Draft PSG For The Bachelor of Technical Vocational Teacher Education Program PDF

Draft as of Nov.
16, 2016
CHED MEMORANDUM ORDER (CMO)

No. _____
Series of______
SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF

TECHNICAL-VOCATIONAL TEACHER EDUCATION (BTVTE) PROGRAM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise
known as the “Higher Education Act of 1994,” and in pursuance of an outcomes-based
quality assurance system as advocated under CMO 46 s. 2012, the following policies,
standards and guidelines (PSGs) are hereby adopted and promulgated by the
Commission:
ARTICLE I
INTRODUCTION
Section 1 Rationale
Based on the Guidelines for the Implementation of CMO 46, series 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-
based education.” It specifies the ‘core competencies’ expected of Bachelor of
Technical-Vocational Teacher Education (BTVTE) graduates “regardless of
the type of Higher Education Institution (HEI) they graduate from.” However, in
“recognition of the spirit of outcomes-based education and of the typology of
HEIs,” this PSG also provides “ample space for HEIs to innovate the curriculum
in line with the assessment of how best to achieve learning outcomes in their
particular contexts and their respective missions.”
Quality pre-service teacher education is a key factor in the quality of Philippine

education. In the Philippines, the pre-service preparation of teachers is a very
important function and responsibility that has been assigned to higher
education institutions. All efforts to improve the quality of education in the
Philippines are dependent on the service of teachers who are properly
prepared to undertake the various important roles and functions of teachers.
As such, it is of utmost importance that the highest standards are set in defining
the objectives, components, and processes of the pre-service technical teacher
education curriculum.
The main concern of the BTVTE program is the preparation of teachers in TLE
for Grades 9-10, senior high school for the Technical-Vocational Livelihood
(TVL) track, technical-vocational education and training (TVET), and for
higher education institutions offering BTTE and other allied programs.
This group of teachers is equipped not only with strong theoretical

understanding of teaching and technology, but also with practical exposure in
industry. Specifically, the BTVTE Program is expected to produce teachers who
can assume the following major roles:
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Draft as of Nov. 16, 2016
a. effective synthesizers of organized knowledge to allow analytical and

critical thinking;
b. efficient and effective promoters and facilitators of learning to enable the
learners to develop to the fullest their potential for a continuing pursuit of
lifelong learning;
c. committed humanists whose clear understanding and appreciation of
human ideals and values inspire learners to realize their potential;
d. model teachers with high regard for learning imbued with proper work
attitude and values as practiced in industry; and
e. nationally certified trainers in their fields of specialization
ARTICLE II
AUTHORITY TO OPERATE
Section 2 Government Recognition
All Higher Education Institutions (HEIs) intending to offer Bachelor of

Technical-Vocational Teacher Education (BTVTE) must first secure proper
authority from the Commission in accordance with these PSGs.
ARTICLE III
GENERAL PROVISIONS
Section 3 This Article provides minimum standards and other requirements and
prescriptions. The minimum standards are expressed as a minimum set of
desired program outcomes which are given in Article IV Section 6. The
Committee designed a curriculum to attain such outcomes. This curriculum is
shown in Article V Section 9 as a sample curriculum. The number of units of
this curriculum is here prescribed as the “minimum unit requirement” under
Section 13 of RA 7722. In designing the curriculum the Committee employed a
curriculum map which is shown in Article V Section 10 as a sample curriculum
map.
Using a learner-centered/outcomes-based approach, the Commission also

determined appropriate curriculum delivery methods shown in Article V
Section 11. The sample course syllabi given in Article V Section 12 show some
of these methods.
Based on the curriculum and the means of its delivery, the Committee
determined the physical resource requirements for the library, laboratories
and other facilities and the human resource requirements in terms of
administration and faculty. See Article VI.
Section 4 The HEIs are allowed to design curriculum suited to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum set of outcomes, albeit by a different route.
In the same vein, they have latitude in terms of curriculum delivery and in
terms of specification and deployment of human and physical resources as long
as they can show that the attainment of the program outcomes and satisfaction
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of program educational objectives can be assured by the alternative means they
propose.
The HEIs can use the CHED Implementation Handbook for Outcomes-Based
Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in
making their submission for Sections 18-23 of Article VII.
These PSGs reflect the reforms toward outcomes-based education, the K to 12

Curriculum and the New GE program per CMO No. 20, series of 2013.
ARTICLE IV
PROGRAM SPECIFICATION
Section 5 Program Description
5.1. Degree Name

The program shall be called Bachelor of Technical-Vocational Teacher
Education (BTVTE).
5.2. Nature of the Field of Study

The BTVTE program is an undergraduate teacher education program that
equips learners with adequate and relevant competencies in the area of
technical and vocational teacher education.
5.3. Program Goals

The BTVTE program aims to develop highly competent and motivated
teachers in technical and vocational education in their area of specialization.
The technical and vocational teacher education curriculum shall impart a

body of knowledge, skills, attitudes, values and experiences that will provide
prospective Grade 9-10 TLE Teachers, Senior High School teachers for the
Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members
in higher education institutions with the necessary competencies essential
for effective teaching. Graduates of BTVTE are considered to have satisfied
the TESDA requirement for Trainers’ Methodology and so need not take
the TM assessment after passing the Licensure Examination for Teachers.
5.3.1 The specified body of knowledge, skills, attitudes, values and

experiences shall include the following:
A. A general education component, consistent with CMO No.

20, series of 2013.
B. A professional education component to include courses

under three broad categories: 1) theory and concept
courses, 2) pedagogical content knowledge, and 3)
experiential learning courses.
The theory and concept courses provide the broad

frameworks within which students can understand,
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rationalize, and reflect on the various methods, strategies,
processes, issues and other matters related to the teaching
profession.
C. The pedagogical content knowledge courses aim to develop

in students a wide range of skills to facilitate and evaluate
learning among diverse types of students in a variety of
learning environments. ICT-integration in teaching is an
essential part of the methods and strategies courses to equip
the teacher with competencies on the use of technology in
teaching-learning.
D. The pedagogical content knowledge is based on the

Philippine TVET Trainers’ Qualification Framework
(PTTQF). PTTQF ensures consistent delivery of quality
training services across the country. It aims to qualify and
certify prospective Grade 9-10 TLE, TVET and Senior High
School teachers for the Tech-Voc Livelihood track to ensure
their competence in trade qualifications, and training and
assessment methodologies.
E. Experiential learning courses are intended to provide

students with practical learning experiences in which they
can observe , verify, reflect on and actually experience
different components of the teaching –learning processes
in actual school setting.
F. A specialization component that includes industry exposure

to equip the pre-service teacher with in-depth knowledge of
the content and specified skills in the major field.
5.4. Specific Professions/Careers/Occupations for graduates

After completion of all academic requirements of the program, graduates of
the BTVTE should be able to practice the teaching profession in the field of
specialization. Graduates will also qualify as TVET trainers and assessors.
They may also practice careers in various sectors of industry as
entrepreneurs or as employees or as TVI administrators.
5.5. Allied Fields

Technical Teacher Education is an allied discipline which draws from many
of the basic disciplines in the social sciences, science and math, engineering
and technology, and related fields humanities.
Section 6 Program Outcomes

The minimum standards for the BTVTE program are expressed in the following
minimum set of learning outcomes:
6.1 Common to all programs in all types of schools

The BTVTE graduates have the ability to
a. articulate and discuss the latest developments in the specific field of
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practice(PQF level 6 descriptor)
b. effectively communicate orally and in writing using both English and
Filipino
c. work effectively and independently in multi-disciplinary and multi-
cultural teams(PQF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility
e. preserve and promote “Filipino historical and cultural heritage” (based
on RA 7722)
6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities.
6.3 Specific to a sub-discipline and a major (Technical -Vocational Teacher

Education)
a. Demonstrate the competencies required of the Philippine TVET Trainers
–Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful & knowledge and skills in
any of the specific fields in technical and vocational teacher education
c. Apply with minimal supervision specialized knowledge and skills in
any of the specific fields in technical and vocational teacher education;
d. Demonstrate higher level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning;
e. Manifest a deep and principled understanding of the learning processes
and the role of the teacher in facilitating these processes in their
students;
f. Show a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes;
g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches); and
h. Reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the content/subject
matter, and other factors affecting educational processes in order to
constantly improve their teaching knowledge, skills and practices.
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6.4 Common to a horizontal type as defined in CMO 46, 2012
a. BTVTE graduates of professional institutions demonstrate a service

orientation in one’s profession,
b. BTVTE graduates of colleges participate in various types of employment,
development activities, and public discourses, particularly in response to
the needs of the communities one serves
c. BTVTE graduates of universities participate in the generation of new
knowledge or in research and development projects in technical
education.
Graduates of State Universities and Colleges (SUCs) must, in addition, have the
competencies to support “national, regional and local development plans”
(RA7722).
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
Section 7 Sample Performance Indicators
Program Outcomes Performance Indicators

a. Demonstrate the competencies  Conduct technical training and competency
required of the Philippine TVET assessment;
Trainers –Assessors Qualifications  Design and develop curriculum, courses and
Framework (PTTQF). instructional materials;
 Supervise and mentor technical students;
 Extend the body of knowledge in the field of
technical-vocational education and training.
b. Demonstrate broad, meaningful and  Demonstrate competence/ and mastery in
coherent knowledge and skills in any meaningfully teaching the subject/ area of
of the specific fields in technical and specialization;
vocational teacher education.  Adapt processes that facilitate the teaching-
learning of the subject;
 Relate lesson with other lessons in the course
and with other disciplines.
c. Apply with minimal supervision  Demonstrate competence in applying
specialized knowledge and skills in specialized knowledge and skills with
any of the specific fields in technical confidence;
teacher education;  Demonstrate mastery in teaching the subject
d. Demonstrate higher level literacy,  Develop one’s own learning strategies to

communication, numeracy, critical attain a learning outcomes;
thinking, learning skills needed for  Reflect on learning strategies and skills to
higher learning. continuously improve on them;
 Communicate ideas clearly and accurately in
oral and written form;
 Make sound judgment and decision after
critical evaluation of ideas.
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e. Manifest a deep and principled  Facilitate learning by applying time-tested
understanding of the learning principles of learning;
processes and the role of the teacher  Employs interactive, collaborative, integrative,
in facilitating these processes in their and reflective teaching-learning activities;
students.  Teach based on sound principles and
philosophies of education;
f. Show a deep and principled  Relate teaching-learning to the historical,
understanding of how educational social, cultural and political context;
processes relate to larger historical,  Show how historical, social, cultural and
social, cultural, and political political processes impact on teaching-
processes. learning;
g. Apply a wide range of teaching process  Use varied teaching approaches and
skills (including curriculum strategies relevant to the subject/ area of
development, lesson planning, specialization;
materials development, educational  Implement effectively the curriculum and
assessment, and teaching assess its relevance and responsiveness to the
approaches). needs of the clientele;
 Observe alignment of outcomes, teaching-
learning activities and assessment tasks in
lesson planning;
 Use appropriate traditional and authentic
assessment tools to assess learning and to
inform instruction;
 Utilize varied and appropriate instructional
technology to facilitate and enrich instruction;
h. Reflect on the relationships among the  Integrate principles of teaching and learning,
teaching process skills, the learning theories on human development and social
processing in the students, the nature context of the learner for relevant and
of the content/subject matter, and effective teaching.
other factors affecting educational  Practice reflective teaching
processes in order to constantly  Adapt innovative learning practices
improve their teaching knowledge,
skills and practices.
ARTICLE V
CURRICULUM
Section 8 Curriculum Description

