What is outcomes-based education?

Constructive alignment have become widely used, under the more general label of ‘outcomes-based education’ (OBE) or ‘outcomes-based teaching and learning’ (OBTL). Outcomes-based teaching and learning is a convenient and practical way of maintaining standards and of improving teaching. Standards are stated up front and teaching is tuned to best meet them. assessment being the means of checking how well they have been met

Outcomes-based education (OBE) has been used in quite different ways: for enhancing teaching and learning, and for furthering a managerial agenda. Outcomes-based education is sometimes identified with competency-based education. This is a mistake: competency-based education is just one example of outcomes-based education. Where it differs from other forms of OBE is in the definition of the outcomes,which in competency-based education are narrow competencies such as skills. For this reason, competency-based education is common in vocational and technical education. Constructive alignment might be called ‘competency-based’ if we restricted our intended learning outcomes to competencies and skills- but as we don’t so restrict the level of our intended learning outcomes, but extend them to as high a cognitive level a university teacher wants, constructive alignment cannot be identified with competency-based education.

Teaching and approaches to learning

To achieve most intended learning outcomes (ILOs), a range of verbs, from high to low cognitive level, need to be activated. The highest would refer to such activities as reflecting, theorizing and so on, the lowest to memorizing, and in between are various levels of activity. When using a deep approach, students use the full range of desired learning activities; they learn terminology, they memorize formula, but move from there to applying these formula to new examples, and so on. When using a surface approach, there is a shortfall; students handle all tasks, low and high, with low level verbs (‘two pages of writing, etc.’). The teaching challenge is to prevent this shortfall
from occurring, or to correct it where it has occurred.
The conclusion to be drawn is simple but powerful: the surface approach is to be discouraged, the deep approach encouraged – and that is the working definition of good teaching used in this book. Preventing students from using a surface approach by discouraging the use of low level and inappropriate learning activities, while supporting the full range of appropriate learning activities, thus
encouraging a deep approach.


JBLCF and UCLM NSA Cadets in Actions at Improving their Quality and Value as Team Players

BlazeWits, in collaboration with Norwegian Maritime Foundation of the Philippines, Inc., facilitated Team Building seminar-workshop to the NSA cadets housed in their maritime partner schools; namely John B. Lacson Colleges Foundation, Inc. and University of Cebu Lapu-Lapu and Mandaue. The Team Building for the first Batch BSMT Alpha at John B. Lacson was held on October 22-23, 2012 and for the BSMarE Alpha on October 24-25, 2012 respectively. The seminar-workshop for the BSMT Charlie at UCLM was held on November 5-6, 2012.

A total of sixty-nine cadets from the three batches benefited from the team building workshop which aimed at

1. Increase the awareness of the participants regarding the importance of team building.

2. Explain different essential qualities of a team player.

3. Demonstrate increase in understanding of the different qualities.

4. Evaluate present qualities possessed.

5. Create models that will reflect the values, mission and vision through team work.


17 Qualities of a Team Player

  1. Adaptable
  2. Collaborative
  3. Committed
  4. Communicative
  5. Competent
  6. Dependable
  7. Disciplined
  8. Enlarging
  9. Enthusiastic
  10. Intentional
  11. Mission Conscious
  12. Prepared
  13. Relational
  14. Self-Improving
  15. Selfless
  16. Solution Oriented
  17. Tenacious


Teaching Portfolio

Post Graduate Certificate in Maritime Education and Training

Ariel R. Raynes
United Kingdom, Year 2009-2010


  • Personal Introduction
  • Chapter 1 Teaching and Support of Learning
  • Chapter 2 Design and Planning of Learning Activities/ Programmes of Study
  • Chapter 3 Provision of feedback and Assessment of Students Learning
  • Chapter 4 Contribution to the Development of Effective Learning Environment and Student Support Systems
  • Chapter 5 Reflection on personal practice in teaching and learning and work to improve the teaching process

Personal Introduction


I have been teaching for a decade now and been continuing to learn while in the realm of teaching towards becoming a prolific academic. Below is the presentation of my personal background, my teaching philosophies and principles.

Personal Background and Teaching Philosophy

I never thought I would be a teacher, or a teacher trainer to be specific. All I wanted when I was young was to become a medical doctor as I wanted to heal sick people. But since I knew the apparent truth that we were poor, I understood that my dream was a dream that will never come true and indeed never came true.

Our indigence and my parents not finishing high school due to financial problems inspired me to study very hard to get free education in college. I succeeded. I graduated valedictorian and got a scholarship in college. I enrolled in Bachelor of Science in Computer Engineering knowing that I was very good in Math, not the medical course I wanted. However, two years later I realized I was in a wrong jungle because I failed in most of my Mathematics subjects and lost my scholarship.

