TAGUIG CITY UNIVERSITY

Lower bicutan, Taguig City

COURSE SYLLABUS

MULTIPLE INTELLIGENCES & LEARNING STYLES

1st Semester
SY 2018-2019

Code: EDS 5
No.of Unit: 3 units
Course Description: Multiple Intelligences and Styles Learning
Time Allotment:
Class Schedule:

Subject Description

This subject deals with different learning styles and understanding of Multiple
Intelligences and Learning. It covers different theories of multiple intelligences based on the
findings of Howard Gardner and how it revolutionized over the years.
It also covers the integration and of use of different styles that may help future teachers in
identifying different intellectual capabilities and how it been categorized in a number of ways.

Objectives:
At the end of the semester, student will be able to:

 Show appreciation and deep understanding in the theories of multiple intelligences;

 Identify Howard Gardner’s eight theories of multiple intelligences and understand each
theory in representing different ways of processing information to an individual and other
people;
 Identify different learning styles that are suited for individual learners
 Explore new ways of teaching strategies for different intelligences.

ACTIVITY WEEK

I. Class Orientation
a. Mission/Vision of TCU
b. Philosophies and Objectives of TCU
c. Classroom Rules and Policies

II. INTRODUCTION TO MULTIPLE INTELLIGENCES

a. Jean Piaget and Child Development(Cognitive Development)
b. Nature of Multiple Intelligences
c. Howard Gardner: biography and his theory of Multiple Intelligences/
Kinds of Intelligences

III. VERBAL / LINGUISTIC INTELLIGENCE

a. Nature of Verbal/Linguistic Intelligence
b. Famous Person with verbal/linguistic intelligence
c. Images and Nature of Linguistic Intelligence
-ability (speaking, writing)
-sensitivity (to sounds, meaning, structures, styles of language)
-inclination (speaking, writing, listening, reading)
d. Verbal/Linguistic Intelligence strengths and weaknesses

IV. LOGICAL / MATHEMATICAL INTELLIGENCE

a. Nature of Logical/Mathematical Learning Styles
b. Characteristics and examples of Logical/mathematical Intelligence
c. Profile of Logical/Mathematical Intelligence
d. Mathematical/Logical Intelligence Strengths and Weaknesses
e. Logical/Mathematical Intelligence Causes and Effects
 f. Learning Styles:
-Objective and quantitative Reasoning
-Deductive and Inductive Reasoning
-Forming and Testing Hypothesis Using Scientific Method
-Making Calculations
-Finding Patterns

V. VISUAL/SPATIAL INTELLIGENCE
a. Nature of visual/spatial intelligence
b. Characteristics and examples of Visual/Spatial intelligence
c. Profile of Visual/Spatial Intelligence
d. Visual/Spatial intelligence Strengths and Weaknesses
e. Visual/spatial intelligence Learning styles
-Create Visually
-color
-shapes
-Lines/images
-symmetry
-Visual puzzle
-Representing ideas visually
-Creating Mental Images
-Noticing Visual Details
-Drawing and Sketching

VI. BODILY/KINESTHETIC INTELLIGENCE

a. Nature of Bodily/Kinesthetic Intelligence
b. Characteristics of Bodily/Kinesthetic Intelligence
c. Profile of Bodily/Kinesthetic intelligence
d. Bodily/Kinesthetic Strengths and Weaknesses
e. Bodily/Kinesthetic Leaning styles
-Using Hands to Fix or Create
-Use of Body Expressively
-Touch
-Movement
-Physical Self
-Athleticisn
-Activities Requiring Strengths
- Speed
-Flexibility
-Hand Coordination and Balance

MID=TERM EXAMINATION

VI. INTERPERSONAL INTELLIGENCE

a. Nature of Interpersonal Intelligence
b. Characteristics of Interpersonal Intelligence
c. Profile of a Person with Interpersonal intelligence
d. Interpersonal Intelligence Strengths and Weaknesses
e. Learning Styles:
-Work with People
-Help people Identify and overcome Problems
-Body Language
-Moods
-Voice
-Feelings
Noticing and Responding to other people’s feelings and personalities

