FS 2 LESSON DEVELOPMENT: OUTCOMES-

FIELD STUDY BASED TEACHING-LEARNING (OBTL)

AND COMPETENCY-BASED/
Learning
STANDARDS-BASED TEACHING-
Episode 8
LEARNING

My Learning Task Overview

This Episode tackles lesson development, the OBTL way. The K to 12 Curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This means
that lesson must be delivered with focus on outcomes

My Intended Learning Outcome

At the end of this Episode, I must able to:

 trace the development of the lesson of my Resource Teachers

 determine whether or not the lesson development was in accordance with outcomes-based
teaching and learning

 outline a lesson in accordance with Outcome-Based Teaching-Learning

My Performance Criteria

I will be rated along the following:

a) quality of my observations and documentation,

b) completeness and depth of my analysis,

c) depth and clarify of my classroom observation-based reflections,

d) completeness, organization, clarify of my portfolio and

e) time of submission of my portfolio.

My Learning Essentials

The Depart of Education promotes standards and competency-based teaching with its K to 12
Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been
ahead of DepEd and the Commission on Higher Education (CHED) in the practice of competency
standards-based teaching and assessment. CHED requires all higher education institutions in the
country to go outcomes-based education (OBE) in its CHED Memo 46, s. 2012. Outcomes-based
teaching and learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent to
competency-based and standards-based teaching and learning.

When you apply OBTL you see to it that the intended learning outcomes (ILOs) are aligned to the
teaching-learning activities (TLAs) and in turn to the Assessment Tasks (ATs). In other words, in
OBTL you first establish your intended learning outcomes (lesson objectives). Then you determine
which teaching-learning activities (TLAs) you will use and also the assessment tasks (ATs) you will
have to use to find out if you attained your ILOs.

In lesson planning, the ILOs are our lesson objectives, the TLAs are the activities we use to teach
and the ATs are evaluation part.

OBE and OBTL are not entirely new. They are importantly new. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE and OBTL.

INTENDED
LEARNING
OUTCOMES
(ILO’s)

ASSESSMENT TEACHING –
TASKS LEARNING
ACTIVITIES
(AT’s)
(TLA’s)
My Map

1. I will read Learning Essentials above.

I will observe one class of a Resource Teacher.

Step 1. Read Learning Step 2. Observe

Essentials above. Resource Teacher.

Step 4. Analyze my Step 3. Accomplish

observation. Observation Sheet.

Step 5. Reflect on my
observations.
My Learning Activities
I will observe one class by using an observation sheet for greater focus then analyze my observations
with the help of guide questions. I will write down my reflections on my observations and
experiences.

OBSERVATION SHEET # 7

Resource Teacher: Ms.Kyra Tubog Teacher Signature: __________________

School: COSCA Grade Level: Grade 10- Our Lady Of Medjugorje
Subject Area: English Date and Time: August 31, 2019 3:15-4:15

1. Did the Teacher state the learning objectives/intended learning outcomes (ILO’s) at the
beginning of the class? Did she share them with the class? How?
Ms. Tubog did not verbally share her intended learning outcome to the class
however it is visible in the flow of her class discussion. The motivation alone can direct the
class to what the lesson is all about. She started by showing a speech from Dr. Henry A.
Sojor. She then asked the class of what they think is about. She asked the student of their
idea of what public speaking is. She also enumerates the different factors to consider
having an effective public speaking. Through this, she was able to asked the students to
compose their own speech and have a representative to deliver it. Having that observation,
you can tell the flow and where the class is leading.

2. What teaching-learnning activities (TLA’s) did he/she use? Did these TLA’s help
him/her attain hi/her lesson objectives/ILO’s? Explain your answer.
She shows a video of Dr. Henry Sojor delivering a speech. She ask the students have
an idea of what was it. She then introduced the subject matter which Public Speaking. She
also enumerates the different factors to consider for having an effective public speaking.
She then group the class into five and made them write a speech for public speaking and
have on representative to deliver the speech in front of the class. She also had a written
quiz for the student, this is to further assess their understanding of the discussion.