I left the school and looked for an employment instead. I was hired as an usher and porter in one of the cinemas in Manila. Having the drive to go back to college I saved my money and went back to school after several months with rekindled spirit and determination to finish my studies. This time, I enrolled in Bachelor of Arts in Mass Communication course. My destiny as a teacher started to shape here.

I was fortunate to have been chosen as one of the Student Speech Teachers under Model Approach in Speech Program Scholarship sometime at the middle of the semester and got free education in college. As a Student Speech Teacher, I had been exposed to teaching college freshmen speech lessons while I was enrolled in my academic courses. Since I had the opportunity to study as a teacher and study as a student, I was able to discern and reflect how I learn as a student and relate it to my teaching and thought of what I supposed to do applying the strategies I deemed proper. That was my advantage and indeed a wonderful experience. For three years, I enjoyed teaching under the scholarship program and able to graduate with a communication award.

Thereafter, I have had the chance to teach in maritime the Maritime English course. My audiences were experienced seafarers. They were ratings and officers.-these were adults. As a young teacher then, I was able to prove my caliber in teaching having the strong confidence built within my experience as a student teacher way back in college. I was really grateful I had the chance to such kind of teaching experience. Humbly, I understood I had many things to improve though feedback from students and colleagues are gratifying. True to myself I needed to explore more and learn more as I believe that no teacher has ever the right to teach who is not better than his students.

My passion in teaching, generosity to share what I know, my commitment to professional development to improve my teaching practice paved way to getting hired by prestigious institutions and training centers in the Philippines. I have become the most sought Maritime English trainer not only serving one company but several companies simultaneously. I patiently and diligently studied several Education degree programs having my work side-by-side and completed those degrees namely: Diploma in Professional Education, Master of Arts in Education. At present I am completing my doctorate degree in educational administration. To further develop myself professionally I regularly attend the meetings in Toastmasters International. My experiences in teaching have increased and my professional teaching practice improved and because of my credentials and track record in teaching I was even employed by Marlins UK Ltd as its English Language Trainer. I made an exceptional work performance and was even given recommendation by Marlins for my application in the PGCert MET International Program. I have included in this portfolio evidence of my work responsibilities and performance. (Please refer to Appendix A). With all these achievements, I have shaped my teaching philosophy and that is Teaching is a form of sharing what I know in the best time and best way I could for the students to learn. I should have the passion to teach whatever it takes.

My present position

Presently, I work as a Program Superintendent for Magsaysay Institute of Shipping responsible for delivering enhancement programs for both cadets and teachers. There are eight schools that I visit and my job includes facilitation of English courses that would enhance cadets proficiencies in English and Teachers training for the faculty members for their professional development.

I face a gargantuan responsibility in enhancing cadets knowledge and skills, and help teachers improve their craft. However, as long as I have the passion to teach, as long as I have my heart and mind the torch blazing my wits to teach, I am me very confident that I can make a difference. I am glad I have been doing a great job.

Moving forward, I am lucky to have made it in the PGCert MET International, the course that significantly help me develop my skills deeper in teaching and is helping me to understand learning more. I have discovered a lot of philosophies, principles and theories which I explored in this portfolio.


My future aspirations

Teaching is my destiny. I was tamed by time of becoming a good teacher who cares for the learning of his students. I wear in my bereft, the principle that I can make or unmake a student due to my influence to them. Truly, I have arrived to the destination where I am supposed to be. However, as I understand change is constant and according to Fry et, al (2003) learning is about changes, and so I aspire to continue my learning about maritime education and training, certainly to get program that will continue the PGCertMET and attend more conferences. I aspire for opportunities to study in Warsash Maritime Academy or to other international maritime school under scholarship program so I could share more. I wish I could join international teachers association so I could access and obtain fresh knowledge about the nature of teaching and learning which I could share to the teachers in the schools I visit but to a wider range of audiences. I aspire to facilitate more training, seminar-workshops that would give me opportunities to share what I know.


The horizon for learning is insurmountable and my responsibility in molding and shaping minds of people is huge because I chose to be a teacher. However, I will continue to make new roads, blaze new trails, find new routes for my dreams to touch more hearts, teach more minds and transform more lives.

I have become what I am based on how I made my life towards what I wanted myself to become. I have turned to be a good teacher because I have been a good learner.

This is my personal introduction. Please join me as I embark and segue to the different theoretical chapters I have explored in this portfolio and how I reflected the different theories I reflect in my professional practice.



By Deck cadet Carla Campomanes

Being in a class of mixed nationalities was something that was new to me. When we were first told that we are going to attend a Maritime English Training with Vietnamese and Indonesians, I was actually excited. I always loved trying something new and it sounded like an experience, something I will remember and learn from.