The BTVTE program is composed of a minimum of 164 units which comprises
of General Education Courses-36 units, Professional Education Courses-42
units, Major Courses-63 units, mandated courses-14 units, and industry
immersion, for a total of 164 units
Section 9 Sample Curriculum

Higher Education Institutions offering the BTVTE program may exercise
flexibility in their curricular offering. However, the following courses are
prescribed as minimum requirements to be implemented.
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9.1 Components
SUMMARY OF UNITS OF THE BACHELOR OF

TECHNICAL-VOCATIONAL TEACHER EDUCATION PROGRAM
Courses Units Pre-requisite Total

General Education Courses (CMO No. 20,
36 units
series of 2013)
Core Professional Education Courses 60 units
A. FOUNDATION COURSES/THEORIES AND 12 units
CONCEPTS COURSES
1. The Child and Adolescent Learner and 3
Learning Principles
2. The Teaching Profession 3
3. The Teacher and the Community, School 3
Culture and Organizational Leadership
with focus on the Philippine TVET
System*
4. Foundation of Special and Inclusive 3
Education (new mandated)
B. PEDAGOGICAL CONTENT KNOWLEDGE 21 units
(PCK) COURSE
5. Facilitating Learner-Centered Teaching 3
The Learner-Centered Approaches with
Emphasis on Trainers Methodology I*
6. The Andragogy of Learning Including 3
Principles of Trainers’ Methodology I
(Additional Course)*
7. Assessment of Learning 1 3
8. Assessment of Learning 2 with focus on 3
Trainers Methodology I & II*
9. Technology for Teaching and Learning 1 3
10. Curriculum Development and Evaluation 3
with Emphasis on Trainers Methodology
II*
11. Building and Enhancing Literacy Across 3
the Curriculum with Emphasis on the
21st Century Skills*
C. EXPERIENTIAL LEARNING COURSES 12 units
12. Field Studies 6
13. Practice Teaching 6
D. ADDITIONAL COURSES 15 units
14. Technology Research 1 (Methods of 3
Research)
15. Technology Research 2 (Undergraduate 3
Thesis/Research Paper/ Research
Project)
16. Work-based Learning with Emphasis on 3
Trainers Methodology
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17. Technology for Teaching and Learning in 3
TLE (Required ICT Subject)
18. Supervised Industrial Training 3
57 units of major courses from any of the 57
following areas under IA/HE/ICT/AFA (ex:
BTVTE Major in Automotive Technology)
INDUSTRIAL ARTS (any of the following
Majors)
Automotive Technology
Electronics Technology 57
Electrical Technology 57
Mechanical Technology 57
Mechanical Technology (Machining) 57
Civil and Construction Technology 57
Drafting Technology 57
Welding and Fabrication Technology 57
Heating, Ventilating and Air-conditioning
Technology 57
HOME ECONOMICS AND RELATED TRADES
(any of the following Majors)
Food and Service Management 57
Clothing 57
Handicraft 57
Tourism 57
Fashion and Garments Technology 57
Hotel and Restaurant Services 57
Beauty Care and Wellness 57
Cosmetology 57
Health and Other Community
Development Services 57
Supervised Industry Services
INFORMATION AND COMMUNICATIONS
TECHNOLOGY (any of the following Majors)
Information and Communication
Technology 57
Animation 57
Computer Hardware Servicing 57
Telecom and OSP Installation 57
Contact Center Services 57
AGRI-FISHERY and ARTS (any of the following
Majors)
Agricultural Crops Technology 57
Fishery and Fish Processing Technology 57
Animal Production 57
Aquaculture 57
Horticulture 57
Mandated Courses
Physical Education 1-4 8
NSTP 1& 2 6
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SUMMARY
General Education Courses 36 units
Professional Education Courses with Additional Courses 60 units
Major Courses 57units
Physical Education 8 units
NSTP 6 units
TOTAL 167 units
a. Other additional areas of specialization may be offered by HEIs provided that

they follow the prescribed General and Professional Education requirements
under this CMO subject to the approval of the Office of Programs and Standards.
b. 240 hours supervised industrial training in areas related to specialization
9.2 Program of Study
Distribution of Courses
1st Semester 2nd Semester
FIRST YEAR
Understanding the Self 3 The Contemporary World 3
Readings in Phil History 3 Math, Science and Technology 3
(Elective)
Math in the Modern World 3 Arts and Humanities( Elective) 3
Science and Technology 3 Social Sciences and Philosophy 3
(Elective)
Purposive Communication 3 Ethics 3
Art Appreciation 3 The Child and Adolescent Learner and 3
Learning Principles
Life and Works of Rizal 3 The Teaching Profession 3
NSTP 1 3 NSTP 2 3
Physical Education 2 Physical Education 2
Total 26 Total 26
SECOND YEAR
Facilitating Learner-Centered 3 The Teacher and the Community, 3
Teaching: School Culture and Organizational
The Learner-Centered Approaches Leadership with focus on the
with Emphasis on Trainers Philippine TVET System
Methodology I
Technology for Teaching and Learning 3 Technology for Teaching and Learning 3
1 2
Building and Enhancing Literacy 3 Curriculum Development and 3
Across the Curriculum with Emphasis Evaluation with Emphasis on Trainers
on the 21st Century Skills Methodology II
The Andragogy of Learning Including 3 Foundation of Special and Inclusive 3
Principles of Trainers’ Methodology I Education (new mandated)
Assessment of Learning 1 3 Assessment of Learning 2 with focus 3
on Trainers Methodology I & II
Major/Specialization 1 3 Major/Specialization 3 3
Major/Specialization 2 3 Major/Specialization 4 3
Major /Specialization 5 3 Major /Specialization 6 3
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Physical Education 2 Physical Education 2
Total 26 Total 26
THIRD YEAR
Technology Research 1 (Methods of 3 Technology Research 2 3
Research) (Undergraduate Thesis/Research
Paper/ Research Project)
Major/Specialization 7 3 Work-based Learning with Emphasis 3
on Trainers’ Methodology
Major/Specialization 8 3 Major /Specialization 14 3
Major /Specialization 9 3 Major/Specialization 15 3
Major /Specialization 10 3 Major/Specialization 16 3
Major/Specialization 13 3 Major /Specialization 19 3
Total 24 Total 24
FOURTH YEAR
Field Study 1-6 6 Practice Teaching 6
Supervised Industrial Training 3
TOTAL 9 Total 6
Section 10 Curriculum Map
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Specialization: Food Service Management
SAMPLE CURRICULUM MAP

PROGRAM OUTCOMES
PO PO PO PO PO PO PO PO PO PO PO
FSM Major Subjects 1 2 3 4 5 6 7 8 9 10 11
FSM 111 - Occupational Safety

and Health Practices I I D I D P P D D P P
FSM 112 - Food Selection,
Preparation I I D I D P P D D P P
FSM 121 - Meal Management I I D I D P P D D P P
FSM 122 - Basic Baking I I D D I P P I D P P
FSM 211 - Food Processing,
Packaging and Labeling I ID I O I IP P DP ID D DP
FSM 212 - Advance Baking I I D D I P P I D P P
FSM 221 - International Cuisine I I D D D P P I D P P
FSM 222 - Quantity Cookery P I ID I D DP DP DP D IP DP
FSM 311 - Cafeteria and Catering
Management P I ID I D DP DP DP D IP DP
FSM 312 - Bartending and Bar
Management I I D D D P D D P P P
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Legend: I – Introduced (The students gets introduced to concepts/principles).
P – Practiced (The students practices the competencies with supervision).
D – Demonstrated (The students demonstrate the competencies across different
settings with minimal supervision.)
Section 11 Sample Means of Curriculum Delivery

11.1Lecture
11.2 Laboratory Works
11.3 Discussion
11.4 Exercises/Demonstration
11.4 Interactive Learning
11.5 Collaborative Learning
11.6 Problem-Based Learning
11.7 Project-Based Learning
11.8 Reporting
11.9 Multimedia Presentation
11.10 Reading and Writing
11.11 Library Works
11.9 Field Works
11.10 Interview
Section 12 Sample Syllabi for Selected Core Courses

(Please see attached Annexes)
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
The primary responsibility for the preparation of technical-vocational
education teachers within a college or university shall be exercised by a clearly
defined and organized administrative and instructional unit such as a college,
institute, school, department or division of education.
A. Dean/Department Head
A Dean/Department Head shall be employed and assigned full-time to
provide leadership and direction to the education
unit/division/department/college of the school and who shall have the
following qualifications:
1. Holder of a doctoral degree preferably DTE or Ph. D. or Ed.D. in any
of the areas of specialization in the program.
2. With at least three (3) years of very satisfactory teaching experience
in a technology/teacher education institution
3. With at least three (3) years of very satisfactory supervisory
experience.
A full-time Dean is one whose services are available for at least 30 hours a
week and who carries a regular teaching load in accordance with the
institutional policy.
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Responsibilities of a Dean /Department Head
The Dean/Department Head shall have the following functions and

responsibilities:
1. Assists in the formulation of institutional policies;
2. Exercises educational leadership among the faculty by:
a. initiating and instituting faculty and staff development programs;
b. recommending the appointment, promotion or separation of
faculty and non-teaching personnel in the institution; and
preparing and recommending the teaching load of the faculty
members, and directing and assigning them to advise students in
their program of studies
3. Coordinates and facilitates student personnel services and practicum

experiences;
4. Plans a program of curriculum development with the assistance of
qualified faculty members;
5. Institutes a definite program of supervision and of other
administrative support services aimed at upgrading the quality of
instruction;
6. Assists in the budget preparation and financial management of the
College;
7. Initiates programs in research and extension services through
networking, linkages, consortia, etc.
Section 14 Faculty
Members of the faculty should have academic preparation and experience
appropriate to teaching technical and vocational teacher education courses.
A. General Requirements
1. As a general rule, master’s degree in education or in an allied discipline
is required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have
appropriate master’s degree in the field they are assigned to teach.
3. Have at least one (1) year of very satisfactory teaching experience in any
technical-vocational or technological institution.
B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following
qualifications:
1. Holder of valid certificate of registration and professional license as
provided for in Section 11 of RA 8981.
2. Holder of Master’s degree in Education or in any allied fields.
C. Qualifications of Technology Instructors/Professors

