Learning area: Life Orientation

Learning Outcome:Three

Assessment standard: One, Two, Three

Write neatly and legibly

Marks: 25

Due date: 29 May 2010

Educator: MM

Charecteristic : 2

A. Recall/ Recognition of knowledge to construction/ Application of

knowledge

B. When learners do their research they should take this into

consideration:

1. Research approaches:

Qualitative Quantitative

Introduction Introduction

Methodology Methodology

Findings Abstract

Interpretation Purpose

Conclusion Review

Hypothesis

Results

Conclusion

1. Research about the failure of Outcome based education in our schools.

2. Dont forget to:
 a. Collect data
b. Analyze
c. Present data
d. Interpret findings
1. Use the following resources:
a. Local library
b. Gauteng online
c. Internet carfare
1. The attachment document will help them when doing their research:

Outcomes: The Real

Content
by Ron Sunseri

2. This is taken from Ron Sunseri's book, Outcome Based Education: Understanding the
Truth About Education Reform.
3. Outcomes…
4. The Real Content of Transformational OBE
5. Across our country the outcomes being implemented in each state are suspiciously
parallel; their content is effectively identical. In most cases, as revealed by the
outcomes list in this chapter, the outcomes deal with attitudes, values, and behaviours.
When solid subjects like math and science are included, the emphasis is not on
content but rather on process. Outcomes are the goals and direction which the child is
moved toward. These outcomes drive the system and are the cornerstone of the laws
being introduced around the country.
6. So, Exactly What Is An Outcome?
7. An outcome is a broad category of behaviour and skills that a student must
demonstrate. Whereas students used to be required to demonstrate their knowledge in
a particular subject, say math, now they must exhibit "mastery of an outcome."
Consider two examples of outcomes from Oregon:
Outcome Explanation
Understand understand human diversity and communicate in a second
Diversity language, applying appropriate cultural norms
participate as a member of a team, including providing
Collaborate leadership for achieving goals and working well with others
from diverse backgrounds
8. Bill Spady says that outcomes are designed around the future. Educators pushing
OBE look at the future and design backwards based on the needs of the future as they
perceive them. Once they think they have an understanding of the demands for the
future, they come up with a set of performance objectives (outcomes). After a quick
look at the outcomes it is clear that they revolve around what kids will need to be like,
not what they need to know. Currently there are outcomes from more than forty states
where OBE is being or has been implemented. While most state departments of
education are claiming that their outcomes are unique, the menu of outcomes
available nationwide gives away the truth.
9. Since it is the outcomes that become the basis for receiving one's diploma (certificate
of mastery), their importance is paramount. They replace academic subjects. Consider
the focus of your child's school day consisting of subjects such as identifying the
 community's problems, civil rights defended worldwide, solving interpersonal
problems and conflicts, using the environment responsibly, being worldwide citizens,
understanding and accepting diversity.
10. Children will be assessed based on their changing attitudes toward these subjects. All
occurs under the auspices of the child's self-esteem which is considered paramount to
all other considerations. The definitions of these subjective subjects must be based on
someone's political viewpoint. The question is, whose? Do you suppose it will be the
parent's viewpoint? Or would it perhaps be the viewpoint of the majority of the
community? Whose values will be used to determine if the child has assimilated the
philosophy of the outcome or is exhibiting the correct behaviour?
11. How Can The Outcomes Be The Same Everywhere?
I Was Told They Were Locally Determined.
12. During the phase of implementation designed to make people comfortable with the
outcomes, citizens from Pennsylvania to Oregon were told the outcomes were locally
determined. Even after a quick look at the published information it is clear that the
outcomes represent a cohesive effort to move to a nationalized system of education. If
this is not the case, how did the outcomes end up being the same from state to state? It
appears that the guiding hand of government was heavily involved.
13. The outcomes from more than forty states are nearly identical in content. To acquire a
first-hand understanding of this, take some time to compare the following outcomes
from various states. The listing order and wording varies, but that is where their
dissimilarities end. The point of listing the many state outcomes is not to analyze
whether individual outcomes are good or bad, but to demonstrate that they are the
result of a collective effort across the nation. When a national school board is coupled
with a list of national education outcomes, it amounts to a national system of
education. A short key is provided to aid comparison of the outcomes. The letter
identifies the state and the number identifies which outcome under that state is similar
to others on the same line.
COMPARE I 1, O 6, G 2, T 4
I 2, T 7, G 5
I 3, O 8, T 6, G 4
I 4, O 11, T 1&10
I 5, O 3, T 5, G 6
I 6, O 2, T 8, G 4
I 7, O 1 , T3, G I
14. INDIANA
15. 1. Work cooperatively and independently.
2. Contribute positively to community and society.
3. Demonstrate respect for self and uniqueness of others.
4. Practice physical, social, and mental wellness.
5. Communicate effectively.
6. Accept responsibility for learning.
7. Utilize creativity, problem solving, and critical thinking.
16. OREGON
1. Think: Think critically, creatively, and reflectively in making decisions and
solving problems.
2. Self-direct Direct his or her own learning, including planning and carrying out
learning: complex projects.
3. Communicate through reading, writing, speaking, and listening, and
Communicate: through an integrated use of visual forms such as symbols and graphic
 images.
4. Use Use current technology, including computers, to process information
technology: and produce high-quality products.
5. Quantify: Recognize, process, and communicate quantitative relationships.
6. Collaborate: Participate as a member of a team, including providing leadership for
achieving goals and working well with others from diverse
backgrounds.
7. Deliberate on Deliberate on public issues which arise in our representative democracy
public issues: and in the world by applying perspectives from the social sciences.
8. Understand Understand human diversity and communicate in a second language,
diversity: applying appropriate cultural norms.
9. Interpret Interpret human experience through literature and the visual and
human performing arts.
experience:
10. Apply
Apply science and math concepts and processes, showing an
science
understanding of how they affect our world.
and math:
11. Understand Understand positive health habits and behaviours that establish and
positive health maintain healthy interpersonal relationships.
habits:
17. TEXAS
18. 1. Exhibit self-esteem and adaptability in real world situations.
19. 2. Access, process, and evaluate information from a variety of resources, including
technology.
20. 3. Use critical thinking and self-directed learning skills throughout life.
21. 4. Demonstrate problem-solving, decision-making, and group-process skills.
22. 5. Demonstrate effective communication skills.
23. 6. Demonstrate respect and concern for self and others in culturally diverse work,
community,
and family settings.
24. 7. Demonstrate personal, social, civic, economic, and environmental responsibility.
25. 8. Exhibit positive work habits, attitudes, and ethics.
26. 9. Be motivated producers who create and appreciate quality, intellectual, artistic, and
practical products.
27. 10. Formulate positive core values in order to set goals and create a vision for the
future.
28. GEORGIA
1. Complex Who produces solutions to real life problems based on assembly and
thinker-- integration of data from a variety of sources?
2. Collaborative Who cooperates effectively in a variety of settings and with a diversity
of people?
