disciplined Mind
profession.

Selects crucial information from the

voluminous amounts available, processing
The Synthesizing Mind
such information in ways that make sense
to self and others.

Goes beyond existing knowledge. Posse

new questions, offers new solutions.
The Creating Mind

Sympathetically and constructively adjusts

to individual differences.
The Respectful Mind

Considers one’s role as citizen

consistently and strives toward good work
The Ethical Mind
and good citizenship.
Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the
seven survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effectiveness Oral and Written Communication
6. Accessing and Analyzing Information Curiosity and Imagination

SUMMARY

The curriculum for this century should inspire and challenge both the teacher
and the learner. These are some of the characteristics of this curriculum. It is
a curriculum that
• provides appropriate knowledge, skills and values to face the future.
• Is based on knowledge drawn from research.
• Is a product of consultative, collaborative development process.
• Supports excellence and equity for all learners.
The curriculum incorporates higher order thinking skills, multiple intelligences,
technology and multimedia and multiple literacies of the 21st century skills.
The 21st century curriculum includes innovation skills, information and media
and ICT literacy.

ENRICHMENT/ASSESSMENT

1.Identify what types of Cluster of Skills for the 21st Century used on the
given descriptors below.

___________________ 1. Environmental Awareness

___________________ 2. ICT Literacy

___________________ 3. Critical Thinking and Problem Solving

___________________ 4. Teamwork and Collaboration

___________________ 5. Oral and Written Communication

___________________ 6. Global Awareness

___________________ 7. Ethics and Professionalism

___________________ 8. Leadership and Responsibility

___________________ 9. Content Mastery

___________________ 10. Innovation

2. In your own understanding, what is the value of 5 frames of thinking in

student learning?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________

ASSIGNMENT

1.Explain the importance of 21st century classroom

REFERENCES
1. https://www.slideshare.net/RizzaLynnLabastida/21st-century-
curricular-landscape-67540287

2. https://www.govtech.com/education/k-12/Re-Defining-the-21st-
Century-Classroom.html

3. https://www.scribd.com/presentation/435431569/Curricular-
Landscape-in-the-21st-Century-Classrooms
 Semi-Detailed Lesson Plan in Curricular Landscape in 21 Century st

Classroom

I. Objectives
At the end of the lesson, the student can:

1. Explain the importance of 21st century classroom;

2. Identify among the different types of Cluster of Skills for the
21st Century;
3. Understand the five frames of thinking.

II. Subject Matter

Topic: The 21st Century Curricular Landscape in The
Classrooms

Material: PowerPoint, Projector, Laptop

References: Principles of Teaching I 4 Edition
th

III. Procedure
A. Review
Ask the class about the previous lesson.

What they learn in the previous lesson.

Ask the student if they really understand the past lesson?

B. Motivation
Emphasize the learning in curricular landscape in 21 st

century classroom.

Let the student expand their knowledge about the lesson.

 Ask someone from the class what comes in their mind
about the lesson.

C. Activities
Divide the class into two groups.

Each group will follow the instruction given in the activity.

The teacher will give points of work of each group. 

D. Abstraction
Proceed to the lesson which is Curricular Landscape in
21 Century Classroom.
st

Ask the learners about their ideas in Curricular

Landscape in 21 Century Classroom.
st

Discuss the Curricular Landscape in 21 Century

st

Classroom.

E. Application
The teacher let the student read the question on the
screen and let them answer each question.

IV. Assessment

1.Identify what types of Cluster of Skills for the 21st Century used on
the given descriptors below.

___________________ 1. Environmental Awareness

___________________ 2. ICT Literacy
___________________ 3. Critical Thinking and Problem Solving
___________________ 4. Teamwork and Collaboration
___________________ 5. Oral and Written Communication
___________________ 6. Global Awareness
___________________ 7. Ethics and Professionalism
 ___________________ 8. Leadership and Responsibility
___________________ 9. Content Mastery
___________________ 10. Innovation

2. In your own understanding, what is the value of 5 frames of thinking

in student learning?