1. Holder of at least Masters Degree in Industrial Technology or its
equivalent or anyone who has proven expertise and years of industry
experience in a specific area of specialization.
2. Holder of at least NC-II
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3. Must be compliant with the training regulations of TESDA.
D. Load/Employment Status
1. Salary rates of faculty members should be commensurate with their
rank, academic preparation, experience in instruction and research, and
at least comparable with those of other faculty members who teach
other baccalaureate courses.
2. At least 60% of the technical teacher education courses shall be taught
by full-time instructors in the institution.
3. The regular teaching load of the technical teacher education faculty shall
not exceed twenty-four (24) units for one preparation, twenty-one (21)
units for two preparations; and eighteen (18) units for 3 or more
preparations and in accordance with institutional policy
4. A regular faculty member who is assigned as a Student Teacher
Supervisor/Practicum Coordinator shall plan, supervise, and evaluate
student teaching experience and provide advice and counseling.
E. Faculty Rank
Education faculty shall be assigned academic ranks in accordance with their
educational preparation, industrial experience, teaching experience,
continuing professional growth and other criteria, which the individual
institutions may require.
Section 15 Library
A. Refer to the requirements for academic library common to all
B. Instructional Standards
1. Technical-Vocational Teacher Education institutions shall maintain high
standards of instruction, utilizing a variety of appropriate emerging
instructional technology procedures, which contribute to the
effectiveness of the technical teacher education students' preparation.
2. A system of supervision shall be instituted and implemented for the
purpose of evaluating teacher competence.
3. The Technical-Vocational Teacher Education institution may adopt
textbooks which are of recent edition reflecting the current trends in
teaching and learning methods and content, which do not violate the
laws of the Philippines and preferably written by Filipino authors.
4. The institution shall provide for a systematic and continuing plan of
evaluation of student progress through a marking system that is
consistent and consonant to the objectives set by the institution.
Institutional policies shall be made known to the technical teacher
education students to serve as their guide in preparing for the courses.
The grade or rating of a student in each course shall be fair and just and
shall reflect proficiency in the subject based on reasonable rules and
standards of the school.
Section 16 Laboratory and Physical Facilities

1. A practicum laboratory in technology education shall be maintained within
or outside the campus through appropriate linkages, networking or
consortium.
2. Specialized laboratories shall be maintained for the major fields.
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3. The technology facilities and requirements shall be based on the training
regulations set by TESDA.
Section 17 Admission and Retention Requirements
This is offered to only to senior high school graduates of the Tech-Voc Track
who meet the admission requirements set by the College. The program of study
for the General Education courses is based on CMO No. 20, series of 2013 and
Professional Education subjects is based on the revised undergraduate teacher
education curriculum. The technology specialization subjects, on the other
hand, are based on competency standards indicated in the Training Regulations
of the Technical Education and Skills Development Authority (TESDA).
A. Every student has the right to enroll in any school, college or university
upon meeting its specific requirements and reasonable regulations. The
student is expected to complete the course without prejudice to the right to
transfer except in disciplinary cases and/or academic delinquency.
B. As a general rule, no applicant shall be enrolled in any approved course
unless proper credentials as prescribed are submitted to the institution
during the enrollment period.
C. All Technical-Vocational Teacher Education institutions must have a system
of selective admission and retention of students to ensure that those who
enter the teaching profession possess a reasonably high level of scholastic
achievement and the appropriate aptitudes, interests, and personality traits.
There shall be well-defined criteria for admission into the programs for
technical teacher education:
1. Student applicants into the BTVTE program must be high school
graduates with at least a grade point average of 85% as reflected in their
Form 138.Institutions shall apply specific criteria for
admission/retention of candidates to determine specific fields of
specialization/concentration and promotion to the next curriculum year.
Section 18 Research and Productivity Scholarship
1. Technical Teacher preparation courses shall develop in the faculty and the
students an attitude of inquiry and willingness to test theory against the
evidence of existing classroom practices.
2. The strength of a technical and vocational teacher education institution shall

be based on the quality and quantity of research work undertaken or
currently being undertaken by teacher education faculty members and on
the kind of institutional administrative and financial support given to such
undertakings.
3. Scholarly works and reports of research activities shall be established and

disseminated within and outside of the institution to encourage exchange of
ideas, research findings, and development in technical teacher education.
4. Faculty members actively engaged in relevant and significant research work

in technical and vocational teacher education shall be afforded special
privileges and benefits such as reduced teaching load and/or its equivalent.
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Section 19 Residence and Unit Requirements

No student shall be permitted to take any subject without passing the
prerequisite subjects.
Section 20 Voluntary Accreditation
While the foregoing are the minimum rules and standards, technical teacher
education institutions are enjoined to undertake continuing improvement
through voluntary accreditation with any of the accrediting bodies recognized
by the Commission on Higher Education.
Section 21 Graduate Education

Master and doctoral courses in technical and vocational teacher education shall
be governed by the Policies and Standards for Graduate Education as embodied
in CHED Memorandum Order No. 53, series of 2007, and succeeding issuances
on graduate education.
ARTICLE VII
COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall
develop the following items which will be submitted to CHED when they apply for a permit
for a new program or the approval of the transformation of existing programs to outcomes-
based framework:
Section 22 The complete set of program outcomes, including its proposed additional
program outcomes.
Section 23 Its proposed curriculum and its justification including a curriculum map.
Section 24 Proposed performance indicators for each outcome. Proposed measurement

system for the level of attainment of each indicator.
Section 25 Proposed outcomes-based syllabus for each course.
Section 26 Proposed system of program assessment and evaluation
Section 27 Proposed system of program Continuous Quality Improvement (CQI).
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
Section 28 Transitory Provision
All private HEIs, State Universities and Colleges (SUCs) and Local Universities
and Colleges (LUCs) with existing authorization to operate the Bachelor of
Technical Teacher Education (BTTE) program are hereby given a period of
three (3) years from the effectivity thereof to fully comply with all the
Page | 16
requirements in this CMO. However, the prescribed minimum curricular
requirements in this CMO shall be implemented starting Academic Year 2018-
2019.
For violation of this Order, the Commission may impose such administrative
sanction as it may deem appropriate pursuant to the pertinent provisions of
Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as
the Higher Education Act of 1982, Section 24 and 101 of the Manual of
Regulations for Private Schools (MPRS), and R.A. _____and other related laws.
Section 29 Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not
affect the remaining provisions.
All CHED issuances or part thereof inconsistent with the provision in this CMO
shall be deemed modified or repealed.
Section 30 Effectivity Clause

This Order shall take effect after its publication in the Official Gazette or
Newspaper of General Circulation.
Quezon City, Philippines, _________________________
PATRICIA B. LICUANAN, Ph.D.

Chairperson
Page | 17
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Specialization: Food Service Management
SAMPLE COURSE SYLLABUS

Course Name: FSM 6: Advanced Baking
Course Credits 5 units
Course Description This course deals with baking both for home and commercial purposes. It emphasizes the baking of breads,
pastries, cookies and cakes, and cake decoration. It will also provide skills to students for baking opportunities.
Contact Hours 9 hours/week
Prerequisite FSM 1, FSM 2 and FSM 4
Course Objectives This course intends to :
1. enhance students’ skills in baking that would help them become productive in the future
2. teach students to apply the proper mixing techniques in baking different recipes
3. enable students, to help in their own small ways, in the economic development of the country
4. help students develop interest and fulfillment in baking as an occupational possibility
4. develop in students appreciation of the value of baking
COURSE OUTLINE AND TIME FRAME

Course Content/Subject Matter
Week 1-18 Unit 1: History of Baking
I. Unit I Yeast Bread
A. Wheat Flour
1. Bread Flour
2. All Purpose Flour
3. Cake Flour
B. Liquid used in Baking
1. Milk
2. Fruit Juices
C. Sugar
1. Granular sugar
2. confectioner’s sugar
Page | 18
3. Brown sugar
D. Eggs
1. leavening agent
2. flavor
3. nutritive value
E. shortenings
1. Lard
2. Butter
3. Hydrogenated Veg. Oil
4. Edible Tallow
F. Leavening Agents
1. Physical leaveners
2. Biological
3. Chemical Leavening agents
G. Flavoring
1. Cocoa
2. Coffee
H. Pandesal
Unit II. Lean Dough

A. Different kinds of Bread
B. Characteristics of Lean Dough
Unit III: Basic Sweet Dough

A. Chees roll
B. Cream Puffs
C. Eclaire
Unit IV. Foam Type Cakes

A. Sponge Cake
B. Meringue
C. Angel Cake
Page | 19
Unit V. Chiffon Cake

A. Orange Chiffon
B. Chocolate Chiffon
Unit VI. Specialty Cakes

A. Butter Cake
B. Chocolate Cake
C. Mocha Cake
D. Upside down Cake
Unit VII. Cake Icing and Frostings

A. cooked Icing
B. uncooked icing
C. Fondant
D. Gum paste
Page | 20
I. Course No. and Title: FSM 6 - Advanced Baking

Pre-requisite: FSM 1, FSM 2
Sample Learning Plan

Desired Learning Outcomes Course Textbooks/ Outcome-Based Assessment of Learning Resource Time
(DLO) Content/Subject References Teaching And Outcomes Materials Table
Matter Learning (OBTL)
At the end of the unit, the Unit I Baticados, H. Lecture/Discussion

students must have: Yeast Bread (1996) Baking Asking Question
1. Determined the nature Basic and Some Demonstration 9 hrs. lect.
and characteristics of Bake Products. Laboratory
yeast as a leavening agent. Manila Philippines: Baking utensils and
2. Used the different ways of Rex Bookstore Inc. baking equipment
mixing dough.
3. Enhanced skills and
arouse interest in creating
variations on the basic
recipes for bread.
At the end of the unit, the Unit 2: Baticados, H. Lecture/Discussion Short test Chalkboard
students must have: Lean Dough (1996) Baking Asking Question performance Pandesal and lap top 6hrs lect.
1. Determined the recipe for Basic and Some Demonstration test and projector
lean dough. Bake Products. Laboratory Baking utensils 12 hrs lab.
2. Baked pandesal Manila Philippines: Baking Breads and baking
3. Enhanced skills and Rex Bookstore Inc. equipment
arouse interest in creating
variations on the basic
recipes for lean dough.
At the end of the unit, the Unit 3: Baticados, H. Lecture/Discussion Short test Ensaymada Chalkboard
students must have: Basic Sweet Dough (1996) Baking Laboratory performance and lap top 6hrs.lect.
1. Defined sweet dough. Basic and Some Baking Breads test and projector
2. Differentiated lean dough Bake Products.
from the sweet dough. Manila Philippines:
3. Baked ensaymada and Rex Bookstore Inc. Hopia 12hrs lab
coffee cakes.
4. Enjoyed baking sweet
dough recipes.
Page | 21
At the end of the unit, the Unit4 Baking Basic and Lecture/Discussion Short test Sponge cake Chalkboard
students must have: Foam Type Cakes some Bake Question and answer performance and lap top 9hrs lect.
1. Defined what foam cakes Products, Haidee Brainstorming test Brazos and projector
are. Baticados 1996 Cooking and Baking utensils
2. Determined the nature Baking sponge cakes Chocolate cake and baking 18hrs lab
and characteristics of equipment
foam.
3. Used skillfully beaten egg
whites as learning agents
in cakes.
4. Baked sponge cakes.
5. Showed interest and
enthusiasm in baking
sponge cakes
At the end of the unit, the Unit 5: Baking Basic and Demonstration Lesson Short test Chalkboard
students must have: Chiffon Type Cake some Bake Lecture/Discussion performance Chiffon cake and lap top
1. Determined the Products, Haidee Interactive participation test with cooked and projector 6hrs lect.
characteristics of chiffon Baticados 1996 Baking chiffon cakes icing Baking utensils
type cakes. Marble cake and baking
2. Differentiated chiffon equipment 18hrs lab
types cakes from butter
and foam types cakes.
3. Baked chiffon cake.
4. Expressed willingness to
accept criticism and
suggestions.
At the end of the unit, the Unit 6: Baking Basic and Demonstration Lesson Short test Chalkboard
students must have: Specialty Cakes some Bake Power point performance Upside down and lap top
1. Generated new ideas and Products, Haidee presentation test cake custard and projector 6hrs lect.
innovation with regard to Baticados 1996 Baking cakes apply icing cake Butter
cake making. and frosting cake with Baking utensils 18hrs lab.
2. Baked specialty like uncooked icing and baking
chocolate cakes with equipment
frosting and butter cakes.
3. Accepted willingly new
ideas and contrast
criticism in baking
specialty cakes.
Page | 22
At the end of the unit, the Unit 7: Baking Basic and Lecture/Discussion Short test Individual Chalkboard
students must have: Cake some Bake Demonstration performance Performance of and lap top 6hrs lect.
1. Identified the nature and Icing/Frosting Products, Haidee Lesson test Chiffon cake, and projector
characteristics of yeast as Baticados 1996 Baking cakes apply icing flowerets, gum
a leaving agent. and frosting paste and Baking utensils 18hrs lab
2. Enhanced skills in Fondant and baking
preparing cakes icings. equipment
3. skillfully applied cake
frosting
4. Enjoyed new ways of
making decorative effects
on icing made on cakes.
Sample Grading Midterm Finals