VII. INTRAPERSONAL INTELLIGENCE

a. Nature of Intrapersonal Intelligence
b. Characteristics of Intrapersonal Intelligence
c. Profile of a Person with Intrapersonal intelligence
d. Intrapersonal Intelligence Strengths and Weaknesses
 e. Learning Styles:
-meditate
-reflect
-exhibit
-self-discipline
-maintain composure
-get most out of self
-one’s own strengths weaknesses, goals and desires
-setting goals
-assessing personal liabilities and abilities
-monitoring one’s own thinking

VIII. NATURALISTIC INTELLIGENCE

a. Nature of naturalistic Intelligence
b. Characteristics of Naturalistic Intelligence
c. Profile of a Person with Naturalistic intelligence
d. Naturalistic Intelligence Strengths and Weaknesses
f. Learning Styles:
-Analyzing Ecological and Natural Data
-Learning from Living Things
-Work in Natural Set up
-Appreciating Natural Objects: Plants and Animals
-Identifying and classifying living things and normal objects

IX. Other Learning Styles:

a. Mastery styles (Sensing-thinking)
b. Interpersonal Style ( Sensing-Feeling)
c. Self-expression Style (Intuitive –Feeling)
d. Understanding Style ( Intuitive Feeling)

FINAL EXAMINATION

References:
Web Resources

Methodology:

 Lecture
 Reporting
 Research
 Discussion
 Demonstration

Class Standing:

 Attendance 20%
 Reporting 30%
 Research work (if any) 10%
 Quizzes 10%
 Major Examinations 30%
100%

Prepared:

IRENE E. BILAW
Professor
EDS 5
 TAGUIG CITY UNIVERSITY
Lower bicutan, Taguig City

COURSE SYLLABUS
TECHNIQUES IN DEALING WITH MISBEHAVIOR
1st Semester
SY 2018-2019

Code: EDS 18
No.of Unit: 3 units
Course Description: Techniques in Dealing with Misbehavior
Time Allotment:
Class Schedule:

Subject Description:

This subject deals with the different teaching styles and techniques in dealing students
with misbehavior. It covers arrays of Classroom Management Strategies that will help future
teachers in handling negative behavior inside the classroom. This subject also tackles lessons and
views in creating “inviting classroom climate” that will help teachers resolve problems of
negative attitude. Teaching the so-called “Digital Generations” is also part of the subject where
future teachers are to be oriented of becoming an agent of Character Formation.

Objectives:

At the end of the semester, the students will be able to:

 Identify Strategies Classroom Management for Positive Discipline
 Understand different classroom approaches that will lead for a positive classroom
atmosphere.
 Identify Physical Classroom Arrangements that contribute to misbehavior.
 Acquire skills in creating a “School of Character” with a healthy, kind and caring climate.
 Give emphasis on how to become an effective teacher using positive discipline.

ACTIVITY WEEK

I. OVERVIEW AND INTRODUCTION

a. Difference between Classroom Management and Discipline
b. Four Stages of Teaching :
 Fantasy
 Survival
 Mastery
 Impact

II. LEADESHIP IN THE CLASSROOM

Top three (3) traits of an Effective Teachers:
 Good Classroom Manager
 Designs Lesson to Reach Mastery
 Positive Expectations that students will be Successful

III. THREE (3) APPROACHES TO CLASSROOM MANAGERS

 Proactive
 Responsive
 Supportive

IV. VISION OF TEACHING

 The teachers as a “Conductor”
 Characteristics Skills of an Effective Classroom Manager
 Classroom as “Community of Learners”
 Recognizing Students’ Needs
 V. CREATING AN “INVITING” CLASSROOM CLIMATE
 Classroom Management Style
 The “Caring Control Quadrant Model”
 Verbal Statements Associated with the “Caring Control Quadrant”
 Strategies to Implement Harmonious Classroom Climate

VI. STRUCTURING A POSTIVE CLASSROOM PHYSICAL ENVIRONMENT

 Role of Environment in Effective Classroom Management
 Aspects of the Physical Classroom Arrangement that Contribute to
Misbehavior
 Better Classroom Management to Solve that Discipline Problem

