PAMANTASAN NG LUNGSOD NG VALENZUELA

COLLEGE OF EDUCATION
Department of Professional Education

COURSE SYLLABUS
PLV Vision-Mission
Institutional Outcomes
College Vision, Mission, Goals, Vision
and Core Values
A center of excellence for teacher education

Mission

The College is committed to prepare outstanding educators who will inspire the lives of individuals in the complex global society through quality and
relevant education empowered by significant researches and strong linkages and extension programs.

Objectives

1. Provide programs based upon sound pedagogical practice

2. Undertake activities that will enhance instruction to develop students’ critical, reflective and creative thinking skills
3. Provide a variety of teaching venues incorporating the latest technologies to a range of diverse student interests and backgrounds
4. Provide avenues for the improvement of teaching and learning through research, scholarship and technology
5. Establish collaborative, professional relationships with organizations and institutions to deliver quality service
6. Make contributions on the frontiers of knowledge through distinctive research agendas
7. Involve in community partnerships, service learning and volunteerism

Core Values

The College is committed to Integrity, Service, and Excellence.

Program Outcomes Teacher education graduates of the Professional Education program will be able to:

1. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts

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 2. Demonstrate pedagogical content knowledge (PCK) in the intra/inter/multidisciplinal nature of the subject matter
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
Course Title The Child and Adolescent Learners and Learning Principles
Course Code EDUC 1
Credit Units 3 units of lecture
Course Pre-requisite None
Course Description A research-based course on the biological, linguistic, cognitive, social, and emotional dimensions of development among children and
adolescents with focus on the factors affecting learning and their pedagogical implications for teaching
Course Outcomes Upon successful completion of this course, the students will be able to:

1. Examine in three different perspectives namely developmental contextualism, sociocultural perspective, and evolutionary theory how children and
adolescents develop across their life spans
2. Contextualize the biological, linguistic, cognitive, social, and emotional dimensions of development among children and adolescents to make
learning responsive to their (children and adolescents) needs, preferences, and interests
3. Explain how the PPST-based domains on learning environment and learner diversity contribute to the amalgamation of a teacher’s content
knowledge and pedagogy
4. Write and present a mixed-research (quan-qual) paper on the developmental dimensions among children and adolescents with focus on the factors
affecting learning and their pedagogical implications for teaching

Alignment of Course Outcomes with Summative Assessment Tasks

Course Outcomes
1. Examine in three different perspectives namely
developmental contextualism, sociocultural perspective,
and evolutionary theory how children and adolescents
develop across their life spans
2. Contextualize the biological, linguistic, cognitive, social,
and emotional dimensions of development among
Summative Assessment Tasks Details
1. Written outputs (specific to the needs of students) All written outputs, oral presentations, and midterm/final-
 Position papers (individual) term exams are graded requirements and are used mainly in
 Case reports (pair) the computation of the final grades, i.e., the combined
 Quan-qual paper (group with 4 members midterm and final-term grades.
only)
2. Oral presentations (group with 4 members only)

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 children and adolescents to make learning responsive to  Quan-qual paper Position papers (individual) are graded using the assessment
their (children and adolescents) needs, preferences, and 3. Midterm/final-term exams criteria of:
interests 1. Conciseness
3. Explain how the PPST-based domains on learning 2. Clarity
environment and learner diversity contribute to the 3. Context
amalgamation of a teacher’s content knowledge and 4. Positionality
pedagogy
4. Write and present a mixed-research (quan-qual) paper on Case reports (pair) are graded using the assessment criteria
the developmental dimensions among children and of:
adolescents with focus on the factors affecting learning 1. Conciseness
and their pedagogical implications for teaching 2. Clarity
3. Implications for teaching and learning

Proposal papers (group of 4 members for the midterm

period) are graded using the assessment criteria of:
1. Significance of the problematique
2. Depth and breadth of the related literatures and
studies
3. Pragmatic integration of the theoretical and
conceptual frameworks
4. Appropriateness of the research design and
methodology

Final papers with oral presentations (group of 4 members

for the final-term period) are graded using the assessment
criteria of:
1. Significant RPOs
2. Scholarly RRL
3. Analytical integrated theoretical and conceptual
frameworks
4. Rigorous methodology

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 5. Conformity to scholarly writing (appropriate in-text
citations and reference listing)

The format of the final (quan-qual) paper follows the:

1. Introduction
2. Methodology
3. Results and discussion
4. Conclusions and recommendations

Midterm and final-term exams are prepared using a two-way

test blueprint (table of specification) and are administered
on the 9th and 18th week of the semester (subject to the
changes in the academic calendar of the current school
year).

Course Learning Plan

Modes of Instructional Delivery
Intended Learning Flexible References/Teaching-
Weeks Hours Course Contents Essential Questions Face-to-Face Assessment Tasks
Outcomes Learning Learning Support Materials
Activities
Activities
1st 3 hrs. Over-all view of How does one Perform a self- Examination of Independent learning
the course perform a self- assessment vis-à-vis the course roles
assessment vis-à-vis independent language syllabus
independent learning roles and tasks Independent learning
language learning as they participate tasks
roles and tasks? willingly in the course
orientation Quality outcomes
How does one (course requirements)
examine critically the Examine critically the
place of quality place of quality
outcomes to achieve outcomes (discussion of
desired results in the the course requirements)
course?