System Quizzes 20% Quizzes 20%
Long Exam 20% Long Exam 20%
Performance/Projects Performance/Projects
Projects 30% Projects 30%
Performance 30% Performance 30%
TOTAL 100% TOTAL 100%
Page | 23
Course Syllabus Template

Course Name
Technology for Teaching and Learning 1
Course Credits
3 units
Course Description Technology for Teaching and Learning 1 (TTL1). This is a 3-unit introductory course that explores basic knowledge and skills
and values in the use of technology for teaching and learning. This course include ICT Policies and safety issues, media and
technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning
experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal
responsibility.
Contact Hours/week
3 hours
Prerequisite
None
Course Outcomes 1.Explain ICT policies and safety issues as they impact on the teaching-learning process
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and
technologies for teaching learning
3.Integrate media and technology in various content areas
4.Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5.Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
COURSE OUTLINE AND TIMEFRAME

Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Concepts, Principles and Theories as used in Teaching-Learning Processes
Week 3-4 C. ICT Policies and Safety Issues in Teaching and Learning
Week 5-6 D. ICT in Various Content Areas
Week 7-11 E. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
Week 12-15 F. Innovative Technology Tools for Teaching-Learning and Assessment Task
Week 16-18 G. Social, Ethical and Legal Responsibilities in the Use of Technology Tools
Desired Learning Course Content/Subject Textbooks/ References Teaching and Assessme Resource Tim
Outcomes (DLO) Matter Learning nt of Materials e
Activities (TLAs) Tasks Tabl
(ATs) e
Page | 24
1. Understand ICT in
Education
Unit 1- Introduction to Brief Lecture: OHP /
1.1. Define Technology for Teaching With the aid of a Multimedia
basic and Learning powerpoint Projector
concept presentation,
s in provide an
underst A. Basic Concepts to Lucido, P. & Corpuz, B. (2012). Educational technology 2. overview of the Computer /
anding be defined: Quezon City, PH: Lorimar Publishing Co. subject Laptop 1.5
ICT in 1. Technology Technology for hour
Educati 2. Information Anderson, J. (2010). ICT Transforming Education A Regional Teaching and s
on and Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Learning.
Communicatio Education Use a Graphic
n Small Group rating scale organizers
Ballado, R. (2012). Basic concepts in educational technology 1. discussion: Give for the
3. Educational
Manila, PH: Rex Bookstore graphic organizers concept
technology
of the different map
4. Technology, concepts to be developed
Media and defined through by each
Learning the use of concept group.
5. Instructional mapping
System and Whole group
Instructional discussion:
technology Present to the
6. Technology whole class group
Tools outputs.
B. Roles of ICT in
Teaching for Individual
Learning Research:
Encourage
students to
validate the
concept map and
conceptual
definitions
Page | 25
Forum With 3
1.2 Enumerate the Unit 2. ICT Policies and Anderson, J. (2010). ICT Transforming Education A Regional Resource Person: Posting of Freedom hour
national ICT Safety Issues in Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Invite a resource comments Wall in the s
policies Teaching and Learning Education person to talk on ICT policies classroom/
affecting ICT national and in Freedom Blog
classroom A. ICT National or Lucido, P. & Corpuz, B. (2012). Educational technology 2. international Wall/Blog Created and
practices International Policies Quezon City, PH: Lorimar Publishing Co. policies applied to Adminitest
That Are Applicable to teaching and ered by the
Teaching and Learning learning Teacher
Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication

1.3 Describe the B. Safety Issues in ICT Technology for Education Strategic Plan (DepED Group Interviews: Checklist Accomplish
implementation ICT ICT4E Strategic Plan) Executive Summary Organize small on the ed Checklist
policies in teaching- groups to conduct practices
learning interviews and that
• RA 10844, Sec. 3 (An Act Creating the Department of
observations on address Power
ICT, Defining its Powers and Functions, Appropriating
practices that safety point
Funds, and Other Purposes)
address safety issues presentatio
issues in ICT for ns
SEAMEO INNOTECH (2010)
teaching and
learning.
1.4 Identify ICT policies A. U Class Observation Accomplish Class

that are incorporated to C. Uses of ICT (Field Study): ed Observatio
the design and Policies in the Observe how ICT observatio n Guide on
implementation of Teaching and policies are n guide the
teaching-learning Learning utilized in the utilization
activities Environment classroom. of ICT
policies in
the
classroom
Page | 26
2. Identify learning Unit 3. Theories and

theories and principles Principles in the
applied in the use and Use and Design of
design of learning Technology
lessons with Driven Learning
technology Lessons
2.1 Identify A.Learning Theories Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd Active Learning Reflection Blog/
learning and Principles in: edition. Lorimar Publishing Co. with Teacher-Led Posted on Classroom 1.5
principles and 1.Dale’s Cone of Discussion on the Freedom hour
theories Experience (with Dale’s Cone of Blog/Freed Wall s
that are focus on the Experience and om Wall
applied in Traditional how its principles
technology Technologies for and theories are
driven Teaching) utilized in the
teaching- technology-driven
learning teaching and
models. learning
Page | 27
2.TPACK (Technology, Image Analysis: Restricted Video clip 1.5

Pedagogy and Content TPACK in Two Minutes Students analyze Essay hour
Knowledge) https://www.youtube.com/watch?v=FagVSQlZELY and explain the Multimedia s
image/diagram. Projector
Heinich, R. (2003). Instructional media and The teacher
technologies for learning. (7th edition). Upper saddle, synthesizes. Computer
New York: Merril Prentice Hall
A brief lecture on
Newby, T.J. (2011). Educational technology for TPACK
teaching and learning. (4th ed.) Boston: Pearson
Education, Inc.
Roblyer, M.D. (2003). Integrating educational

technology into teaching. (3rd ed.) Upper Saddle, New
York: Merril Prentice Hall
Page | 28
3.ASSURE Model (Analyze Smaldino, et al. (2005). Instructional technology and The Fish Bowl 3
Learners, State Objectives, media for learning, 8th ed. New Jersey: Pearson Activity: Learners hour
Select Methods, Media, & Prentice Hall are given s
Materials, Utilize Media & pp. 53-65 metacards and
Materials, Require Learner asked to write a
Particip ation, Evaluate and question a
Revise) question of
clarification about
the topic (I.e.
questions
concerning the
application of the
topic to practical
concepts). Teacher
draws these
questions from the
bowl and answers
the questions or
asks the class to
answer them.
Think-Pair and Rating Metacards

Share: In pairs, scale on
students will the Fish Bowl
discuss about the ASSURE Container
ASSURE Model lesson
and create their
own ASSURE
lesson
Page | 29
3.Integrate media Unit 4. ICT in Various

and technology in Content Areas
various content A. 21st Century
areas Literacy Skills K to 12 Curriculum Guides (DepEd, 2012) Brief Lecture: Oral Multimedia 2
1.Digital Literacy Explain 21st examinatio Projector wee
3.1 Review Skills Lucido, P. & Corpuz, B. (2012). Educational technology 2. century literacy n ks
teaching plans a. Media Quezon City, PH: Lorimar Publishing Co. skills with Laptop
that require b. Information emphasis on
learners to c. ICT literacy Anderson, J. (2010). ICT Transforming Education A Regional digital literacy and
connect the Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for media information
content of the Education literacy skills.
lesson to
society Williams, M. (2000). Integrating technology into teaching and
learning: An Asia Pacific perspective. Singapore: Prentice Hall
UNESCO (2013). Training Guide on ICT Multimedia Integration

for Teaching and Learning. pp. 56-59
3.2 Introduce B. Technology Enhanced Inquiry-Based Lesson Lesson

sample Teaching Lesson Exemplars Approach: exemplar exemplars
technology- Introduce a analysis
enhanced technology-
lessons to enhanced teaching
support lesson exemplar Demonstra
learning tion Guide
Demonstration:
Demonstrate a Checklist
sample
technology-
enhanced lesson
Page | 30
3.3 Select C.ICT and Conventional http://www.educatorstechnology.com/2012/06/33-digital- Group research multimedia

ICT and Learning Materials to skills-every-21st-century.html and presentation Rubrics equipment
conventional Enhance Teaching Learning on the digital
learning 1. Digital Learning http://www.edtechteacher.org/gafe/ learning materials
materials Resources
designed a. Google Docs
to enhance b. Survey Monkey
teaching- c. Others
learning
2. Conventional Learning
Resources
a. Flip charts
b. Realia
c. Others
3.6 Identify Distance Learning Anderson, J. (2010). ICT Transforming Education A Regional Forum-Discussion: KWL Chart class site
flexible Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Conduct a forum ● What (e.g. google
learning Education about Distance I site,
through Learning KNO weebly,
online Types of Online Distance Melton, R. (2002). Planning and Developing Open and Distance W etc.)
communicatio Learning Learning A Quality Assurance Approach Demonstration ● What 2
ns • Synchronous and hands-on I wee
(synchronous • Asynchronous exploration on the WAN skype ks
/ synchronous and T to
asynchronous asynchronous know
modality) online distance ● What KWL Chart
learning I template
LEAR
NED
Checklist
Page | 31
3.7 Describe Technology Tools in a Smaldino, et al. (2005). Instructional technology and media for Brief Lecture on Paper and
flexible Collaborative Classroom learning, 8th ed. New Jersey: Pearson Prentice Hall the different Pencil Test google docs
learning Environment technology tools
environment in a collaborative
that classroom
enhances environment
collaboration
with Small Group
the use of Discussion-
technology Student Led
tools.
3.8 Reflect on the D. Relevance and Based on the Reflective Situational

use of technology Appropriateness of the Use lesson narrative cases
on its relevance of Technology in Teaching demonstrated, the
and and Learning class will analyze
appropriateness and determine the Rubric on Gibb’s
appropriateness the Reflection
and use of narrative Cycle
technology. template
entries in
Self-evaluation the
Freedom
Wall/Blog
Page | 32
4. Formulate Unit 5. Innovative Smaldino, et al. (2005). Instructional technology and media for Students’ research
teaching-learning Technologies for learning, 8th ed. New Jersey: Pearson Prentice Hall on examples of Reporting Assessment 1
experiences and Teaching-Learning and technology- and tools wee
assessment tasks Assessment Task assisted tools in Feedbackin k
using appropriate and assessment in g
innovative learning
technologies A.Technology-Assisted
Tools in Assessment in
4.1 Identify Learning
Technology-
assisted tools
in
the
assessment
of learning
B.Tools in evaluating http://www.edtechteacher.org/assessment Workshop on the Workshop

appropriate formulation of output
assessment tools (ex. UNESCO (2013). Training Guide on ICT Multimedia Integration tools to evaluate
checklist, rating scale) for Teaching and Learning. pp. 60-63 assessment tools
Angelo, T. and Cross, K.P. (1993). Classroom Assessment

Techniques 2nd Ed.. A Handbook for College Teachers
Demonstrate proficiency Technology- Smaldino, et al. (2005). Instructional technology and media for Lesson planning Rubrics for ASSURE
in the formulation of Enhanced Lesson learning, 8th ed. New Jersey: Pearson Prentice Hall assessing Model
teaching-learning using the ASSURE lesson
experiences using as Technology- plans
innovative technologies Integration Model Critiquing
of lessons
plans
Revising of
lesson
plans
Page | 33
5. Demonstrate social, 1
ethical, and legal Unit 6. Social, wee
responsibility in the Ethical and Legal k
use of technology tools Responsibilities in
and resources the Use of http://www.digitalcitizenship.net/ Lecture- Written Computer/
Technology Tools discussion on the exam laptop
5.1 Show, give and Resources nine elements of Multimedia
examples, digital citizenship projector
observe social, A. Digital Citizenship http://www.eduscapes.com/sessions/socialtech/
ethical, and legal Group research on Rubrics Computers
responsibility in • Nine Elements the social, ethical assessing
the use of of Digital and legal research A
technology tools Citizenship responsibilities in outputs Worksheet
and resources the use of for Talk it
technology tools Out
B. Social, Ethical and and resources by
Legal teachers Scenarios
Responsibilities in the Talk it Out
Use of (from Global
Technology Tools and Digital Citizen
Resources by Teachers Foundation) An
activity on taking
a stance on an
issue and
defending it
Learners are given
a scenario
primarily focusing
on social, ethical
and legal
responsibilities in
the Use of
technology
Analysis of the
different cases
involving social,
ethical and legal
issues on
technology use
Page | 34
5.2 Identify C. Intellectual Property

examples of Rights Applicable to the www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293. Group Research Rubrics RA 8293
compliance of Educational Setting: pdf on the Intellectual assessing Document
IPR in Copyright and Related Property Rights in research An act
educational Rights the Educational presentatio prescribing
setting. Copyright Law (Part IV) Setting ns and the
outputs intellectual
Class presentation property
of research code and
outputs (e.g. establishing
poster, the
infographics, intellectual
hootboard, etc.) property
office,
providing
for its
powers and
functions,
and for
other
purposes
Page | 35
5.3 Enumerate www.safekids.com/kids-rules-for-online-safety Four As Computer /

digital safety D. Digital Safety Rules Activity: You Know Laptop
rules that ● Rule 1: Research before www.educationworld.com/a-tech/tech/tech044.shtml the Rules
ensure child you register (from Global
online safety ● Rule 2: Discriminate www.collegeview.com/articles/artice/smart-students-in-a- Digital Citizenship
and prevent ● Rule 3: Think before digital-world Foundation) Multimedia
cyberbullying typing Learners imagine Projector
● Rule 4: Require ID that they can draft Class
● Rule 5: Trust your gut three rules that formulated
every digital Guide on
citizen must Digital
follow. What Safety
would they make Rules
and why?
Abstraction,
Analysis &
Application
Forum Discussion
on the digital
safety rules
5.4 Discuss E.Cyberbullying https://www.stopbullying.gov/cyberbullying/what-is-it/ Debate on video clips

safety rules Cyberbullying on
in obtaining cyberbullyi
resource Small group
ng
materials Discussion
from local
area
network-
based and
the internet
Page | 36
5.5 Describe F. Netizens in Cyberspace Brief Lecture Posters Posters

the community Active Citizenship and digital
of learners as campaign
netizens who materials
share and
utilize digital
materials.
5.6 Practice G. Netiquette (social Abushakara, N. (2016). Advocacy

standard conventions online) Netiquette: Modern manners Campaign
netiquette in for a modern world, The
sharing and ultimate guide to online Forum
utilizing shared etiquette. Create Space
materials Independent Publishing
among Platform
learning
communities. Tuffley, D. (2014).
Email etiquette: Netiquette for the information age. Altiora
Publications
5.7 Joining social Rubrics

Show/demonst media site assessing Rubrics
rate support to behavior in
school learners Role playing on social
as part of how to support media sites
learning school learners as
community in part of learning
their digital community
culture and
behaviors
Page | 37
5.8 Identify H.Educational Sites and Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on
educational Portals ICT multimedia integration for teaching and learning. Pencil and
sites and Retrieved from Creative Commons License Group Research to Paper
portals suitable http://creativecommons.org/licenses/by-sa/3.0 identify Tests Multimedia
to their subject educational sites Projector
area https://globaldigitalcitizen.org/50-education-technology- and portals
tools-every-teacher-should-know-about
List of
Presentation and educationa
Sharing of l Sites
Research Outputs
(e.g. Infographics,
Digital
advertisement,
brochure, bulletin
board display /
online bulletin
board)
2
5.9 Join online J. Online Communities of Anderson, J. (2010). ICT Transforming Education A Regional Online wee
expert and Learning Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Practicum on Rating learning ks
learning 1.Facebook Education sample strategies scale sites
communities 2. Twitter on how to join Gibb’s
3. Instagram experts’ learning Reflection Reflective
4. Webinar communities Cycle
template
5.10 Use K. Online Resources Group Research

resources from e.g. and Application of Check list
relevant • Opensource the identified
mailing lists • multimedia resources; relevant mailing
and online video sites list and online
journals • finding images journals
• music and audio;
webcasts
• locate web resources by
topic
• Others
Page | 38
5.11 Describe L. Collaborative Projects http://www.ascd.org/publications/books/102112/chapters/ Multimedia

technology i.e. The Problem-Based What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx Student Led- Pencil and Projector
tools that are Project or Project-Based Group Discussion Paper Test
used in group Project
activities. Lecture
5.12 Use M. Technology Tools for http://www.emergingedtech.com/2014/05/20-excellent-free- Lecture- Practical internet

technology Collaborative Work tools-for-interactive-collaboration-experiences-in-the- Demonstration Test connectivit
tools to e.g. classroom/ y
collaborate and • google drive Workshop /
share • edmodo hands-on
resources • bubbl.us experience on the
among • Wikispaces tools
communities of • Others
practice Blended Learning
Suggested Readings
and References Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create Space Independent Publishing
Platform
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization.
Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from Creative
Commons License http://creativecommons.org/licenses/by-sa/3.0
Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York: Merril Prentice Hall
www.safekids.com/kids-rules-for-online-safety
www.educationworld.com/a-tech/tech/tech044.shtml
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
Page | 39
http://www.edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59
Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive
Summary
● SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
● K to 12 Curriculum Guides (DepEd, 2012)
● Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit
Course Requirements
Grading System Midterm Finals
Classroom Policies
COURSE SYLLABUS FOR TTL2- Technology and Livelihood Education
Course Name Technology for Teaching and Learning 2 – ( Technology and Livelihood Education)
Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning in particular subject specializations and other related
programs aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education,
Page | 40
Secondary Science Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education,
Technology and Livelihood Education).
Contact
3 hours/week
Hours/week
Prerequisite TTL 1
Course Objectives (PDCA – Plan Develop Check Act)
1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills,
and Effective Communication Skills.
1. 2. Develop project- and problem-based, collaborative activities using technology tools
2. 3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific
application
4.Produce learning resources using technology tools in various subject areas
5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
6. Use technology tools to collaborate and share resources among communities of practice.
COURSE OUTLINE AND TIMEFRAME

Week 1-3 Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Week 4-5 Problem-Based and Project Based Learning
Writing Problem-Based and Project Based
Week 6-10 Productivity Software Applications/Tools for Teaching and Learning
Week 11-13 Characteristics of Good/Appropriate IMs and Technology Tools
Producing Learning Resources using Technology Tools
Week 14-16 Digital and Non-Digital Resources
Week 17-18 Technology Tools for Collaboration
SAMPLE LEARNING PLAN
Page | 41
Desired Learning Outcomes (DLO) Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
Activities (TLAs) (ATs) Materials Table
Subject Matter References
Unit 0. The University -University Code -Present University video -students reflection -video 1 hr
Vision, Mission, Core Values clippings as how they could clippings
-Students contribute in about the
Handbook -presentation University VMG achieving VMG University
-Bulletin of -white
Information board and
marker
-website
Use ICT to develop 21st Century Skills: Unit 1. Using ICT in Bitter, G. G. and J. Have the students analyze Oral Examination Paper 2 hrs
Information, Media and Technology Developing 21st Century M. Legacy. learning plans in TLE, let them
Skills, Learning and Innovation Skills, Life Skills/ICT in the 21st (2008). Using critique based on the context Pen
and Career Skills, and Effective Century Skills technology in the of 21st century skills
Communication Skills. classroom. USA:
Pearson
Analyze TLE learning plans in the context Education, Inc.
of the 21st century skills Sample Learning plans and
21st century skills pp. 242-246
Learning Activities to
develop 21st century skills
Develop the TLE learning plan to develop Selection of competencies Bitter, G. G. and J. Expose the students to the learning plan to be Computer 2 hrs
21st Century Skills through ICT requiring ICT integration M. Legacy. sample learning plan based evaluated by peer
integration (2008). Using from the 4A’s format and the teacher Projector
technology in the
Learning
classroom. USA:
PB learning plan: integration Plans
Pearson
of 21st century skills Ask the students to improve
Education, Inc.
the existing learning plans on
Page | 42
pp. 298-308 how to integrate ICT
https://ph.searc
h.yahoo.com/sea
rch?p=21st+cent
ury+skills&fr=yf
p-t-712
http://edglossar
y.org/21st-
century-skills/
https://en.wikip
edia.org/wiki/21
st_century_skills
Reflect on their own learning using Electronic Portfolio Show an electronic portfolio. Blog or e-portfolio Students 2 hrs
technology tools to be evaluated by may use
Discuss the concept of e- the teacher using a this link to
portfolio rubric guide them
in making
An electronic portfolio or
their e-
sometimes called digital
portfolios:
portfolio is a collection of
http://ww
electronic evidence assembled
w.informati
and managed by a user, usually
onweek.co
on the Web.
Develop project/problem-based/student Unit 2. Developing Problem- https://engage.i - Review samples of Formulate a Hand-outd
centered collaborative activities using based and Project-based ntel.com/docs/D problem- and or project checklist of the
based unit plans (see elements of 2hr.
Page | 43
technology tools Instructional Plans OC-52038). https://engage.intel.com/docs problem- and