Our training was held at the Asian Institute of Management Conference Center in Makati, Philippines under Mr. Ariel Raynes. On the first day, we had this activity where we were given one small piece of paper each, and our task was to find the other person who got a word that will complete ours (eg. Metal + Detector = Metal Detector). We were a mixed group so there is that possibility of pairing with a foreigner. The first struggle I found was that I was having a hard time trying to understand what some of the foreigners were saying because of their accent. I did not know how to ask them to repeat what they just said because I did not want to seem like an idiot, or worse, I did not want to offend them. Another struggle was the uncertainty that if I am speaking in a way that they understand, because I did not want to seem arrogant or proud. But as we went on with the training, I realized, well at least for me, that the training was not just all about learning English better. It is also about learning to interact with people who are completely different from me; different native tongue, different culture, different upbringing, different religion.

As the days went on and as the activities kept on coming, I realized that this was not like the English that I had in high school, where they simply taught me grammar, sentence composition, and the like. This training did not solely focus on language, but on the process and successful carrying out of communication as well. Effective communication, I realized, is more important to learn.

In a few months when I finally board a TK vessel, I will be living with people from across the globe. When this day comes and goes on for months, I cannot actually expect everyone to speak to me in flawless English or in Filipino, which I will easily understand. In reality, it’s not all about the language. What we should give utmost consideration to when conversing with others is the understanding Is what I’m saying understood by who I’m speaking to?” This is what makes for effective communication. And the role of the listener is to give feedback on whether what was said was understood or not. Problems usually arise because people tend to focus on just delivering what they have in mind, without taking into consideration the fact that if what he/she just said was absorbed or taken in by the one he/she is speaking with.

For 6 days I was in a room full of Filipinos, Indonesians and Vietnamese. We had meals together, we shared jokes, and we asked about each others countries and culture, I asked them about the job and the life on board. Now to give a self-evaluation, I can confidently say that the environment plus the activities made me learn, apply and practice effective communication.

In our Maritime English Training, near the end of every day, each of us was given a chance to speak up front and impromptu. During these activities, I learned to manage my nervousness. So what exactly do I mean by managing Nervousness? Nervousness is often seen as an enemy when it comes to public speaking. It makes you stutter; it makes you go in circles with what you are saying, or worse, leads you off topic; it blocks your mind and makes you forget lines you are certain you knew before you stood in front, and saw all those eyes looking at you and waiting for what you are going to say. After days of having to come face to face with this nervousness”, I managed to find a way to make it something that will work to my advantage. I saw nervousness as an emotion that will keep me aware and conscious. Aware in a way that I have given extra attention to the words I was saying, in a way that I have watched how my speech was going and whether it still made sense. Conscious in a way that I was able to translate the looks of my audience to what they were actually thinking; if they can keep up with what I was saying, if I was using vocabulary that everyone understood or if they can hear me clearly. This nervousness actually turned into a friend, a friend that helped me make my speeches or small talks in front, more sensible and understood by everyone. Also, this nervousness gave me some sort of an adrenaline that made my blood pump really hard, and having that on my shoulders for the span of my stay in front, gave me that rewarding feeling whenever I think that I closed or finished successfully. That to me is important too, because when I do something, it is not all about the work and the effort, it is also about that gratification I get afterwards, knowing that I did a good job.

Lastly, I would like to thank Teekay for giving me the opportunity to join a class as such. The experience was rich and I can honestly say that I learned a lot. I also now have new fond memories to look back to and lessons to refresh to whenever I find myself in a situation, where speaking with another turns into somewhat of a challenge. I know that what I learned and picked up during that 6-day training is something that will be of use to me when I go on board. This will not only make me more interactive with the people I am going to be working with, but also, this will help me be able to build the strongest foundation in teamwork: Effective Communication.


Seeing the World through a Better Lens

By: D/C Demiangelo M. Toledo

The past five days was something different. It was something I have expected and it turned out like it should, but with a certain element that, undeniably, was unexpected. I thought of a maritime English class as a roomful of cadets with an eloquent and heavily-seasoned instructor with vast international experience but dealing with clichés. It was exactly that but there was this something rather intangible that made it otherwise. We have been required to pass a reflective journal to be submitted after the training, and YES, the journal I am working on is the one you are reading.

It’s a Friday night, and normally people of my age and line of work would choose to go out and unwind. It has been a tight week attending the seminar. I had to use my brain to think, my mouth to speak, and my heart to give that feel. I needed a break but there was this part of me that wanted to do this. I face my laptop and started pressing keys in random hoping that sooner or later they would make sense. It took me a good two hours to figure out what I wanted to write. I stood up and made a cup of an intriguing new Nescafe flavor  Chocolate coffee, which I bought from a sari-sari store near NEWSIM Training Academy, the place where the course was held. I needed the caffeine. Then I recall all those C2 bottles that would scatter on top of our classroom tables after a meal. I returned to work and still the mental block had shown no signs of giving in. Maybe I was trying too much. Fortunately, TEEKAY has provided wifi for our dormitory. I took the liberty to use the internet for a bit of recreation, enough to give my neurons a little jolt.