contributor--
3. Innovative Who creates quality ideas, solutions, or products using effective skills
producer-- for gathering and organizing information?
4. Self-directed Who develops self-respect by accomplishing personal goals based on
achiever-- high standards?
5. Involved Who accepts responsibility for contributing time and talent toward
citizen-- community and global affairs to enhance the quality of life for all?
6. Effective Who informs, expresses self, and persuades by sending and receiving
communicator-- verbal and non-verbal languages.
29. These outcomes are not just similar, they are the same. The reason? OBE is becoming
a national curriculum. What is wrong with a national system of education controlled
by the federal government? Nothing, so long as the government restrains itself from
attempts to invade and control the personal lives of its citizens. Such a notion is sheer
fantasy. Government doesn't possess the capacity to restrain itself... something the
founders of this nation recognized and which prompted them to write the founding
documents the way they did. The federal government has no constitutional sanction to
involve itself in education. The Tenth Amendment to the Constitution says, "The
powers not delegated to the United States by the Constitution, nor prohibited by it to
the States, are reserved to the States respectively, or to the people."' Education has
never been assigned as a responsibility of the federal government.
30. James Madison gave the grave warning that, among other things, the government may
attempt to "take into their hands the public education of children ... Were the power of
Congress to be established in the latitude contended for [i.e. government controlling
the education of children] it would subvert the very foundations, and transmute the
very nature of the limited government established by the people of America." The
founders knew that letting the federal government involve itself in education was
fraught with danger to the freedom of citizens. This is why they did everything they
could to design a system that would keep the federal government out of education.
But the government has every intention to be deeply involved with education at every
level. Consider the following letter from G. Leland Bumingham, the state
superintendent of public instruction for Utah. This letter was written on July 27, 1984
to T H. Bell, President Reagan's Secretary of Education:
31. I am forwarding this letter to accompany the proposal which you
recommended Bill Spady and I prepare in connection with Outcome-Based
Education.
32. This proposal centers around the detailed process by which we will work
together to implement OutcomeBased Education using research verified
programs. This will make it possible to put outcome-based education in place,
not only in Utah but in all schools of the nation. For those who desire, we will
stand ready for regional and national dissemination of the OutcomeBased
Education program.
33. We are beginning to see positive, preliminary results from some of the isolated
schools in Utah which have implemented Outcome-Based Education. These
positive indicators are really exciting! (emphasis added)
34. As I have said, Spady is known as the father of OBE. This letter reveals that Bell
recommended Spady and Burningham submit a proposal for federal funding (which
they received) for a plan making it possible to put OBE in every school of the nation.
Clearly these are the building blocks of a national system of education.
35. The aforementioned outcomes are the areas in which students will have to
demonstrate mastery before they can receive their certificate of initial mastery. In a
few of the outcomes academics are mentioned, but even then the emphasis is not on
content but on process. It is difficult for someone who has had any amount of
traditional education to look at these outcomes and understand how it is possible that
these will become the focus of the learning day.
36. Even if Americans were to accept an education system that minimized the role of
academic knowledge, is it wise to allow such subjective outcomes to be the basis on
which students are to be assessed? In a word, no! Anita Hoge asks five vital questions
that reveal the dangers of such a system:
37. 1. How do you measure that outcome?
38. For example: If an outcome states that "all children must have ethical
judgment, honesty, or integrity," what exactly is going to be measured? How
do you measure a bias in a child? Must children be diagnosed? Will they be
graded by observation or take a pencil-and-paper test? How will performance
or behavior be assessed?
39. 2. How is that outcome scored, or what is the standard?
40. What behaviour is "appropriate" and to what degree? For example, how much
self-esteem is too much or not enough to graduate? Can government score the
attitudes and values of its citizens?
41. 3. Who decides what that standard will be?
42. The state has extended its mandated graduation requirement, or exit outcomes,
down to the individual child. This bypasses all local autonomy. What about
locally elected school directors - will they become obsolete? Are we talking
about a state or govemment diploma?
43. 4. How will my child be remediated?
44. What are you going to do to my children to change them from here to there in
their attitudes and values in order to graduate? How do you remediate ethical
judgment, decision making, interpersonal skills, environmental attitudes?
What techniques will be used? What risks are involved? What justification
does the state have to change my child's attitudes?
45. 5. What if parent and state disagree on the standard or how it is measured in
the classroom?
46. Who has the ultimate authority over the child ... parents or the state? What
about privacy? Can parents opt out of a graduation requirement mandated by
the state?
47. In transformational outcome-based education these outcomes become the primary
thrust, not a math class or a science class. Even many teachers have a hard time
accepting this idea, which is why the National Training Laboratory is committed to
"change teachers' inflexible patterns of thinking." This statement from the NTL
reveals their disdainful view of teachers' attitudes.
48. It is disingenuous to paint the entire spectrum of teachers with the broad, negative
stroke of a brush when they are the ones the NTL relies upon to implement their
social agenda. It is also unfair in the extreme. Many teachers in American public
schools work under a tremendous load of large classrooms and no provision for
student discipline which makes their task nearly impossible. Some of the teachers I
know are the most creative, hard-working people I have ever met. There is nothing
inflexible about the way they teach. I would encourage teachers as a whole to
consider the attitude behind such statements as that made by the NTL. Upon closer
consideration it may be apparent that the teacher is only a pawn in their game of
social revolution.
49. Many people involved with schools that have begun to implement OBE will protest
that this is not what they are doing. It may well not be what they are doing ... now.
Remember there are four stages to the implementation of OBE. Those schools have
not yet reached the transformational stage of OBE, but that is where they are headed
because that is where the federal government and other change-agents are taking
education.
 50. What has been demonstrated is that the outcomes in varying states across America are
not only academically deficient, but they are also identical in real content. This is
simply too coincidental not to have been engineered by the federal government and
other national organizations. This level of uniformity creates a dangerous potential of
inviting increasing government control over education ... control that the federal
government is positioning itself to usurp.
51.Get The Book!
52. Outcome Based Education: Understanding the Truth About Education Reform by Ron
Sunseri
53. Suggested Reading List - the Demise of the Educational System - OBE (Outcome-
Based Education), NEA (National Education Association), educational psychology,
German psychology & influences, demise of public education, educational sabotage,
Wundt, Pavlov, Dewey, Skinner, Watson.
54. Say NO To Psychiatry!
55. Back to Education Main Page
56. Back to Main SNTP Page