/DOC-52038). Download project-based
desired samples and let approach as
students review each plans. evidence of their
Explain problem-based and project-based Nature of Problem-based and http://www.slid
eshare.net/marc Provide local Dep-Ed samples understanding of
learning approaches Project-based approaches
omed/deped-k- of learning plans for further the reviewed unit
Teaching with Projects to-12-lesson- review. Let students formulate plans.
plan-template concepts on problem- and
Project Based-Multimedia project-based learning based
Learning on the samples reviewed.
Williams, M. D.
Using Technology to Enhance (2000).
Integrating
Student Inquiry
technology into
teaching and
learning. -Comparison of the
Singapore. difference of Problem and
Pearson Project Based Learning (use
Education Asia http://www.edutopia.org/blog
Pte Ltd. pp. 18- /pbl-vs-pbl-vs-xbl-john-
35
larmer) -Give time for students
to read the article.
●
Reflection as to the
difference of
project to the
problem based
learning
2 hrs
Page | 44
Explain parts of a problem-based and A. Basic Parts of a http://www.slid -students will download Check classroom Learning 2hrs
project-based learning plan Learning Plan/Unit eshare.net/marc Learning Plan template and let exercise plan
Plan (Deped sample omed/deped-k- them familiarize the parts. template
LP may be used) to-12-lesson-
Encourage them to share their (hard copy)
a. Curriculum plan-template
framing insights as to the underlying
Question principles behind each
components.
Develop a problem-based and project- B. Writing a problem- http://www.dan -From the identified mini- Refer to Dep-Ed CD for 2hrs
based learning plan based/project-based ielgubalane.com courses under TLE curriculum, order no. 73,s. TESDA
learning plan let students experience in 2012 for the training
a. Selection of http://www.tda.
making Learning Plan. Check assessment of the regulations
competencies edu.au
requiring ICT the given website for the TLE learning plan and DEP-ED
integration curriculum and training TLE
http://www.dep regulations. curriculum
edbataan.com
https://oblioscaj
ovy.wordpress.c
om
Use open-ended tools (such as word Unit 3. Productivity Software Way, J. and T. Have a thorough review of the Quiz Computer 6hrs
processing, spreadsheets, presentation Applications/Tools for Beardon. (2003). MS Office.
software, and authoring tools) in subject teaching and learning ICT and primary Projector
specific application mathematics.
Open-ended tools and their USA: Open
uses in teaching and learning Ask the students on when and
University Press.
how they can use the different
pp 29-52
Identify uses of open-ended tools Maximizing the Use of open-ended/productivity tools
(productivity tools--whether freeware or Microsoft Word, Spreadsheets, in the teaching-learning of TLE.
Microsoft Office) in the teaching-learning and Publisher
of TLE https://www.de
Effective Use of Power point ped.gov.ph/reso
and Prezi urces/download
Page | 45
Adobe Photoshop and Movie s/eclass-record-

templates
Create student outputs using computer Creating student samples Ask the students to design as
application programs as evidence of using open-ended tools assessment tool that can
learning evaluate the relevance and
Multimedia Elements (text, Bitter, G. G. and J. appropriateness of digital and
graphics, video, audio, M. Legacy. non-digital resources to the
animation (2008). Using learning context Oral examination 2 hrs
technology in the
classroom. USA: Instruct the students to
Pearson produce digital learning
Podcasting and Using Social
Establish mechanisms to ensure child Education, Inc. resources in TLE by pair or by
Networking Sites in Education
online safety and prevent cyberbullying group and have other
pp.285-290 pair/group critique and
Using Mobile Phones in the
Classrooms evaluate using the assessment
tool.
Produce digital 3 hrs

learning resources
to be evaluated by
peer and the
teacher
Mid-Term
Produce learning resources using Unit 4. Producing Learning http://www.slid Introduce varied learning Quiz Slide 1hr
technology tools in various subject areas resources using technology eshare.net/akosi resources both human and presentatio
adako/commonl n by
Page | 46
tools y-used- non-human www.slides

materials-in-the- hare.nt
Identify various instructional materials A. Human and non- classroom
(IMs) and technology tools in the teaching human learning
of TLE resources/instruction http://www.slid
eshare.net/dram
al materials
nc72/technology
-tools-definitions
B. Technology tools for https://globaldig

teaching TLE italcitizen.org/5 Present technology tools for 3 hrs
0-education- TLE like videos, course
technology- management system(CMS), Rubrics for
tools-every- technology tools
wikis, discussion forum, on line
teacher-should- applied in TLE
know-about assessment.
Describe characteristics of C. Characteristics of http://www.slid Presentation for characteristic Formulate criteria Power 2 hrs
good/appropriate IMs and technology tools Good/Appropriate eshare.net/besti of appropriate IM’s to determine the point
in teaching TLE IMs and Technology nenarsus1/selec appropriateness of presentatio
ting-and-use-of-
tools IMs and technology n by slide
instructional-
materials tools share
D. Principles of Universal https://www.lyn

Design for Learning da.com/Higher
Video
Guidelines
clippings by
E. A Software Review
Education Asia Discussion for the Designs for Shea
and Selection Process
Pte Ltd. Pp 93- Learning Guidelines Hanson 1 hr
116
Bitter, G. G. and Present the different types of

J. M. Legacy.
educational software like drill-
(2008). Using
technology in the and-practice, integrated
classroom. USA: learning systems, problem-
Page | 47
Pearson solving software, reference

Education, Inc. software, simulation, tool and
pp. 172-180 tutorial softwares. The student
may be asked to show how
each software is being used.
By referring to the
characteristics of appropriate
technology tools, ask the
students to draft an
educational software review
form taking into account both
content and technical
considerations. The students
may use the following criteria:
Content and Technical
Information (documentation
and supplementary materials,
program content, presentation, Design an
effectiveness) and Audience educational
Appeal and Suitability software review
(practice/assessment/fedback, form to be rated by
ease of use, user interface and the teacher using a
media quality) rubric
F. Creating teacher http://www.redi

Create appropriate IMs using technology productivity materials scovercenter.org Instruct the students to create Produce Computer 3 yrs
tools in teaching TLE /pdf/promoting_ instructional material using instructional and other
using technology tools
creativity1.pdf technology tool by pair or by material using materials
(like what? How is this http://www.stan
different from open- group taking into account the technology tool to needed to
coe.org/cfs/han
ended tools which are douts/curriculu different characteristics of a be evaluated by the produce the
also technology tools? m/pdf/creatingo good IM. teacher using a IM
identify these) penended.pdf rubric. Positive
Page | 48
attitude towards
G. Revisiting of PB the use of
learning plan: technology tools
incorporating and leadership in
technology tools in
shared decision-
preparing IMs in
introducing the unit making
Check the PB learning plan Improved/edited

learning plan
Evaluate the relevance and Unit 5. ICT resources

appropriateness of ICT resources based
on the learning context
Characterize digital and non-digital

resources
A. Characteristics of https://net.educ Differentiate Digital and non- Presentation of Hula hoops 3 hrs
digital and non-digital ause.edu/ir/libr digital resources Venn Diagram to
resources ary/pdf/EQM07 be rated by teacher Strips of
42.pdf using rubric Paper
Using 2 Hula Hoops, form a Adhesive

Venn Diagram to compare and Tape
contrast digital and non-digital
resources
Determine the relevance and B. Relevance and http://www.ton Highlight the relevance and Oral examination Lesson 2 hrs
appropriateness of digital and non-digital appropriateness of ybates.ca/2014/ appropriateness of digital and exemplars
resources based on the learning context digital and non-digital 08/22/key- non-digital learning resources
resources characteristics-
of-learners-in-a-
digital-age-and-
Ask the students to inspect and
their-influence-
analyze lesson
on-the-design-
Page | 49
of-teaching-and- exemplars/lesson plans that

learning/ utilized either digital or non-
digital resource or both. Have
them determine the
appropriateness based on the
Bitter, G. G. and J.
learning context
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
pp. 239-274
Revise digital learning resources in C. Assessment tools for http://mirandan Instruct the students to revise Prepared rubric in Whiteboard 2 hrs
response to varied needs of students selecting relevant and et.ac.uk/wp- the lesson exemplars/lesson assessing digital /marker
appropriate digital content/uploads plans particularly the learning learning resource
/2015/05/qualit
and non-digital resources based on the
y_principles.pdf
resources different types of learners like
www.rubistar.co multigrade, monograde, fast
m learners etc…
D. Revisiting of PB
learning plan:
integration of the use
of digital and non-
digital resources and
assessment tools in
the LP procedure
Revisit of PB Learning Plan
Page | 50
1hr
Develop assessment tool to evaluate Ask the students to design as Oral examination Computer 2 hrs
relevance and appropriateness of digital assessment tool that can and other
and non-digital resources to the learning evaluate the relevance and materials
context appropriateness of digital and needed to
non-digital resources to the make
Create digital learning resources to enhance learning context digital
teaching-learning learning
resources
Instruct the students to

produce digital learning
resources in TLE by pair or by
group and have other
pair/group critique and Produce digital 3 hrs
evaluate using the assessment learning resources
tool. to be evaluated by
peer and the
teacher
Use technology tools to collaborate and Unit 6. Technology tools for Discuss the features and uses A paper evaluating Computer 1 hr.
share resources among communities of collaboration of ICT tools for collaboration web pages
practice and sharing of resources Projector
among communities of
practice.
Identify features and uses of ICT tools for

collaboration and sharing of resources Features and Uses of ICT tools
among communities of practice for collaboration and sharing
resources
Request students to make an
inventory of educational sites
Determine educational sites and portals and portals in TLE with short
suitable to TLE Effective Teaching and
description for each site. Have
Learning in the Electronic
Page | 51
Classroom them show to the class its 2hr.

features and functionalities
Promoting Collaborative and

Transformative Learning in Explain that to guide the
Cyberspace design of opportunities for
students to become
Becoming Information Users- information users, effective
SSCC (Search, Sort, Create, instruction should help them
Communicate) learn to search for information,
Evaluate and compare useful and credible sort and judge information,
Four Processes Models for
web resources to be shared with other and create and communicate
Information Use
students ideas as result of information
use
Introduce Kuhlthau’s
Information-Seeking Model,
Eisenberg and Berkowitz’s
Information Problem-Solving
Norton, P. and K. Model, Irving’s Information
M. Wiburg. Skills Model, and Stripling and
(2003). Teaching Pitt’s Research Process Models
with technology.
Canada: Explore the following sites for
wadsworth/Tho examining criteria to judge
mson Learning. web pages:
pp. 166-174 Evaluation and Information:

http://alexia.lis.uiuc.edu/-
janicke/Eval.html
https://school.q
uipper.com/en-
PH/index.html
http://philippin
Page | 52
es.quipperschool
.com/post/1034
46791422/quip
per-schools-
effectiveness
http://mongpala
tino.com/2012/
07/k-12-tesda-
in-high-school/
http://www.dan
ielgubalane.com
/2013/08/k-to-
12-curriculum-
guides-for-
tle.html
htt://classroom.
google.classroo
m
Internet Source
Validation
Project:
http://www.ste
mnet.nf.ca/Curri
culum/Validate/
valid.html
Checklist for an
Informational
Web Page:
Page | 53
http://www2.wi
dener.edu/Wolfg
ram-Memorial-
Library/webeval
uation/inform.ht
ml
Cyberguides:
http://www.cyb
erbee.com/guide
s.html
Kathy Schrock’s
Critical
Evaluation
Surveys:
http://school.dis
covery.com/schr
ockguide/eval.ht
ml
Thinking
Critically about
World Wide Web
Resources:
http://www.libr
ary.ucla.edu/libr
aries/college/ins
truct/web/critic
al.htm
Final Exam
Page | 54
Suggested Readings and References Intel Teach Program Manual
World-links module 1, 2 & 3

