SAN JOSE CHRISTIAN COLLEGES
San Jose City
Course No: Edu. 102
Course Title: Principles of Teaching 2
Units: 3
Pre-requisite: Principles of Teaching 1
Mission, Vision, and Goal
Institutional Outcomes
Course Description
Course Outcomes
College of Education
 To promote academic excellence, spiritual development, personal well-being and social responsibility
inspired by the core values of a SJCC.
 A leading Christian university committed to lifelong learning in a globalized community.
 To this end, SJCC undergirds scholarship, character and service with a lively faith in God.
Promoting and integrating academic excellence, spiritual development, and social responsibility inspired by the
core values of SJCC.
The course introduces prospective secondary and elementary teachers with knowledge and understanding of
the Outcomes-based education and the subject area which include foundation disciplines, structural
components and models of teaching and assessment strategies. This will provide the students with the
theoretical underpinnings in teaching and develop concepts, skills, attitudes, and values related to the subject
area.
 In-depth knowledge and understanding of the nature of the subject area and how it is learned and taught
and principles peculiar to the teaching and learning the subject area
 Decision-making skills related to appropriate selection of objectives, subject matter content, methodologies
and strategies, instructional materials, and models of delivery
 Competencies in applying principles of teaching/learning associated with the subject area and in
implementing teaching strategies appropriate to subject area
 Enthusiasm and commitment, and expertise in teaching the subject area
 LEARNING OUTCOMES CONTENTS LEARNING ACTIVITIES ASSESSMENT TECHNIQUES
At the end of the chapter, the Chapter 1 – Outcomes-Based
students are expected to: Education

a. explain the meaning of Meaning of OBE
 
outcomes in OBE; Learning Principles of OBE Think – Pair and Share
 
b. state the relationship among Meaning of Outcomes Multiple Intelligence Test
 
institutional outcomes, program Outcomes in Different Levels Human Chain
 
outcomes, course outcomes and Traditional/Transitional and Class Observation

learning outcomes; Transformational OBE K-W-L
 
c. Draw the implications of the OBE in Classroom Unit Quiz

OBE principles in the teaching- Reflection

learning process Unit Portfolio

 Entry Pass

Interview

Debate

Film Showing(To Sir with Love)
At the end of the chapter, the
students are expected to: Chapter 2 – Teaching

a. distinguish among approach, Approaches and Methods Concept Maps
 
method and technique; Meaning of Approach, Methods Journal Entry

b. describe the teaching and Techniques Role Playing

approaches of the K-12 The Teaching Approaches of
Curriculum; and the Subjects in the K to 12
c. compare direct and indirect Curriculum

instruction with deductive and Different Methods of Teaching
inductive methods of teaching.


At the end of the chapter, the
students are expected to show how
constructivist teaching is done by
the use of interactive, collaborative,
integrative, and inquiry-based
activities.







At the end of the chapter, the Chapter 4 – Problem-Based
students are expected to:
a. describe how problem-based
learning and project-based
 
learning are used as teaching-
learning method;  formative assessment
b. formulate at least one sample

problem and one sample project
for problems-based and project-
based learning, respectively,
based on the K to 12 Curriculum  PrBL/PjBL: At the Service of
Guide;
c. Research and critique on the
Chapter 3 – Constructivist 
Teaching: Interactive,
Collaborative,
Integrative, and Inquiry-
based
Features of Constructivist
Teaching
Interactive Teaching
Teacher’s Tasks in Interactive
Teaching-Learning
Teacher’s Tasks in
Collaborative Learning
Integrative Teaching and
Learning
Teacher’s Tasks in Integrative
Teaching
Inquiry-based Teaching
 
Learning and Project- Jigsaw activity Unit Portfolio
 
Based Learning Pictograph making Recitation
 
Group discussion Reflection
Problem-Based Learning (PBL) Group Presentation as
Project-Based Learning(PrBL)
Comparison of Problem –Based

Research
and Project-Based Learning 
Discussion

Blended Learning
the K to 12 Curriculum
 
implemented problem-based Assessment in PBL and PrBL
and project-based learning
and in K to 12
using elements of problem-
based and project-based
learning.