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 to achieve desired
How does one results in the course
assume responsibility
in educating the Assume responsibility in
SELF by relating educating the SELF by
creatively one’s prior relating creatively one’s
knowledge and prior knowledge and
constructed realities constructed realities to
to his/her personal his/her personal and
and career career backgrounds
backgrounds?
2nd 3 hrs. The study of How does one study Explain how the Lecture- Situational Comparison grid Bjorklund, D. F. & Blasi,
developmental the developmental developmental discussion analysis C. H. (2012). Child and
psychology characteristics characteristics of adolescent development: an
among children and children and adolescents integrated approach.
adolescents within are contextualized
Belmont, CA: Wadsworth.
the realms of the within the realms of
(Read introduction to child
three perspectives developmental
namely contextualism,
and adolescent
developmental sociocultural development, pp. 6-23.)
contextualism, perspective, and
sociocultural evolutionary theory
perspective, and
evolutionary theory? Examine how key
themes and issues in
How are the key developmental
themes and issues in psychology assist
developmental teachers in
psychology helpful understanding
for a teacher in development in the life
understanding spans of children and
development in the adolescents

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 life spans of children
and adolescents?
3rd 6 hrs. Establishing a How are classical Bjorklund, D. F. & Blasi,
4th continuum theories and Examine how a Situational Personal Preparation for a C. H. (2012). Child and
between the contemporary continuum is established analysis and learning model analysis adolescent development:
classical theories approaches to in the light of the theory (re) environment an integrated approach.
and contemporary development classical theories and integration (PLE)
Belmont, CA: Wadsworth.
approaches to established through a contemporary
(Read theories and
development continuum to gain a approaches to
principled development
contexts of development,
understanding of pp. 47-63.)
developmental Examine how the
constructs in the continuum assists
psychology of teachers in the basic
children and education curriculum in
adolescents? planning for,
implementation of, and
How is the evaluation of learning
continuum assistive outcomes
of a teacher in the
basic education
curriculum in
planning for,
implementation of,
and evaluation of
learning outcomes?
5th 3 hrs. Model How does a group of Present a continuum Model Model analysis
presentation on four students present model between the presentation
the continuum a continuum model classical theories and Position paper
between classical between the classical contemporary
theories and theories and approaches to
contemporary contemporary development

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 approaches to approaches to
development development?
6th 3 hrs. The biopsychology How do genes Analyze the process of Lecture- Case analysis Case report Bjorklund, D. F. & Blasi,
of children and influence behavior? genetic coding and what discussion C. H. (2012). Child and
adolescents genes can do to adolescent development: an
How is behavioral influence behavior integrated approach.
genetics helpful in
Belmont, CA: Wadsworth.
understanding Examine the role of
(Read genetics, prenatal
heredity in the behavioral genetics to
environment of understand heredity in
development, and the
children and the environment of neonate, pp. 86-130.)
adolescents? children and adolescents
7th 3 hrs. Language How do children Analyze how children Situational Case analysis Case report Lightbown, P.M. & Spada, N.
development acquire their first acquire their L1 and L2 analysis (2011). How languages are
and second given their learned. (3rd ed.). UK: Oxford
languages? characteristics and the University Press. (Read
learning conditions in language learning in early
How is second which language childhood, pp. 1-26 and
language learning acquisition takes place explaining second language
explained in the learning, pp. 29-48.)
contexts of learner Examine the various
characteristics and perspectives in second
learning conditions? language learning
among children and
How is second adolescents
language learning
explained in the
behaviorist, innatist,
cognitivist, and
sociocultural
perspectives?

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8th 3 hrs. The development How does Piaget Describe Piaget’s the Situational Case analysis Case report Bjorklund, D. F. & Blasi,
of thinking as a describe the symbolic symbolic child in analysis C. H. (2012). Child and
process of child in the cognitive understanding cognitive adolescent development: an
problem solving dimension of development among integrated approach.
and memory development? children
Belmont, CA: Wadsworth.
(Read the symbolic child:
How is self-directed Analyze basic level
thinking developed in processes in developing
Piaget’s theory and
the basic level problem solving and beyond, pp. 230-264 and
processes: executive memory becoming self-directed
function? thinkers: problem solving
and memory, pp. 306-341.)
9th Midterm Examination and Submission of Proposal Paper
10th 3 hrs. Socio-emotional How do teachers Examine the ways and Situational Case analysis Case report Bjorklund, D. F. & Blasi,
development: address emotion, means teachers address analysis C. H. (2012). Child and
children and temperament, and emotion, temperament, adolescent development: an
adolescents as personality and personality integrated approach.
social beings development among development among
Belmont, CA: Wadsworth.
children and children and adolescents
(Read emotion,
adolescents from from diverse
diverse backgrounds
temperament, and
backgrounds? personality development,
Explain the importance pp. 438-475 and the family
How important is the of family for healthy and other contexts for
family for healthy socio-emotional socialization, pp. 520-561.)
socio-emotional development
development?