Educational technology by Paz Lucido, Ph.D.
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom Press
Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc.
Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.
Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.
Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos
Publishing.
Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press.
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.
Course Requirements Project based Learning Plan
Grading System Midterm Finals
Classroom Policies
Page | 55
ANNEX “B”
DESCRIPTION OF PROFESSIONAL EDUCATION COURSES FOR THE BTVTE PROGRAM
Course Title: The Child and Adolescent Learners and Learning Principles
Course This course focuses on child and adolescent development with emphasis
Description on current research and theory on biological, linguistic, cognitive, social
and emotional dimensions of development. Further, this includes factors
that affect the progress of development and shall include appropriate
pedagogical principles applicable for each developmental level.
Contact Hours
Prerequisite
Course Title: The Teaching Profession

Course This course deals with the teacher as a person and as a professional
Description within the context of national teacher standards and other global
teachers’ standards, professional and ethical values, awareness of
professional rights, privileges and responsibilities as well as their roles
in the society.
Contact Hours
Prerequisite
Course Title: The Teacher and the Community, School Culture and
Organizational Leadership with focus on the Philippine TVET
System*
Course This course focuses on the philosophical, technological and socio-
Description economic foundation of the technical and vocational teacher education
and training (TVET) in the Philippine. It also covers the principles
underlying competency-based training, competency standards, program
registration, assessment and certification. Discussions will also focus on
TVET as a component of the Philippine Qualifications Framework and
the effect of globalization.
Contact Hours
Prerequisite
Course Title: Foundation of Special and Inclusive Education

Course Philosophies, theories and legal bases of special and inclusive education,
Description typical and atypical development of children, learning characteristics of
students with special educational needs and practices in the continuum
of special inclusive education.
Contact Hours
Prerequisite
Page | 56
Course Title: The Andragogy of Learning including Principles of Trainers

Methodology I
Course This course is focused on the application of adult learning principles and
Description learning styles in implementing training programs. The student teacher
will be given opportunities to experience the role of a facilitator rather
than a lecturer.
Contact Hours
Prerequisite
Course Title: The Learner-Centered Approaches with emphasis on Trainers

Methodology I
Course This course explores the fundamental principles, processes and
Description practices anchored on the educational philosophy of learner-
centeredness.
It covers the knowledge, skills and attitudes in planning a training
session which includes identifying learner’s requirements, preparing
session plan, preparing instructional materials and organizing learning
and teaching and assessment resources. It also deals with the
competencies in delivering competency-based training session which
covers preparing training session, conducting pre-assessment,
facilitating training session, conducting competency assessment and
reviewing delivery of training session
Contact Hours
Prerequisite
Course Title: Technology for Teaching and Learning 1

Course This course is designed to engage students to utilize the theories and
Description principles in designing, developing, utilizing and evaluating teaching
and learning resources. It covers the knowledge and skills in developing
training materials such as, print, mock-up/simulator and models. It will
also provide the student experiences in utilizing electronic media in
facilitating training and in developing learning materials for e-learning.
Also part of this course is the competency in maintaining training
facilities which includes developing and implementing a housekeeping
program and maintaining training systems, equipment, tools, materials
and documents. The prospective teacher/trainer will be exposed to
other methods and strategies related to different modes of training
delivery such as institution-based, community-based training specially
for livelihood, as well as, enterprise-based learning
Contact Hours
Prerequisite
Page | 57
Course Title: Assessment of Learning I

Course This is a 3-unit course that focuses on the principles, development and
Description utilization of conventional assessment tools to improve the teaching-
learning process. It emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills. It allows students
to go through the standard steps in test construction for quality
assessment.
Contact Hours
Prerequisite
Course Title: Assessment of Learning II with focus on Trainers Methodology I &

II
Course This is a 3-unit course that focuses on the principles, development and
Description utilization of non-conventional forms of assessment in measuring
authentic learning. This course covers the two important aspects of
competency assessment: developing authentic assessment tools and
conducting an authentic assessment process. The competency in
developing authentic assessment tools details the requirements for
determining evidence requirements, selecting appropriate assessment
methods, preparing assessment tools, and validating assessment tools in
accordance with the relevant Assessment Guidelines. The competency in
conducting assessment includes the requirements for organizing
assessment activities, preparing the candidate, gathering and evaluating
evidence, making assessment decision, recording and providing
feedback on assessment outcome.
Contact Hours
Prerequisite
Course Title: Curriculum Development and Evaluation with emphasis on

Trainers Methodology II
Course This course covers the outcomes required to facilitate the development
Description of competency standards for particular work functions, work processes,
work roles and work-related vocational outcomes. It also deals with the
knowledge and skills required to undertake a training needs analysis to
identify the training needs of individuals or organization. This course
will also cover the competency in developing and evaluating the training
curriculum design which includes establishing training requirements,
identifying the learner and finalizing the training program.
Contact Hours
Prerequisite
Page | 58
Course Title: Building and Enhancing Literacy Skills Across the Curriculum with
emphasis on the 21st Century Skills
Course The focus of this course is on transversal skills which employers
Description identified as very important for a person to possess in order to
strengthen the individual capacity and employability. In this course, the
students will be able to identify competencies that illustrate the learning
domains of critical and innovative thinking, interpersonal skills,
intrapersonal skills, global citizenship, and media and information
literacy. Through this course, the students will be able to demonstrate
the interplay of these transversal skills learning domains in different
context.
Contact Hours
Prerequisite
Course Title: Technology Research I

Course The course provides with important concepts of the methods of
Description research covering the design, data collection, statistical application and
development of research instrument.
This also requires the students to prepare a research proposal which
includes the introduction, significance of the research, methodology and
the timeline of the study.
The proposal will serve as a basis for Technology Research II.

Contact Hours
Prerequisite
Course Title: Technology Research II

Course The course is a continuation of Technology Research where the students
Description are expected to complete the research proposal aligned to the areas of
specialization.
This includes the presentation, tabulation, analysis and interpretation of
the data collected. An oral presentation of the output of research is
required among the students.
Contact Hours
Prerequisite
Course Title: Work-Based Learning with emphasis on Trainers Methodology

Course This course deals on the different modalities of work-based learning
Description such as, dual training, apprenticeship, on-the-job training and others. It
covers the knowledge and skills in establishing the training
requirements for trainees, supervising and monitoring work-based
Page | 59
training, and evaluating its effectiveness in the attainment of the
training programs objectives.
Contact Hours
Prerequisite
EXPERIENTIAL LEARNING
Course Title: Field Studies
Course This course deals on the different modalities of work-based learning
Description such as, dual training, apprenticeship, on-the-job training and others. It
covers the knowledge and skills in establishing the training
requirements for trainees, supervising and monitoring work-based
training, and evaluating its effectiveness in the attainment of the
training programs objectives.
Suggestion:
This course provide the teacher education students with practical
learning experiences in which they can observe, verify, reflect on, and
actually experience different components of the teaching-learning
process in actual school settings offering TVL track. The experiences will
begin with field observation and gradually intensify until students
undertake practice teaching.
Source: CMO No. 30.S.2004
Contact Hours
Prerequisite
Course Title: Practice Teaching

Course Practice Teaching provides opportunity to the student-teacher full time
Description teaching in schools offering a TVL track of a senior high school or in a
tech-voc institution under the supervision of a cooperating
teacher/trainer and student teaching supervisor.
The seven (7) NCBTS domains shall be used as guideposts in developing

the content and implementation scheme of this course.
Contact Hours
Prerequisite
Course Title: Supervised Industry Training

Course Credits
Course The Supervised Industrial Training refers to a program that provides
Description monitored training within a specific time frame in an industry setting.
On the job training or OJT is the other name for this training modality.
One method by which students is given a chance to apply the theories
Page | 60
and skills that they have learned from the school. It also helps the
students to acquire relevant knowledge and skills by performing in
actual work setting.
Contact Hours
Page | 61
ANNEX “C”
DESCRIPTION OF SPECIALIZATION COURSES
Industrial Arts
BTVTE Major in Automotive Technology

Course The Automotive Technology program is designed to prepare the student
Description to perform a wide range of diagnostics, repairs, and preventative
maintenance on automobiles and light vehicles.
Students have the opportunity to learn in an industry certified facility.
Students will have extensive hands-on training in engine overhaul,
manual and automatic drive train, front end alignment, brake service
and repair, fuel systems, ignition systems, and air conditioning. In
addition, the program provides training in electrical and electronic
control systems, engine performance diagnosis, and on-board
computerized engine control systems diagnosis.
Contact Hours
BTVTE Major in Electronics Technology

Course This course is designed to develop & enhance the knowledge, skills, &
Description attitudes of an Electronic Products Technician, in accordance with
industry standards. It covers the basic and common competencies in
addition to the core competencies such as Computer System Servicing,
assembling electronic products, fabricating PCB modules and installing
and servicing consumer and industrial electronic products and systems.
It includes Instrumentation and Control Servicing, Mechatronics
Servicing and Broad Band Servicing.
Contact Hours
BTVTE Major in Electrical Technology

Course This course is designed to equip individuals with operational skills in
Description Electrical Installation & Maintenance particularly in installing and
maintaining electrical wiring, lighting and related equipment/systems
in residential houses and buildings. This course also covers the proper
operation and maintenance of direct-current systems, alternating
current and controls, electrical measuring instruments, electrical safety,
short-circuits analysis and troubleshooting. The course covers lighting
and alarm system with emphasis on renewable energy and conservation
such as Photovoltaic and Solar Panel Technology.
Contact Hours
Page | 62
BTVTE Major in Mechanical Technology
Course This qualification is designed to develop knowledge, desirable attitudes
Description and skills of Machinist. It covers the competencies required to select and
use hand and power tools to perform complex bench operations, skills
to set up and turn workplace to drawing specifications, such as cutting
tapers by offsetting tailstock or using taper attachment; machining
components using collets chuck and follower rest; cutting internal Vee
and internal and external acme threads; centering work piece, drilling,
reaming, boring, knurling and tapping.
It also covers the skills required to set up and mill workpiece to drawing
specifications such as indexing, milling splines, equally spaced grooves,
45 degrees, serrations in cylindrical workpiece, spur gear and rack,
ratchets, converging faces, large radial slots, internal radii and plain
bevel gear. It also covers the skills required to set up and grind
workpiece to drawing specifications such as grinding tapers internal
and external, internal radii and recess, remove warp and polish
components.
Contact Hours
BTVTE Major in Civil and Construction Technology

Course Prepare to be an entry level building maintenance and repair technician
Description for employment by residential/commercial complexes, residential
refurbishment and infrastructure requirements. Instruction and lab
experience includes: blueprint reading, basic plumbing, laying out
electrical system, masonry job on footings, columns, beams, slabs and
steel works, glass and tile setting, flooring, drywall, finished carpentry,
roofing repairs and cabinet making. The course also includes Septic
Tank, Sewerage System Installation and management.
Contact Hours
BTVTE Major in Welding Technology