MID TERM EXAMINATION

VII. ESTABLISHING RULES AND PROCEDURES

 Difference Between Rules and Procedures
 Anatomy of Rules
 Examples of Effective Classroom Rules, Strategies and Teaching Rules
 Four (4) step Process for Teaching Procedures

VIII. DISCIPLINE
 Discipline vs Classroom Management
 Five (5) Myths of Discipline
 Rewards and Penalties

IX. TEACHING WITH THE “DIGITAL GENERATION”

 Teacher as Agents of Character Formation

X. TRIED AND TESTED STRATEGIES THAT FORM

STUDENTS’ CHARACTER

 Empathy
 Resilience
 Grit

X. Transforming School through the Power of Effective Classroom Advisory:

systems and Strategies

FINAL EXAMINATIONS

References:
Web Resources

Methodology:
 Lecture
 Reporting
 Research
 Discussion
 Demonstration

Class Standing:
 Attendance 20%
 Reporting 30%
 Research work (if any) 10%
 Quizzes 10%
 Major Examinations 30%
100%
Prepared:

IRENE E. BILAW
Professor
EDS 18
 TAGUIG CITY UNIVERSITY
Lower bicutan, Taguig City

COURSE SYLLABUS
CURRICULUM DEVELOPMENT
1st Semester
SY 2018-2019

Code: EDS 306

No.of Unit: 3 units
Course Description: Curriculum Development
Time Allotment:
Class Schedule:

Subject Description:

This subject provide a study of the factors and influences that have affected the
development of the curriculum in Philippine education.it also covers theories, trends,
issues and problems used in developing curriculum.

The topics to be presented in this course is covers the curriculum of Basic

Education in the Philippine context. It also include a specification of how development of
curriculum is being done, how it should be used according to the different learning areas
for implementing and assessing.

Objectives:

At the end of the semester, student will be able to:

1. Understand the nature and scope of Curriculum Development based on the Philippine
context.
2. Find out different philosophical and theological dimensions in curriculum development
3. Identify historical context of curriculum in the Philippines.
4. Find out the nature of Curriculum Development and examine the importance of
curriculum evaluation.

ACTIVITES WEEK

A. ORIENTATION

1. Course description, objectives, and course methodology

2. Requirements
3. Grading System
4. School Policies/Regulations

B. THE NATURE ANS SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE

CONTEXT)
1. Definition of Curriculum
2. Definition of Curriculum Planning
3. Definition of Curriculum Development
4. Definition of Curriculum Laboratory
5. Other Terminologies Essential to the study:
a. Evaluation
b. Goals
c. Instruction
d. Learning
e. Objectives
f. Output
g. System
 h. Teaching
i. Vision

C. TWO (2) SCHOOLS OF THOUGHTS ON CURRICULUM DEVELOPMENT

1. Traditional Point of View of Curriculum
2. Two School of Thoughts on Curriculum Development
a. Essential School
b. Progressive School
3. Different curricular Emphasis and Instructional Practice
4. Different Theories about Curriculum

D. Ralph Tyler Model-Four Basic Principle

E. Hilda Taba: Grassroots Approach

a. Diagnosis of Learners needs and Expectations of the Large society
b. Formulation of Learning Objectives
c. Selection of Learning Experiences
d. Organization of Learning Activities
e. Determination of what to Evaluate and the Means of doing it

F. CURRICULUM DEVELOPMENT
a. Nature of Curriculum Development
b. Steps in curriculum Development
c. Selection of Aims and Objectives
d. Factors in Selecting aims
e. Selection of Content and Learning Experiences
f. Factors in Selecting Learning Experiences
g. Selection of Learning Experiences
h. Factors in Selecting Content

G. PHILOSOPHIC-THEOLOGICAL DIMENSIONS IN CURRICULUM

DEVELOPMENT
1. Philosophic Dimension in Curriculum Development
a. Various Philosophical Approaches
b. Two ways of Treating Subject Matter of the Curriculum as Knowledge
c. Three(3) Philosophical Doctrines with Regard to the truth of Knowledge in the
curriculum
2. Theological Foundations of Curriculum Development
a. Triple Theological Foundations of Curriculum Development
 God-Centered
 Christ Centered
 Community Centeredness