Pursuing Truth in all subjects...

©Gene Zimmer 1999 ALL RIGHTS RESERVED

ASSESSMENT RUBRIC

CRITERI LIMITED ADEQUAT PROFICIEN EXCELLEN POSSIB ACTU

ON E CY T LE AL
MARK MARK

Quality Not Some Looking Exception 5

and appealing/poo appeal good, ally
appeal r effort/poor and effort, functional appealing,
of the layout and but much layout and reflects
research style/poor room for style; high
language/No improvem good quality
pictures or ent language; effort and
colours used pictures to creativity
(2 marks) enhance in terms of
(0-1 mark) quality layout,
included language
an
(3marks) pictures
 (4-5
marks)

Content Few of the Most of All the Required 15

of required info the required content is
research is convered/ required informatio covered
poor effort/ informatio n is exceptiona
research is n is covered lly,
copied from covered, provides
books/newspa but lacks (7-12 additional
per or directly in some marks) and
from the areas current
internet info
(4-6 creatively
(0-3 marks) marks)
(13- 15
marks)

Resourc Resources not Only one Two or More than 5

es used indicated resource three three
and indicated resources resources
resource (0-mark) indicated; used and
list (1-mark) proper indicated;
reference proper
technique reference
used technique
used
(2-3
marks) (4-5
marks)

Total 25