V. Assignment

1.Explain the importance of 21st century classroom

 THE FINAL ACTION FOR A CURRICULUM
Lesson 2

MATERIAL: A CELEBRATION!

Pre-Discussion

To teach for understanding, teachers must be able to identify the big

ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding performances,
that is, opportunities for actively building personal understanding, and provide
meaningful feedback on learning as it unfolds. It is at this intersection of big
ideas, understanding goals, performances, and assessment feedback that
curriculum lives, in what I call the enacted curriculum.

Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the opportunity
to reflect on the qualities that make an activity, a unit, a curriculum something
that effectively engages students in developing a deeper understanding.
Seven common criteria emerge: rigorous, rewarding, real, requires
independence, rich in thinking, revealing, and reflective. I present these here
as guidelines for the planning, enacting, and evaluating of a curriculum
focused on understanding.

Lesson Objectives

At the end of the lesson, the students can:

1. Knows the 7 Rs of quality curriculum material;

2. Identify among the different types of 7 Rs quality
curriculum material;
3. Understand the importance 7 Rs of quality
 curriculum material.

Content of the Lesson

The 7 Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Cuture of Thinking Project, Bialik College,

Melbourne)

The Rs of Quality Description of the R

Seven Curriculum Material
(7)

1 Rigorous Requires students to demonstrate a

high level of understanding and
thinking

2 Real Authentic quality that mirrors what

the students will do as teachers

3 Requires independence Students are self-directed in doing

their tasks

4 Rich in Thinking Requires students more than

memorization
 5 Revealing Uncovers students level of
understanding and misconceptions

6 Rewarding Intrinsically motivating the students

to do the task

7 Reflective Makes students more reflective in

the learning process that
contributes to better performance

Here is the more detailed explanation of the R. Study so that you can
very well evaluate and give feedback on the curriculum material (Module) that
you have used. Curriculum material refers to the Curriculum Development for
Teachers.

Rigorous

What does it mean for a curriculum itself to be rigorous? For a

task or a lesson? Rather than think of difficulty, I think in terms of
affordances. A rigorous curriculum embodies and affords students
opportunities to develop a deeper understanding and not just show
what they already know. Too often curricula state carefully defined
objectives that put an unintentional cap on students’ understanding and
obscure the big ideas of the discipline, leading to superficial coverage.
A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome. When I look at an
activity a class is to do, I ask myself, “How can students further their
learning of big disciplinary ideas through this task? How does this task
launch the learning but avoid truncating it?” I also ask myself if
students can do a particular task without understanding, by merely
walking through the steps or repeating back information. If so, that
performance doesn’t offer the rigor of understanding.

Real

Disciplinary learning can be thought of as a process by which

individuals

gradually increase their participation in communities of practice. As

such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum,
we need to ask: When, where, and how does this topic arise and/or
become significant in the lives of those working in the field? What
contexts give rise to this topic and can imbue it with meaning? How can
this topic intersect with the lives of our students in a meaningful way?

Requires independence

Educational theorist Jerome Bruner defines understanding as

the ability to use and apply one’s skills in novel situations to solve
problems, make decisions, and advance new understandings. This
means that learners must necessarily be able to spot occasions for the
use of their skills and knowledge in the moment, make appropriate
choices, and follow through with application. Too often schoolwork
leaves students with few choices and strips them of opportunities to
make the decisions that meaningfully shape learning and lead to a
sense of accomplishment. Rather than engaging in deep learning,
students merely complete work.

A quality curriculum must be filled with opportunities for students

to make choices and to direct their learning. When students experience
difficulty and are at the edge of their competence, support needs to be
there, but as educators we need to be more comfortable with the
messiness and individuality of building understanding, asking
ourselves: Where does the learning become personal? What choices
were made and risks taken? Where and how did students learn from
their mistakes?