H. CURRICULUM IN THE NEW SOCIETY

1. Aims of the Presidential Education Decree
2. Emphasis of the Curriculum in the New Society and the Curricular Redirection
3. Reforms in Teaching Methodology
4. Aims of the Re-Orientations of Education in the New Society
5. Provisions of the New Constitution with regards to the Curriculum of Education

MID TERM EXAMINATION

I. CURRICULUM IN THE PHILIPPINES
1. Curriculum Development in the Philippines
2. Need for Curriculum Framework
3. The Result of Lack of Framework
4. The Areas of Concern
5. Cultural Values
6. Knowledge of the Learner
7. Determinants of Learning in the Philippines
8. Knowledge of Teaching-Learning Principles

J. HISTORICAL CONTENT OF CURRICULUM IN THE PHILIPPINES

1. Pre-Spanish Curriculum
2. Pre-Spanish Devised Curriculum
3. The Spanish Devised Curriculum
4. American Devised curriculum
5. Commonwealth curriculum
6. Japanese Devised Curriculum
7. The Liberation Period curriculum
8. Philippine Republic Curriculum

K. CURRICULUM DEVELOPMENT AND EDUCATION DECREES

1. The Royal Decree of 1863
2. Commonwealth Act No.586
3. Education and the Law: Education During Japanese Period
4. Republic Act No. 896-Policy in Elementary Education
5. Education Act of 1982
6. Republic Act No. 6655

L. CURRICULUM APPROACHES
1. Technical-Scientific Approach
2. Behavioral-Rational approach
3. System-Managed
4. Non-Technician, Non-Scientific Approach
5. Humanistic-Aesthetic Approach
6. Re-Conceptualist Approach
7. Reconstructionism
8. Eclectic Model

M. CURRICULUM DESIGN
1. The Subject Area Design
2. The Integrated Design
3. The Core-Curriculum Design
4. The Child-Centered Design
5. The Social Reconstruction Design
6. The De-Schooling Design

N. IMPLEMENTATION MODELS
1. Overcoming Resistance to Change (ORC)
2. Leadership Obstacles Course (LOC)
3. Linkage Model
4. Organizational development (OD)
5. Rand Change Agent Model

O. FACTORS AFFECTING THE CHOICE OF IMPELEMTATION MODEL

1. Level Resistance
2. Type of Desired Change
3. Available Expertise
4. Available Resources
5. Urgency of the Situation
 P. EVALUATION
1. Definition of Curriculum Evaluation
2. Types of Evaluation
-Humanistic
-Scientific
3. Objectives of Evaluation
4. Role of Evaluation in Curriculum Development
5. Evaluation Studies in the Philippines
a. 1925 Monroe Survey
b.1959 Swanson survey
c. 1969 Presidential Commission to Survey Philippine Education (PCSPE)
d. 1976 Survey Outcome of Elementary Education (SOUTELE)
e. 1991 congressional Commission on Education (EDCOM)
f. 1991 National Evaluation and Impact Study of PRODED
g. Presidential Commission on Educational Reform (PCER)
h. Different Curriculum in Philippine Education
- SEDP (Secondary Education Development Program)
-BEC (Basic Education Curriculum)
- RBEC (Revised Education Curriculum)
-K to 12 Curriculum

Q. CURRENT TRENDS AND ISSUES

1. Bilingual
2. Early Childhood Care and Development (ECCD)
3. Use of Mother Tongue
4. Inclusive Education
5. Access to Pre-School Education
6. Private Pre-School Education
7. Global Education
8. Environmental Education

FINAL EXAMINATION

References:
 On Line References
 Resources on the Web
 DepEd Orders and Memos

Methodology:
 Lecture
 Reporting
 Research
 Discussion
 Demonstration

Class Standing:
 Attendance 20%
 Reporting 30%
 Research work (if any) 10%
 Quizzes 10%
 Major Examinations 30%
TOTAL 100%

Prepared:

IRENE E. BILAW
Professor
EDS 306