OUTCOME- BASED EDUCATION

Question 1

As the name implies, it is anchored and focused
on outcomes. It is a student-centered approach to education that focuses on the intended learning
outcomes resulting from instruction.

Answer 1

OUTCOME-BASED EDUCATION

Question 2

are the end targets of OBE. “clear learning results that learners have to demonstrate, what learners can actually do with
what they know and have learned.”
- is what you can actually do with what you
have learned about.

Answer 2

OUTCOMES

Question 3

LEVELS OF OUTCOMES

Answer 3

Institutional Outcomes
Program Outcomes
Course Outcomes
Learning Outcomes

Question 4

“small”outcomes
1) To explain the principles of
teaching Social Studies
2. To choose an appropriate
teaching methodology

Answer 4

Enabling Outcomes

Question 5

Big outcomes
- To apply the principles of teaching Social Studies with the use of an appropriate
method in a demonstration teaching

Answer 5

Exit Outcomes

Question 6

contains, content and performance
standards and learning competencies, not
objectives. It makes use of standards-based
instruction.

Answer 6

K-12Curriculum Guide

Question 7

refer to the learning area
based on facts, concepts, and procedures that
students need to learn.

Answer 7

Content Standards

Question 8

(or indicators) describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of the 21st
century skills.

Answer 8

Performance Standards

Question 9

What are needed skills?

Answer 9

4C’s
Communication
Collaboration
Critical Thinking
Creativity

Question 10

Sharing thoughts, questions and ideas

Answer 10

Communication

Question 11

Working together to reach a goal, putting talent, expertise and smart to work with

Answer 11

Collaboration

Question 12

Looking at problems in a new way and linking learning across subjects and discipline

Answer 12

Critical Thinking

Question 13

Trying new approaches to get things done equals innovations and inventions

Answer 13

Creativity

Question 14

pertain to the knowledge, skills, and attitudes that students
need to demonstrate.

Answer 14

Learning Competencies

Question 15

-are drawn from the
content and performance standards, and competencies contained in a curriculum guide.
- These include what specific concepts, skills,
and values should be learned by the students.

Answer 15

Learning Objectives

Question 16

Guiding Principles determining and Formulating Learning Objectives

Answer 16

1.Begin with an end in mind
2.Lesson Objectives must be in two or three domains
3.Work on significant and relevant objectives
4. Lesson objectives must be aligned with the aims of
education as embodied in the Philippine Constitution and other laws, and on the mission-vision statements of the educational institutions of which you are part.
5. Aim at the development of critical and creative thinking.
6. Lesson objectives must be SMART.

Question 17

With a clear and specific lesson objective, we will have a sense of direction.

Answer 17

Begin with an end in mind

Question 18

Lesson objectives must integrate objectives in the cognitive, psychomotor, and affective domains for a holistic reason.

Answer 18

Lesson Objectives must be in two or three domains

Question 19

The level of students’ self-motivation all the more increases when lesson objectives are relevant to their daily life, hence, significant.

Answer 19

Work on significant and relevant lesson objectives

Question 20

the aims and goals of education as provided for in our laws filter down to our lesson objectives. We, teachers, have something to do with the attainment of our broad aims of education.

Answer 20

Lesson objectives must be aligned with the aims of
education as embodied in the Philippine Constitution and other laws, and on the mission-vision statements of the educational institutions of which you are part.

Question 21

Most questions asked whether oral or written
are convergent, low-level questions. This classroom atmosphere is not ripe for the development of critical and creative thinking.We should include in our scope of questions are high-level, divergent, or open-ended questions. Our teaching strategies must be such that they serve as catalyst in the development of higher-order thinking skills (HOTS).

Answer 21

Aim at the Development of Critical thinking and Creative thinking

Question 22

Domains of Educational Objectives

Answer 22

Cognitive
Psychomotor
Affective

Question 23

Bloom’s Taxonomy

Answer 23

Benjamin Samuel Bloom

Question 24

lower-order thinking skills

Answer 24

knowledge (remembering)
comprehension
(understanding )

Question 25

higher-order thinking skills

Answer 25

application(apply)
analysis (analyze)
synthesis (create)
evaluation(evaluate)

Question 26

Order of Bloom’sTaxonomy

Answer 26

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

Question 27

Who created revised Cognitive Taxonomy

Answer 27

Anderson and Krathwohl’s Taxonomy (Cognitive Dimension and Knowledge Dimension )

Question 28

Arrangement of Cognitive Taxonomy according to Anderson and Krathwohl’s

Answer 28

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

Question 29

Knowledge Dimension

Answer 29

Factual
Conceptual
Procedural
Meta-cognitive

Question 30

The basic elements students must know to be acquainted with a discipline or solve problems in it

Answer 30

Factual Knowledge

Question 31

The interrelationship among the basic elements within a larger structure that enable them to function together

Answer 31

Conceptual Knowledge

Question 32

How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

Answer 32

Procedural Knowledge

Question 33

Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

Answer 33

Meta-Cognitive