Rich in thinking

A quality curriculum asks more of students than just

memorization and replication. Students must make connections,
observe closely, ask questions, form conjectures, identify points of
view, consider alternatives, evaluate outcomes, make evidence-based
judgments, and so on. One of the most important questions educators
can ask is, “What is the thinking students will do as they progress
through this activity?” If teachers don’t know what and where the
thinking is in a lesson, it is unlikely to be little more than an activity.
Furthermore, to assess students’ developing understanding, educators
have to find ways to uncover and make the thinking of students’ visible,
which leads to the next point.

Revealing

A quality curriculum must constantly seek not only to reveal

what it is that students do and do not understand, but how they
understand it. This is the holy grail of ongoing assessment, which is not
a separate piece of the enacted curriculum but part and parcel of it.
 Students do lots of work over the course of a unit, but how does
it reveal what they do and do not understand? Completion of a
worksheet might tell you a student possesses a set of facts or
mastered a skill, but it generally reveals little about understanding.
Understanding goes beyond the possession of skills and knowledge to
the use of that skills and knowledge. For example, solving for x in the
equation y = 3x + 15 is a simple application of skill, but describing a
situation for which that equation could be a possible model requires
understanding the mathematics behind the equation.

A curriculum of understanding also should reveal students’

naïve conceptions of a topic. In a coverage curriculum, these get
glossed over, leading to fragile knowledge and what Howard Gardner
has dubbed the “unschooled mind.” However, in teaching for
understanding, effort must be made to reveal these early so that they
can be explored and addressed.

Rewarding

When you walk into a classroom where students are deeply

engaged with learning, you know it right away. There is a sense of
purpose to the work they are doing. They know what they are on about.
Students can articulate what they are learning and why. This goes
beyond activity and fun. Their efforts feel directed toward a well-defined
learning goal. Talk, discussion, and debate advance progress toward
that goal. Building understanding goes beyond working for the grade. It
has its own intrinsic rewards through a sense of efficacy,
 accomplishment, and relevance. The written curriculum seldom
addresses the issue of intrinsic rewards, but the enacted curriculum
must if it is to engage students in building understanding. Good
teachers know this, but curricula often lose sight of it. Rather than
prescribing a list of knowledge and skills that might be useful at some
later date, in some other place, for some other purpose, the curriculum
should do all it can to situate learning in the present, learning for now
as David Perkins calls it.

Reflective

As a learner, it can be challenging to know what one really thinks or

understands. It is even more difficult to know what others really
understand or where they are in their learning. Reflection can help
address these challenges. Reflection on one’s learning—not one’s
feelings about an activity or experience but on the actual learning itself
— helps to anchor understanding and facilitates connection making.
For example, responses to the prompt “I used to think…. But now I
think….” can reveal a lot about students’ learning. Such reflections help
make one’s thinking visible to oneself and others by revealing thought
processes and lines of reasoning. Reflection on learning forces us to
reconsider the purposes of that learning and situate it within an
ongoing process of developing understanding.

These are the seven Rs of the quality curriculum material. Collectively

focused on the topics to be covered, skills to be mastered, facts to be learned
and outcomes to be achieved. These are the aspects of the curriculum
material that is of quality.

SUMMARY
 Curriculum work generally focuses on the topics to be covered, skills
to be mastered, and facts to be learned in a particular grade level in a given
subject. These aspects of the written curriculum are certainly important as
they guide teachers’ planning, ensure some uniformity across schools, and
provide a template for formal assessments. However, as teachers know, the
written curriculum is just a shadow of the enacted curriculum. It is the enacted
curriculum, what students actually experience and how they experience it,
which ultimately shapes students’ learning.

In using curriculum as a tool to improve education, we need to think

beyond the traditional division of curriculum and instruction and focus on the
enacted curriculum. The seven criteria outlined here can be a useful tool for
that discussion and in the creation of a curriculum of understanding.

ENRICHMENT/ASSESSMENT

1.Identify what types of Quality Curriculum Material on the given descriptions

below.

___________________ 1. Makes students more reflective in the learning

process that contributes to better performance.

