Outcomes Based Education
CENTRAL LUZON COLLEGE OF SCIENCE AND TECHNOLOGY
OLONGAPO CITY
PERFECTING THE IMPERFECTIONS: A PHENOMOLOGICAL STUDY ON PRACTICES ON OUTCOMES BASED EDUCATION AMONG HIGHER EDUCATIONAL INSTITUIONS IN OLONGAPO
JHESSIE L. ABELLA, RN, RM, MAN
Introduction
Galileo Galilee once said a man cannot teach a man anything but rather he can only help him find in within himself. This means that you can only go so far to help someone learn and make the right condition for the learner to discover what already known to be true. The principle of outcome based education relates to this passage from Galilee where 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 be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens” (Spady, 1994:1).
In this approach learners may identify what are the things which are important and what is essential for them. It is indeed true that learning may not be significant with someone unless it may reflect the importance of learning in real life and utilize it in different life roles.
OBE has been around for centuries. The origins of modern outcomes-based education can be traced back to the work of Italian educator Maria Montessori, whose teaching theories shaped the development of Montessori schools the world over. Working in the early 1900s, Montessori believed that instead of setting up arbitrary grading systems, tests, and the like and teaching inputs based on them, education was best measured by encouraging individual student achievement, which can occur at different rates for different students. This method would allow students of different skill levels and abilities to learn at their own individual rates (or outcomes), rather than lumping
OLONGAPO CITY
PERFECTING THE IMPERFECTIONS: A PHENOMOLOGICAL STUDY ON PRACTICES ON OUTCOMES BASED EDUCATION AMONG HIGHER EDUCATIONAL INSTITUIONS IN OLONGAPO
JHESSIE L. ABELLA, RN, RM, MAN
Introduction
Galileo Galilee once said a man cannot teach a man anything but rather he can only help him find in within himself. This means that you can only go so far to help someone learn and make the right condition for the learner to discover what already known to be true. The principle of outcome based education relates to this passage from Galilee where 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 be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens” (Spady, 1994:1).
In this approach learners may identify what are the things which are important and what is essential for them. It is indeed true that learning may not be significant with someone unless it may reflect the importance of learning in real life and utilize it in different life roles.
OBE has been around for centuries. The origins of modern outcomes-based education can be traced back to the work of Italian educator Maria Montessori, whose teaching theories shaped the development of Montessori schools the world over. Working in the early 1900s, Montessori believed that instead of setting up arbitrary grading systems, tests, and the like and teaching inputs based on them, education was best measured by encouraging individual student achievement, which can occur at different rates for different students. This method would allow students of different skill levels and abilities to learn at their own individual rates (or outcomes), rather than lumping