3. What assessment task/s did Teacher employ? Is/Are aligned to the lesson objectives/
ILO’s ?
The assessment task that she has during the entire discussion as we observe was the
group activity. She divided the class into five groups and each group need to prepare a
speech for public speaking and they need to have one representative to deliver the speech
they compose in front of the class. They also have to considering the different factors for
effective public speaking.
My Analysis

1. If the Intended Learning Outcomes (ILO) and Teaching-Learning Activities (TLA)

and Assessment Task were not aligned, what would the effect on the performance of
students?

If the Intended Learning Outcomes and Teaching-Learning Activities and

Assessment Task are not aligned, I think the discussion will be disorganized and the
students will be confused, and their learning goals may not achieved. Students will
lead to confusion of the topic will results to wrong learning where no skills acquired.
The teacher’s will also have some problems in assessing the students, and the
students will not have some retention.

2. Are there Teaching-Learning Activities (TLAs) which are more appropriate than
what Teacher used?

For me there is no Teacher –Learning that is more appropriate than what Teacher
used because for me, they are used to make the learning fun and interactive. It will
be more appropriate if TLA and the ILO were aligned because it will not only make
the learning fun and interactive but also the teacher achieve and reach her goals at
the end of her lesson.

3. Are there more appropriate assessment tasks that the teacher should have used? If
yes, give examples.

During our observation, Ms. Tubog group the class for an activity. They were able
to create a speech for public speaking and deliver it in the class. For me, there is no
more appropriate assessment since Ms. Tubog was able to achieve her ILO.
Assessment are done to attained the goal of a teacher which she presented and its
not necessarily a pen-paper assessment but can also be in a form of group, duo or
solo activity.

4. Many a teacher sets the intended learning outcomes/lesson objective but tests
another outcome on lesson objective after thus confusing students. Do you agree?

Not really. Yes there are some. Some of the teachers are confusing their very own
learning. The reasons are learning objectives are not aligned with the assessment.
Lesson plan is not SMART. The objectives must be connected to each other and
compliments each other. It should be aligned with other so that the learners won’t
be confused and feel complicated. However, there are still more teacher who
understand the purpose of the Intended Learning Outcome in term of making an
Assessment Task for the students.

5. What lesson do you learn from # 4?

What I learned from #4 is we teacher should deliver our lesson lighter to the
students; we should not test another outcome if it is really not aligned with the
 intended learning outcome we set. We are not only making them confuse with the
lesson, we are also making them hard to understand the lesson. So, we should use an
appropriate assessment that will not just surely attain our goals but also making our
students understand easily.

My Reflection

Why are we back to teaching by objectives or Bloom’s mastery learning? This time it is
referred to as OBTL.

We are back to teaching by objectives or Bloom’s mastery learning in order to know

if the activities, subject matter, and other educational activities concerning to the topic if
aligned or achievable to the objectives or not and make sure it really help the students
learning. We need to remember that what we assess is the intended learning outcomes.

Does OBTL help us become more globally competitive beginning with the ASEAN member
countries?

For me, OBTL really helps us to be more globally competitive because it specifically
determines to the authentic education wherein the students may execute their learning
through performance based. This learning is beneficial to students wherein they could use
it in their real life situations. Through this OBTL students could keep track of their
progress and to know if such field is suited to them. Through OBTL, teachers can provide
students with more systematic learning experiences thus better-quality education.

What are your thoughts about OBTL?

Outcome-based Teaching and Learning (OBTL) is a student-centered education

approach where the program’s intended learning outcomes are clearly defined for students
to achieve. Teaching and learning activities are then carefully designed to facilitate
students to achieve these outcomes. This means that everything teachers do must be clearly
focused on what they want students to know, understand and be able to do. In other words,
teachers should focus on helping students to develop the knowledge, skills and personalities
that will enable them to achieve the intended outcomes that have been clearly articulated.
The ‘alignment’ aspect refers to what the teacher does. The key to the alignment is that the
components in the teaching system, especially the teaching methods used and the
assessment tasks are aligned to the learning activities assumed in the intended outcomes.
Integrating Theory and Practice

Teacher Jing proceeded to her lesson without stating the intended learning outcomes
for the hour. She asked her students to work on Seatwork #3 found in the Math
Workbook, pp 3-4 40 minutes, the students corrected their own answers as Teacher
Jing dictated the answer.