11th 3 hrs. The child and Who are the child Explain the PPST-based Lecture- Concept Comparison grid The Philippine Professional
adolescent and adolescent domains on learning discussion mapping Standards for Teachers
learners in the learners in the environment and learner Position paper
contexts of the contexts of the PPST- diversity

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 PPST-based based domains on
domains on learning environment
learning and learner
environment and diversity?
learner diversity
12th 3 hrs. Learning in the How is learning Examine the five Lecture- Position paper Ashworth, F., Brennan, G.,
behaviorist, viewed in the different learning discussion Egan, K., Hamilton, R., &
cognitivist, behaviorist, perspectives in relation Saenz, O. (2004). “Learning
humanist, social cognitivist, humanist, with views of the Theories in Higher
learning, and social learning, and learning process, locus Education,” Level 3: Vol. 2:
constructivist constructivist of learning, and purpose Iss. 1, Article 4. doi:
perspectives perspectives? of education 10.21427/D7S43V. Available
at:
https://arrow.dit.ie/level3/vol2
/iss1/4
13th 6 hrs. Addressing How do teachers Analyze how teachers Situational Film viewing of Learner profile Pritchard, A. (2017). Ways of
14th learner needs, address learner address learner needs, analysis ‘Bad Genius’ learning: learning theories
preferences needs, preferences, preferences, and Film review and learning styles in the
(styles), and and interests in the interests in the classroom. (2nd ed.). London
interests in the classroom? classroom and New York: Routledge.
classroom (Read learning styles, pp. 41-
How does motivation Examine the role of 56 and brain-based learning
affect learning in its motivation in realizing and other new understanding,
many ends? the many ends of pp. 86-102.)
learning
Seifert, K. & Sutton, R.
(2009). Educational
psychology. (2nd ed.). Zurich,
Switzerland: Jacobs
Foundation. (Read student
motivation, pp. 109-137.)
15th Research Break

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 16th
17th Quan-Qual Paper Presentations
18th Final-Term Examination

Course References
Basic References Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth.

Pritchard, A. (2017). Ways of learning: learning theories and learning styles in the classroom. (2nd ed.). London and New York: Routledge.
Other References Ashworth, F., Brennan, G., Egan, K., Hamilton, R., & Saenz, O. (2004). “Learning Theories in Higher Education,” Level 3: Vol. 2: Iss. 1, Article 4.
doi: 10.21427/D7S43V. Available at: https://arrow.dit.ie/level3/vol2/iss1/4

Lightbown, P.M. & Spada, N. (2011). How languages are learned. (3rd ed.). UK: Oxford University Press.

Mowrer, R. R. & Klein, S. B. (Eds.). (2001). Handbook of contemporary learning theories. New Jersey: Lawrence Erlbaum Associates, Publishers.

Seifert, K. & Sutton, R. (2009). Educational psychology. (2nd ed.). Zurich, Switzerland: Jacobs Foundation.

The Philippine Professional Standards for Teachers

Requirements and Grading System
Policies (As agreed by the class)
Course Requirements and Policies
Position papers 20%
Case reports 20%
Proposal/final paper (quan-qual) 30%
Midterm/final-term examinations 30%
1. Class starts after the 15-minute grace period. You are all expected to be in your seats as your attendance shall be checked strictly.
2. Tardiness of three sessions is equivalent to a 6-hour absence in the course. As much as possible, exhibit interest and enthusiasm
in attending your sessions so you can make the most out of your time. Incurring more than three absences shall mean automatic
withdrawal from the course.
3. The first 1 and 1/2 hours (inclusive of the grace period) of the session is dedicated to lecture-discussions and group circles in
unpacking a needs-based approach to course facilitation. The remaining 1 and 1/2 hours is designed for the assessment tasks.
Activities are negotiable (the minimum requirement given course outcomes has still to be met) depending on what is more
appropriate as deemed important by everyone.

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 4. Flexible learning activities shall also be provided where you can accomplish coursework online/offline. You shall be directed to
useful links to optimize learning in the different modalities.
5. Plagiarism shall in way be tolerated in the course. When essentially needed, you all have to give credit to where it is due in
scholarly writing.
6. More than the compliance of requirements, you are all enjoined to share your feedbacks so we can improve the facilitation of
the course. Hence, everything we do as teachers is a work in progress.
7. Others as agreed upon by the class
Consultation Period By appointment

Prepared by: Approved:

Christian Amiel E. Narciso Christian Amiel E. Narciso

Faculty Chairperson

Reference Code: To be accomplished by the Office of Curriculum Audit and Internal

Evaluation Dr. Yolanda G. Gadon
Dean
Revision: To be accomplished by the Office of Curriculum Audit and Internal Evaluation

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