___________________ 2. Requires students to demonstrate a high level of

understanding and thinking.

___________________ 3. Requires students more than memorization.

___________________ 4. Uncovers students level of understanding and

misconceptions.
___________________ 5. Intrinsically motivating the students to do the
task.

2. Give at least 5 from the 7 Rs of quality curriculum material

1.

2.

3.

4.

5.

ASSIGNMENT

1.In your own understanding, what is the importance of the 7 Rs of quality

curriculum material in teaching curriculum?

REFERENCES

1. https://prezi.com/p/xeb0l5drfqgs/the-final-action-for-a-curriculum-
material-a-celebration/
2. https://www.slideshare.net/RizzaLynnLabastida/the-final-action-for-a-
curriculummaterial#:~:text=REQUIRES%20INDEPENDENCE%20A
%20curriculum%20material,and%20when%20to%20do%20it.

3. https://shahidahayobjb.wordpress.com/2014/09/09/modules-b3-the-
written-curriculum/

4. http://www.ala.org/acrl/standards/guidelinescurriculum
 A SEMI-DETAILED LESSON PLAN FOR MODULE 8 LESSON 2:

THE FINAL ACTION FOR A CURRICULUM

MATERIAL: A CELEBRATION!

I. OBJECTIVES:

At the end of the discussion, the students can:

A. Knows the 7 Rs of quality curriculum material;
B. Identify among the different types of 7 Rs quality curriculum
material; and
C. Understand the importance 7 Rs of quality curriculum
material

SUBJECT MATTER

A. TOPIC: LESSON 2: THE FINAL ACTION FOR A CURRICULUM

MATERIAL: A CELEBRATION!

B. REFERENCE:

a. https://prezi.com/p/xeb0l5drfqgs/the-final-action-for-a-
curriculum-material-a-celebration/
b. https://www.slideshare.net/RizzaLynnLabastida/the-final-
action-for-a-curriculummaterial#:~:text=REQUIRES
%20INDEPENDENCE%20A%20curriculum%20material,and
%20when%20to%20do%20it.
c. https://shahidahayobjb.wordpress.com/2014/09/09/modules-
b3-the-written-curriculum/
d. http://www.ala.org/acrl/standards/guidelinescurriculum
 C. MATERIALS: Instructional Materials, Audio Visual Presentation and
Marker

II. INSTRUCTIONAL PROCEDURES

A. PREPERATOTY ACTIVITIES

1. PRAYER

2. GREETINGS

3. OPENING SONG

4. SETTING OF STANDARDS

5. CHECKING OF ATTENDANCE

6. PASSING OF ASSIGNMENT

7. REVIEW

- The class will talk about the past lesson.

B. LESSON PROPER

1. MOTIVATION:

- Make the students Imagine the difference between 20 th century

classroom and 21st century classroom. Ask them how they feel?

2. LESSON PROPPER / PRESENTATION:

- The teacher will present the lesson to the class.

3. DISCUSSION:

- The teacher will discuss the lesson by showing some

examples and giving some activities.

4. APPLICATION:
 - Let the students read the presentation and ask them to explain
the meaning of each frames of thinking and 7Rs of quality
curriculum material.

5. GENERALIZATION:

- The teacher will ask sort of questions regarding the topic they
have discussed.

III. EVALUATION

1.Identify what types of Quality Curriculum Material on the given descriptions

below.

___________________ 1. Makes students more reflective in the learning

process that contributes to better performance.

___________________ 2. Requires students to demonstrate a high level of

understanding and thinking.

___________________ 3. Requires students more than memorization.

___________________ 4. Uncovers students level of understanding and

misconceptions.

___________________ 5. Intrinsically motivating the students to do the

task.
2. Give at least 5 from the 7 Rs of quality curriculum material

1.

2.

3.

4.

5.

ASSIGNMENT

1.In your own understanding, what is the importance of the 7 Rs of quality

curriculum material in teaching curriculum?