1. Was the development of the lesson in accordance with outcomes-based teaching and learning?

a) Yes, the students corrected their own work.

b) the learning outcomes were not stated and so it was not clear what was supposed to be
assessed.
c) No, the students were not shown how the answers were derived
d) Yes, the students corrected their own papers.

2. What is an OBE/OBTL practice in Teacher Jing’s class?

a) the seatwork
b) Teacher Jing gave the answer
c) students’ correcting their own answer
d) none of all

3. If Teacher Jing develops lesson the OBTL way, what should she do?

a) Make students understand what they are expected to know and able to do after the lesson
b) Make seatwork as homework
c) Correct the seatwork
d) Make students arrive at the answer
4. In OBTL, upon which should my assessment be based?

a) content
b) intended learning outcome
c) scope of subject matter
d) teaching and learning activity
My Learning Portfolio

Outline lessons that show the alignment of the intended learning outcomes (ILO’s), the
teaching-learning activities (TLA’s) and the assessment tasks (AT’s.). Base your ILO’s on
the K to 12 Curriculum Guide.

OUTLINE:

I. Intended Learning Outcome (ILO’s)

i. define lyric poetry
ii. interpret a literary piece of two famous lyric poet
iii. compose a poem that expresses an emotion
iv. internalize the content of the poem and relate it to real life situation

II. Teaching-Learning Activities (TLA’s)

i. motivation- the teacher will randomly pick five(5) student; each student will pick a
piece of paper containing an emotion (excited, sad, scared, shy, angry); after they
pick one, they will interpret the chosen emotion using only the word “NO” in front
of the class while the remaining students will guess the emotion
ii. introduce the two lyric poet- Henry Wadsworth Longfellow and Robert Frost;
appreciate and interpret the work of Henry Wadsworth Longfellow “The Rainy
Day” with guided question
iii. practice- group activity, the students will be group into five; using the literary piece
of Robert Frost “A Time To Talk”, each group will analyze and interpret the
literary piece with guided questions; each group will have a reporting in front of the
class

III. Assessment Tasks (AT’s)

i. seatwork -the students will compose their own lyric poem with one (1) stanza and
four (4) lines
ii. assignment- research one lyric poem and interpret it, state the emotion being
conveyed by the poet
 My Learning Rubric
Field Study 2, Episode 7– LESSON DEVELOPMENT: OUTCOMES-BASED TEACHING-LEARNING
(OBTL) COMPETENCY-BASED /STANDARDS-BASED

Focused on:
Identifying the teaching method used by Resources Teachers
Distinguishing between deductive (direct) and inductive (indirect) method of teaching

Name of FS Student: Racquel T. Alcroriza Date Submitted: August 30, 2019

Year& Section: III Course:BSED
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
All tasks were done with All or nearly all tasks were Nearly all tasks were done Fewer than half of tasks
outstanding quality; work done with high quality. with acceptable quality. were done; or most
Learning Activities exceeds expectations objectives were met but
need improvement.

All questions were
answered completely; in
Analysis of the depth answers; thoroughly
Learning Episode grounded on theories.
Exemplary grammar and
spelling
Analysis questions were
answered completely.
Clear connection with
theories.
Grammar and spelling are
superior.
Analysis questions were Analysis questions were
not answered completely. not answered.
Vaguely related to the Grammar and spelling
theories. unsatisfactory.
Grammar and spelling
acceptable

Reflection statements are
clear, but not clearly;
Reflections/ insights supported by experiences
from the learning episodes
Reflection statements are
clear, but not clearly
supported by experiences
from the learning episodes
Reflection statements are Ref lection statements are
shallow; supported by unclear and shallow and
experiences from the are not supported by
learning episodes experiences from the
learning episodes

Portfolio is complete, clear,
well-organized and all
Learning Portfolio supporting;
documentations are located
in sections clearly
designated
Portfolio is complete, clear,
well-organized; most
supporting documentations
are available and logical and
clearly marked locations
Portfolio is incomplete; Analysis questions were
supporting documentations not answered
are organized but are
lacking Grammar and spelling
unsatisfactory

Submission of Submitted before the Submitted on the deadline Submitted a day after the Submitted two days or
Learning Episodes deadline deadline more after the deadline

Rating
Over-all Score
(Based on
Transformation)
TRANSFORMATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

______________________________ __________________________
Signature of FS Teacher Date