Scribd
Upload
287 views

Curriculum Development (Module2)

The document discusses Angelina Bechayda's assessment and reflections on her Methods 1 course, including characteristics of outcomes-based education, distinguishing different types of educational outcomes, and analyzing weaknesses in curriculum content and goals. It also proposes working together as a community to improve the quality of Philippine education.

Uploaded by

Angelina Bechayda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
287 views

Curriculum Development (Module2)

The document discusses Angelina Bechayda's assessment and reflections on her Methods 1 course, including characteristics of outcomes-based education, distinguishing different types of educational outcomes, and analyzing weaknesses in curriculum content and goals. It also proposes working together as a community to improve the quality of Philippine education.

Uploaded by

Angelina Bechayda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Name: ANGELINA B.

BECHAYDA Date: SEPTEMBER 18, 2021

Course & Year: METHODS 1 Instructor: CECILLIA B. ROQUE

ASSESSMENT OF LEARNING

Module-2 Shift of Educational Focus from Content to Learning Outcomes

a. Give and explain 3 Characteristics of OBE


- It is student- it focuses on learner’s mastery over a particular skill. Student
thinking is facilitated and encourage. I focus on empirically measuring student's
performance.
- It is faculty- it affirms teacher as facilitator rather than the lecturers. The teacher
guides the students through learning with scaffolding and hands-on activity.
- It is meaningful- it provides a data to guide teacher in making improvement. It
develops a clear set of learning outcome around which an educational system
can focus.

b. Distinguish among institutional outcomes, program outcomes, course


outcomes and learning outcomes.
i. Institutional outcome- Institutional learning outcomes are designed by the
college as a whole, considering the role that both instruction and student
services play in increasing a student’s success at their institution.
ii. Program outcome- Faculty members design outcomes for their
programs/departments by discussing what they believe is essential to student
learning in their disciplines.
iii. Course and Learning outcome- The starting point for designing a course of
study is determining what its intended outcomes are to be.

Application

1. Educational objective and learning outcome


- Educational objectives, or learning outcomes, are statements that clearly describe
what the learner will know or be able to do as a result of having attended an
educational program or activity.And Learning outcomes are the answers to those
questions.  For example, the learner is able to give examples of when to apply
new HR policies.
2. Immediate outcome and deferred outcome
- Immediate outcomes competencies/ skills acquired upon completion of a subject,
a grade, a segment of a program or program itself. For example, passing the
license examination. Deferred outcome competence in various aspects of the
professional and workplace practice. For example, promotion in job position as
evidence of work competence, skill and social relation.

3. Content and learning outcome


- Student learning achievements in understanding and applying the
course content as observed through scores on exams, paper assignments, and
discussion.

4. Institutional and program outcome


- The knowledge, skills, abilities, and attitudes that students are expected to
develop as a result of their overall experiences with any aspect of the college,
including courses, programs, and student services.

5. Program outcome and course outcome


- The program outcomes are specific enough to explain how those broad
expectations are accomplished within a given program, and course outcomes
will specify what expectations an instructor has for the course, which are related
to one or more program outcomes.

6. Student centered instruction and Content centered instruction


-  Student-centered instruction focuses on skills and practices that enable lifelong
learning and independent problem-solving. And the content-centered
curriculum is based upon the idea that various subjects contain essential
knowledge, the mastery of which will make child an educated one. 

7. To develop communication skills and Can communicate orally and writing


- oral communication is really just talking to others. For example, conversations
with friends, family or colleagues, presentations and speeches. And written
communication means communicating to others through the written word. For
example, Electronic mail, Internet Web sites, letters, proposals, telegrams, faxes,
postcards, contracts, advertisements, brochures, and news releases.
Name: ANGELINA B. BECHAYDA Date: SEPTEMBER 18, 2021

Course & Year: METHODS 1 Instructor: CECILLIA B. ROQUE

CURRICULUM DEVELOPMENT

MODULE- 2 Component of Curriculum Approach

REFLECT

1. Is Philippine education really deteriorating?” This is big question raised by many


sectors of the society. Choose a particular level (elementary, secondary, tertiary).

- Yes. It is really deteriorating. Sad but true. Maybe it is time to eliminate the Pork
Barrel of Politicians. And Re-Align the Funds Directly to Education/
Infrastructure Program of the Government. As far as Philippine Educational
System is concerned, the way it is right now in Public Urban Elementary Schools
50 Students/Classroom, Approx. 8 subjects in 6 hours. Malnourished Students.
Stressed Teachers (Due to Loan Sharks Syndicates in the Deped.) Jam-Packed
Class Rooms/No Class Rooms’ at all polluted air substandard books. Lead
tainted educational materials Etc.

2. In Your Own Experience as A Student:


a. In what component of your curriculum, do you find some difficulties or
weakness?

i. Goals and objective- Because it seems the lesson was not clear to students
about its everyday application. Most of the lessons are useless unless it will
be applied in everyday life.
ii. Curriculum content- Because some of the lessons need not to be included as it
does not apply in everyday application like mirror reflection and refraction.
There are other lessons in physics that can be taught that will be beneficial to
students.
iii. Curriculum experiences- lack of individual participation.
b. Describe the weakness or difficulties.

- most lessons are not properly addressed to students. There are no direct efforts
in giving clear and understandable information that could help students learn
effectively. Also, curriculum content is often at odds with the needs of the
learners and not enough for a more competitive in the modern world. The
curriculum is systematically watered down for the “benefit” of students.

c. Are there solutions to these conditions? What do you propose?

- Yes. As a parent, student, teacher or community, we have to work together to


make the quality of education in the Philippines match the same quality of
education that other countries have to offer. Filipinos are really talented and
smart. All we need is good education to hone the talents and to learn more so we
can be more competitive once again, in the global community.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy