MODULE 1-2

• Learning Principles of OBE

  • Clarity of focus
  • Designing down
  • High expectations
  • Expanded opportunities
• Exit Outcome

  Apply principles of teaching Mathematics with the use of an appropriate method in a demonstration teaching
• Enabling Outcomes Leading to the Exit Outcome (Spady)

  1. Explain the principles of teaching Mathematics

  2. Choose an appropriate teaching method
• Course Intended Learning Outcomes (CILOs)

  • Expected changes that occur after completing a learning process, representing what a learner is expected to know, understand, or demonstrate
• Program Intended Learning Outcomes (PILOs)

  • Measurable statements that describe knowledge or skills that students achieve upon completion of their academic program
• Learning Outcomes

  • Instructional targets in the classroom, specific knowledge, skills, abilities, or attitudes that learners should acquire as a result of their learning journey
• Outcomes-Based Education (OBE)

  An education that is anchored and focused on outcomes, student-centered approach focusing on intended learning outcomes resulting from instruction
• Traditional/Transitional OBE


  Emphasizes student mastery of traditional subject-related academic outcomes and some cross-discipline outcomes
• Institutional Learning Outcomes (ILOs)

  • Communication
  • Critical Thinking
  • Computational skills or quantitative
  • Global awareness and valuing diversity
  • Awareness and interpersonal skills/teamwork
• Inclusive


  • No student is excluded in the learning circle, no favoritism, no outcasts, no "promdi"
• Culture-Sensitive


  • Considering and integrating the cultural backgrounds and perspectives of students into the learning process
• Definition of Approaches, Methods, and Techniques

  1. Approach: The overall philosophy or theoretical framework that guides the teaching and learning process

  2. Method: The specific set of techniques and strategies used by teachers to facilitate learning within a particular approach

  3. Techniques: The specific actions or procedures employed by teachers to achieve instructional goals within a given method
• Traditional/Transitional OBE


  • Emphasizes student mastery of traditional subject-related academic outcomes and some cross-discipline outcomes
  • Moves from subject-specific outcomes and cross-discipline outcomes to long-term, cross-curricular outcomes directly related to students' future life roles
• Constructivist


  • Based on the theory that learners construct their own understanding and knowledge through experiencing things and reflecting on those experiences
• Responsive and Relevant


  • Connecting the lesson to the student's daily experience, making teaching meaningful, avoiding meaningless "mile-wide-inch-deep teaching" and "teaching-to-the-test"
• Teaching approaches of the subjects in the K to 12 curriculums

  • Learner-centered, inclusive, and developmentally appropriate
  • Relevant, responsive, and research-based
  • Culture-sensitive
  • Contextualized and global
  • Constructivist, inquiry-based, reflective, collaborative, and integrative
  • Adhering to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE)
  • Using the spiral progression approach to ensure mastery of knowledge and skills after each level
  • Flexible enough to enable and allow schools to localize
• Learner-Centered


  • Teachers should consider various aspects such as nature, innate abilities, learning skills and styles, development stage, multi-intelligences, needs, concerns, interests, feelings, and family background
• Research-Based


  • Integrating research findings into lessons to make them more interesting, updated, convincing, and persuasive
• Speaker: 'Quote'
• Developmentally Appropriate


  • Tasks within their developmental stages, from simple to complex, respective of the grade level
• Contextualized and Global


  • Emphasizing connecting learning to real-world contexts while promoting global awareness and understanding
• Maria Montessori: 'The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist"'
• Cultural integration in learning

  Integrates the cultural backgrounds and perspectives of students into the learning process
• Collaborative learning


  • Promotes collaborative learning experiences where students work together in groups to solve problems, complete projects, and share knowledge
• MTB-MLE based teaching

  • Uses mother tongue as a medium of instruction, starts from where the learners are and what they already know, proceeding from the known to unknown
• Contextualized and Global approach


  • Emphasizes connecting learning to real-world contexts while promoting global awareness and understanding
• Integrative approaches

  • Intradisciplinary
  • Interdisciplinary
  • Transdisciplinary
• Grade 2

  Compare data using pictographs with scale representations and explore the ideas of likelihood
• Grade 1

  Organize, represent, and compare data using pictographs without scale representations and explore probability through games and activities
• Inductive method of teaching

  Present specific examples or observations, facilitate student exploration and analysis, guide students to generalize and formulate principles or concepts
• Deductive and Inductive method of teaching

  • Deductive method
  • Inductive method
• Kindergarten (K)

  Starts to make a graph or chart based on the information gathered
• Inquiry-based and Reflective teaching approach


  • Centered on inquiry-based learning, where students pose questions, investigate topics, and reflect on their learning experiences to deepen understanding
• Different methods of teaching

  • Direct method
  • Indirect method
• Deductive method of teaching


  • A traditional approach where information about the target language and rules are introduced at the beginning of the class and continued with examples
• Choosing between Deductive and Inductive Methods

  Depends on content and objectives, prior knowledge, and learning styles
• Constructivist approach


  • Learners construct knowledge through active engagement with the learning process, often involving hands-on activities and collaborative learning
• Indirect method


  • Learner-dominated, encouraging active participation, discussion, and critical thinking
• Inductive method of teaching


  • A student-driven form of instruction where specific examples or observations are presented first, guiding students to discover the underlying general principle or concept on their own
• Grade 3

  Compare data using pictographs with scale representations and explore the ideas of likelihood