At the end of the chapter, the Chapter 5 – Research-Based

students are expected to present
the nine categories or research-

based and effective instructional
strategies by means of a graphic

organizer and a skeleton prose


Teaching and Learning in
the 21st Century
The Nine Categories of
Instructional Strategies
Creating the Environment for
Learning
Non-linguistic Representations
Research-Based Teaching and
Learning

At the end of the chapter, the Chapter 5 – Research-Based

students are expected to:
a. compare traditional and
standards-based frameworks for  Traditional and Standards-
planning instruction;

b. identify the elements of a
lesson/learning/an instructional
plan;

c. critique a lesson plan; and
d. apply basic guidelines in

developing a lesson plan.
Teaching and Learning in
the 21st Century
Based Planning
Outcomes-Based
education(OBE) and
Understanding by Design (UbD)
Planning and Organizing
Instruction
Elements of Lesson
Plan/Instructional Plan/
Learning Plan
At the end of the chapter, Chapter 5 – The Teaching of the
the students are expected to Language Subjects
a. explain the frameworks of
Mother Tongue-Based 
Meaning of Mother Tongue-
Multilingual Education, Filipino Based Multilingual
 
and English Teaching in the K to Education (MTB-MLE)
12 Curriculum; 
b. explain the meaning of  Ultimate Goals of MTB-MLE 
based on DepEd Framework of
communicative competence; MTB-MLE
c. demonstrate understanding 
 
Learning Area Standard of MTB-

of the principles of language  MLE
learning; 
Guiding Principles in Teaching

d. cite an application and a and Learning MTB-MLE
violation of each principle 
 
The Bridging Process
in language teaching; 
e. trace the methodical history  The Teaching
 of Filipino
Language
of language teaching; and 
f. develop an eclectic method The Teaching of
 English Language inthe
language teaching. K to 12 Curriculum

 Communicative Competence: 
The Goal of Language Teaching

The Principles
 of Language
Learning

Approaches, Methods and 
Activities in Language Teaching
At the end of the chapter, the
students are expected to:
a. examine the alignment of the
intended outcomes, the Grade
level standards and scope of the
teaching of Araling PAnlipunan;
b. discuss the conceptual
framework of the teaching of
Araling Panlipunan
c. cite concrete application of the
guiding principles in the
teaching of Araling Panlipunan;
and
d. identify the appropriate
methods and
techniques/activities in teaching
AP.
At the end of the chapter, the
students are expected to:
a. show the alignment of the
intended outcomes, the Grade
level standards and scope of the  The Goals and Scope of the
teaching of Edukasyon sa
Pagpapakatao;
b. discuss the guiding principles in
the teaching of Edukasyon sa
Pagpapakatao;
c. explain six approaches in
Chapter 6: The Teaching of
Araling Panlipunan

K-W-L
  
The Goals and Scope of the Discussion Unit Quiz
 
Teaching and Learning of Workshop on how to write Reflection

Araling Panlipunan(AP) (Social lesson objectives Unit Portfolio
 
Studies) Writing lesson objectives Demo Teaching
 
Guiding Principles in the Recitation

Teaching of AP Reflection

Methods and Techniques in
Teaching Araling Panlipunan

Group Presentation
Chapter 7: The Teaching of
Edukasyon sa
Pagpapakatao
Teaching and Learning of
Edukasyon sa Pagpapakatao

The Themes in Edukasyon sa
Pagpapakatao

Guiding Principles in the
Teaching of Edukasyon sa
 teaching Edukasyon sa Pagpapakatao

Pagpapakatao; and identify the Methods and Techniques in
appropriate methods and Teaching Edukasyon sa
techniques/activities in teaching Pagpapakatao
Edukasyon sa Pagpapakatao.

At the end of the chapter,

the students are expected to:
a. show the alignment of the
intended outcomes, the Grade
level standards and scope of the
teaching of Edukasyon sa
Pagpapakatao;
Grading System:

A. Class Standing
(Learning outputs, participation,
recitation, assignment) - 50 %
B. Term Exam - 30 %
C. Requirements/Projects - 20%
100%

Requirements:

A. Attendance
B. Blended Learning Worksheets
C. Journal Entry

References:

Aquino, Gaudencio V. (1988). Principles of Teaching and Educational Technology

Corpuz, Brenda B. Salandan, Gloria G. (2007). Principles of Teaching 1. Lorimar Publishing: Manila

Prepared by:

Prof. JONATHAN M. CORDERO

Subject Facilitator