I logged on my twitter account, @kalahatianghel, to see what’s happening. I could see tiny bits of information from lots of different people. Millions of people trying to communicate to millions more, sadly they must do it in 140 characters or less. Twitter is a sight packed of information. And so, I thought, the past five days was like a twitter network, our instructor was giving out millions of 140-character lessons in maritime vocabulary, Standard Marine Communication Phrases or SMCP, and pronunciation and grammar in the span of five days. Little by little we absorbed those bits. Little by little those bits transformed to concrete blocks- ideas. And Little by little those blocks composed an edifice I like to call learning. Though the topics we discussed weren’t new to us since we have finished taking them up in our respective institutions, instead of getting bored I felt a greater appreciation towards it, quite similar to TEEKAY’s commitment to safety. Both are taught not once, not twice, but over and over again because the management wants it to be a part of who we are. Likewise grammar and safety are attained only through continuous practice.
I finally had some courage to take a peek at the bottom right corner of my laptop to check what time it was. It was 12:03 am of the 26th of May, a Saturday. I felt like I was working for days, haggard and burnt out. This time I accessed my facebook account. The distinct blue template that the website is known for greeted me with a handful of notifications and friend requests from people I don’t know. I clicked my profile and decided to change my profile picture. I had been using that one picture for quite a while now and I thought it’s time to update.
Facebook served as an energizer, something to keep me alert and to refresh my mind, like all those we had during the training. There was quite a variety of energizers, some were games that challenged our vocabulary, and some required our reflexes and skill. But one particular game, the SMCP word jumbler, tested our sense of humor and wits by filling out the blanks with punch lines. Corny as its jokes may sound it took a great deal of wit in trying to decode the jumbled words and turn them into a phrase that was somehow half-funny. I had a hard time during the game. Although there was one question that I seem to have nailed lightning quick even before the jumbled words were shown – No Strings Attached. Mr. Raynes, our instructor, awarded our group with 10 points instead of the regular five. To get that one number right, I had to think outside the box. I went out of the normal working limits of my brain and tried something contemporary to get the job done – innovation, one of teekay’s values.
Aside from the word jumbler, there were a lot of other games and energizers that both amused me and made me a better person. I realized the games weren’t just to relieve the stress but it’s also a learning tool for values formation. “Word Stretch”, wherein each group would have to supply a single letter every turn to create a word, the last group to supply the letter that made a complete word would lose. A group can also make a challenge to other groups to complete the word if they think that no such word exists. If the challenged group gives a valid word basing from the given letters, then the group that made the challenge would lose. From this activity I learned to strategize. To succeed in the things we are engaged in, we must strategize and plan everything three steps ahead. We have to gain leverage from all the prevailing factors that can affect our success. On board, we must be good in strategizing. Everything has to be planned out extensively. And the plan must be carefully executed.
We were exposed to various communication and leadership activities that would develop the potential we already possess. There were group discussions, impromptu speaking, a debate, and oral presentations; activities that really improved our self-confidence and amplified the communication skills that each of us already had. There were also activities that corrected common mispronunciation and improper grammar. Leadership skills were also given emphasis in the form of energizers that we, ourselves, organized. Soon we will be a part of TEEKAY’s multi-national team on board one of its vessels. We will be with different people that talk and sound different than what we are. Even if you are at the highest level of English Literacy you could not force others to be in the same level as you are. It is imperative, then, that we must not just become good speakers but rather become the best COMMUNICATORS – confident, tactful, and witty.
Aside from learning maritime English and being an effective communicator, there were also some other intangibles that I have grown into. Some of the lessons I learned were not taught by the content and nature of the course. With the aid of our mentor, Mr. Ariel Raynes, through sharing part of his life’s story and principles, I understood and absorbed greater truths. And at times these truths are of much depth and importance than that of the course. These intangibles reflect the essence of one’s personality, one’s character. These were the elements that I never expected. These lessons that I have picked up indirectly, gave me a better lens to see myself in. And now as I am opting to replace my facebook profile picture, these were the things that came into my mind. I see the picture of the old me. There was nothing wrong with it but for those same intangible reasons, I want to replace that old profile picture with a new one, something a lot better.
Lastly, as I close out this journal I look out into the window and see the lights from the Makati skyline. Complex. Full of bustling ports, foreign tongues and cultural differences, then, how much more complex does the entire world sound?
Knowing that I am a great communicator with a potential to become even better and a future leader of TEEKAY for that matter; and also now that I can see me better in these lenses, I have to say: NOT QUITE COMPLEX.

Blazewits provides solutions to training problems. It caters both students and professionals who need further development and training along with communication, teaching, English, speech, research, values, assessments, writing, etc.