Course This course is designed to enhance the knowledge, skills and attitudes of
Description Welder in accordance with industry standards. It covers competencies
such as Setting-up Welding Equipment, Preparing Weld Materials,
Fitting up Weld Materials, Welding different types of metals using
SMAW, GMAW, GTAW, FCAW and SAW.
Welding technology usually work from blueprints or drawings. Welders

permanently join metal parts of ships, automobiles, spacecraft,
buildings, bridges, and other structures. They apply heat to the pieces to
be joined, melting and fusing them to form a permanent bond.
Most welders work for manufactures of durable goods such as boilers,

construction equipment, motor vehicles, machinery, ships, appliances,
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and other metal products. Welders construct bridges, large buildings,
pipelines, tunnels, and shipyards.
Contact Hours
BTVTE Major in Heating, Ventilating and Air conditioning Technology

Course The Heating, Ventilating Air Conditioning and Technology program is
Description designed to train individuals in the field of air conditioning, heating and
refrigeration equipment, maintenance and repair and in the use of
approved recovery equipment. Individuals satisfying course and
competencies have career opportunities in a variety of job
classifications such as service and repair of residential and commercial
air conditioning and refrigeration systems. This course also covers
Mobile and Commercial Air conditioning installation, repair and
maintenance.
Contact Hours
BTVTE Major in Fashion and Garments and Technology

Course This course is designed to enhance the knowledge, skills and attitude of
Description Fashion and Garments Designer in accordance with industry standards.
It covers competencies on creating garment design, calculating and
procuring garment materials, coordinating garment prototype
preparation, supervising garment production, evaluating finished
product, packaging of finished garment and promoting fashion products
and services.
It includes designing activities allows you to specialize in fashion pre-

production processes, including pattern cutting, fittings, grading and
sizing, production planning, costing, testing and technical packs.
Contact Hours
BTVTE Major Hotel and Restaurant Services

Course This course covers different competencies in Hotel and Restaurant
Description Services and Management. This is designed for students who wish to
obtain career opportunities in the hospitality industry. It includes actual
Hotel and Restaurant industry exposure and observations where
application of technology in learning will constitute the major
requirement of the course. Food and Beverage services along with Bread
and Pastry Production, quantity Cookery and Bartending as well as
Housekeeping form part of the course. Performing Hotel Management
Services like Front Office Services, Event Management Services, Tour
Guiding and Housekeeping formed the bigger practice in the course.
Online and offline researches and field observation on the effectiveness
of any supporting material in teaching will be used to enhance and
facilitate the delivery of instruction in learning how to teach the process
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involved in Hotel and Restaurant Services.
Contact Hours
BTVTE Major in Agricultural Crops Technology

Course This course consists of competencies that a person must achieve in the
Description production of ornamental and agronomic plant such as vegetables, fruits
and nuts as well as root crops. They would be undertaking basic crop
husbandry and work orientation skills. The course introduced some
agricultural innovations such as hydroponics and soil and waste
management system.
It includes food processing. Food processing is the transformation of

raw ingredients, by physical or chemical means into food, or of food into
other forms. Food processing combines raw food ingredients to produce
marketable agricultural food products that can be easily prepared and
served by the consumer.
Contact Hours
BTVTE Major in Fishery and Fish Processing Technology

Course This course is designed to enhance the knowledge, desirable skills and
Description attitudes in fishery particularly in aquaculture in accordance with
industry standards. It covers core competencies in assisting in
aquaculture operations, preparing and maintaining aquaculture
facilities, operating fish nursery, performing fish or shrimp grow-out,
operations, fish wharf operation and management skills and. It includes
fishery innovation such as aquaponics and seaweeds productions. Part
of the curriculum deals with fish processing like canning and bottling
herring and sardines and other processed fish products.
Contact Hours
BTVTE Major in Beauty Care and Wellness

Course This course is designed to enhance the knowledge, skills and attitudes of
Description beauticians in accordance with industry standards. It covers
competencies in pre and post beauty care and wellness services.
The course consists of competencies that a person must achieve to

perform in enhancing of someone’s personal beauty, such as,
performing manicure and pedicure, performing hand spa foot spa, body
scrubs and massages. It also covers cosmetics applications with
additional skills in hair culture.
Contact Hours
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BTVTE Major in Information and Communication Technology

Course This includes study or business of developing and using technology to
Description process information and aid communications.
The course is an umbrella term that includes installation and servicing

of communication device or application, encompassing: radio, television,
cellular phones, computer and network hardware and software, satellite
systems and so on, as well as the various maintenance and applications.
Contact Hours
BTVTE Major in Health and Other Community Development Services

Course The course covers services involving health and other community
Description services such as Domestic work, Health Care Services and Caregiving,
Emergency Medical Services, Dental Services etc. It covers study on
diseases prevention and control programs, foods and nutrition, healthy
growth and development including parenting education, health
education for all age groups and selected screening services.
Contact Hours
Home Economics Areas
BTVTE Major in Food Preparation

Course Bread & Pastry Production (NC II), Cookery (NC II), Commercial Cooking
Description (NCIII)
Contact Hours
BTVTE Major in Clothing

Course Dressmaking (NC II), Tailoring (NC II), Fashion Design (Apparel) (NC III)
Description
Contact Hours
BTVTE Major in Handicraft

Course Basketry, Macrame, Fashion Accessories, Paper Craft, Needlecraft,
Description Woodcraft, Leathercraft
Contact Hours
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BTVTE Major Hotel and Restaurant Services
Course Food & Beverage Services (NC II), Bartending (NCII), Housekeeping
Description (NCII), Front Office Services (NCII)
Contact Hours
BTVTE Major Tourism

Course Attractions & Theme Parks (NC II), Local Guiding Services (NC II),
Description Events Management Services (NC III), Travel Services (NC II), Tourism
Promotion Services (NCII)
Contact Hours
BTVTE Major Cosmetology

Course Barbering (NCII), Beauty/Nail Care (NCII), Hairdressing (NC II & III),
Description
Contact Hours
BTVTE Major in Health Services

Course Wellness Massage (NCII), Caregiving (NCII)
Description
Contact Hours
Information and Communication Technology
BTVTE Major in Animation

Course This is an introductory and specialization course which leads to
Description an Animation National Certificate Level II (NC II). It covers Personal
Entrepreneurial Competencies (PECs); Environment and Market;
five (5) Common Competencies; and one (1) Core Competency that
a high school student ought to possess to produce clean-up and in-
between drawings.
The preliminaries of this specialization course include the following: 1)

discussion on the relevance of the course; 2) explanation of key
concepts of common competencies; 3) explanation of core competencies
relative to the course; and 4) exploration of career opportunities.
Contact Hours
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BTVTE Major in Computer Hardware Servicing
Course This covers two core competencies: 1) configuring computer systems
Description and services and 2) maintaining computer systems and services.
Contact Hours
BTVTE Major in Medical Transcription

Course This course is focused on training transcriptionists in preparing
Description written medical reports based on audio recordings dictated by
doctors and other medical professionals.
Contact Hours
Agri-Fisheries and Arts
BTVTE Major in Crops Technology

Course This course consists of competencies that a person must achieve in the
Description production of crop such as rice, vegetables, fruits and nuts as well as
many others.
Contact Hours
BTVTE Major in Fish Processing Technology

Course This course is designed for students to develop and enhance their
Description knowledge, skills, and attitudes in Fish-Products Packaging in
accordance with industry standards. It covers core and specialized
competencies that a learner must achieve to pack fish-products by
vacuum packing, poly bagging, bottling and canning. It also covers
lessons on Personal Entrepreneurial Competencies (PECS) and
Environmental and Market that maximize their skills into a marketable
venture.
Contact Hours
BTVTE Major in Animal Production

Course This course is designed to enhance the knowledge, skills and desirable
Description attitudes in animal production. It consists of competencies that a person
must achieve to raise poultry, raise small ruminants, raise swine and
raise large ruminants.
Contact Hours
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BTVTE Major in Aquaculture
Course This course is meant to train the student to assist in aquaculture
Description operations. This course is focused on skills in applying safety
measures in farm operation, in the use of farm tools and equipment ,
in the conduct of pre-operation aquaculture activities ; prepare and
maintain aquaculture facilities, operate fish nursery and
perform fish or shrimp grow-out operations.
Contact Hours
BTVTE Major in Horticulture

Course This course is designed to enhance the knowledge, skills and desirable
Description attitudes in horticulture. It covers pre-horticultural farm operations,
production of vegetable and fruit bearing crops, postharvest operations
of major tropical fruits as well as major lowland and semi-temperate
vegetable crops.
Contact Hours
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Draft as of Nov.

CHED MEMORANDUM ORDER (CMO)

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF

Quality pre-service teacher education is a key factor in the quality of Philippine

This group of teachers is equipped not only with strong theoretical

a. effective synthesizers of organized knowledge to allow analytical and

Section 2 Government Recognition

All Higher Education Institutions (HEIs) intending to offer Bachelor of

Using a learner-centered/outcomes-based approach, the Commission also

These PSGs reflect the reforms toward outcomes-based education, the K to 12

Section 5 Program Description

5.1. Degree Name

5.2. Nature of the Field of Study

5.3. Program Goals

The technical and vocational teacher education curriculum shall impart a

5.3.1 The specified body of knowledge, skills, attitudes, values and

A. A general education component, consistent with CMO No.

B. A professional education component to include courses

The theory and concept courses provide the broad

C. The pedagogical content knowledge courses aim to develop

D. The pedagogical content knowledge is based on the

E. Experiential learning courses are intended to provide

F. A specialization component that includes industry exposure

5.4. Specific Professions/Careers/Occupations for graduates

5.5. Allied Fields

Section 6 Program Outcomes

6.1 Common to all programs in all types of schools

6.2 Common to the discipline (Teacher Education)

6.3 Specific to a sub-discipline and a major (Technical -Vocational Teacher

6.4 Common to a horizontal type as defined in CMO 46, 2012

a. BTVTE graduates of professional institutions demonstrate a service

Section 7 Sample Performance Indicators

Program Outcomes Performance Indicators

d. Demonstrate higher level literacy,  Develop one’s own learning strategies to

Section 8 Curriculum Description

Section 9 Sample Curriculum

SUMMARY OF UNITS OF THE BACHELOR OF

Courses Units Pre-requisite Total

a. Other additional areas of specialization may be offered by HEIs provided that

9.2 Program of Study

Section 10 Curriculum Map

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

SAMPLE CURRICULUM MAP

FSM 111 - Occupational Safety

Section 11 Sample Means of Curriculum Delivery

Section 12 Sample Syllabi for Selected Core Courses

The Dean/Department Head shall have the following functions and

3. Coordinates and facilitates student personnel services and practicum

B. Qualifications of the Professional Education Faculty

C. Qualifications of Technology Instructors/Professors

Section 16 Laboratory and Physical Facilities

Section 17 Admission and Retention Requirements

Section 18 Research and Productivity Scholarship

2. The strength of a technical and vocational teacher education institution shall

3. Scholarly works and reports of research activities shall be established and

4. Faculty members actively engaged in relevant and significant research work

Section 19 Residence and Unit Requirements

Section 20 Voluntary Accreditation

Section 21 Graduate Education

Section 24 Proposed performance indicators for each outcome. Proposed measurement

Section 25 Proposed outcomes-based syllabus for each course.

Section 26 Proposed system of program assessment and evaluation

Section 27 Proposed system of program Continuous Quality Improvement (CQI).