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01

REPUBLIC OF THE PHILIPPINES

OCCIDENTAL MINDORO STATE COLLEGE
Lubang, Occidental Mindoro
Website: www.omsc.edu.ph Email address: omsc_9747@yahoo.com
Tele/Fax: (043) 491-1460 CERTIFIED TO ISO 9001:2015
CERT. NO.: 50500783 QM15

College of Teacher Education

BACHELOR OF ELEMENTARY EDUCATION

OBE COURSE SYLLABUS

OMSC VISION
Occidental Mindoro State College is envisioned to be an agent of change for the development of the total person responsive to the challenges of globalization.

OMSC MISSION
To train and develop a new breed of highly competitive, innovative, resourceful, and values-oriented graduates through quality instruction, relevant research,
community-based extension, and sustainable production.

COLLEGE GOAL
The College of Teacher Education is committed to develop future teachers who will help mold students to become enlightened, efficient and productive citizens.
 Quality and Excellence
 Access and Equity
 Relevance and Responsiveness
 Efficiency and Effectiveness

COURSE TITLE: Principles of Teaching 2 (Lesson Planning with Peer Teaching) (MC2)
COURSE DESCRIPTION:
The course introduces prospective elementary teachers with the knowledge and understanding of the subject area which include: foundation disciplines, structural
components and models of teaching strategies. These will provide the student with the theoretical underpinnings in teaching and develop concepts, skills, attitudes
and values related to the subject area.
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COURSE CODE:
CREDIT UNITS: 3 units
PREREQUISITES: Principles of Teaching 1 (MSC1)
PROGRAM GOAL:
The BEED is structured to meet the needs of professional teachers for elementary schools and special programs in the Philippines. It also aims to develop elementary
teachers in cognitive, affective and psychomotor aspects and pedagogy of teaching profession. These teachers who are either:
a. generalists who can teach across the different learning areas in grade school,
b. special education teachers, or
c. pre-school teachers.

PROGRAM OUTCOMES:
At the end of the degree, graduates of BEED Program must have the ability to:
a. articulate and discuss the latest developments in the specific field of practice,
b. effectively communicate orally and in writing using both English and Filipino,
c. work effectively and independently in multi-disciplinary and multi-cultural teams,
d. act in recognition of professional, social and ethical responsibility,
e. preserve and promote “Filipino historical and cultural heritage”,
f. articulate the relationship of Education to larger historical;, social, cultural and political processes,
g. facilitate learning using a wide range of teaching methodologies in various types of environment,
h. develop alternative teaching approaches to diverse learners,
i. apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment,
j. demonstrate basic and higher level of thinking skills in planning, assessing and reporting,
k. demonstrate in-depth understanding of development of elementary learners,
l. exhibit comprehensive knowledge of various learning areas in elementary curriculum,
m. create and utilize materials appropriate to the elementary level to enhance teaching and learning, and
n. design and implement assessment tools and procedures to measure elementary learning outcomes.
COURSE OUTLINE
Week Course Outcomes Topics Teaching/Learning Activities Assessment
Internalize the Vision and Vision, Mission, College of Teacher  Oral recitation  Song write-ups
Mission of OMSC, the Goals of Education Goals and BEEd  Jingle Making/Song Writing  Photo documentation
1 College of Teacher Education and Objectives  Mural/Collage  Submitted projects/output of
the objectives of the BEEd students
Program
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1. Explained the meaning of Meaning of OBE  Students participation in  Rubrics score cards for group
outcomes in OBE discussion and sharing activity presentation of activities

2. Stated the relationships among Learning Principles of OBE  Group Activity-groups of five,  Submitted graphic organizers
institutional outcomes, program students secure samples of for group work/activity on
outcomes, course outcomes and outcomes from OBE-based OBE-based course syllabi
learning outcomes course syllabi

3. Drawn the implications of the Meaning of Outcomes and Outcomes  Conduct group research on the
OBE principles in the teaching- in Different Levels advantages and disadvantages of
learning process and enhanced OBE
understanding of the role of the
teacher as a curricularist in the  Individually, perform the
classroom and school assessment tasks.

4. Determined whether given Traditional/Transitional and

practices are in accordance with Transformation OBE
OBE principles or not analyzed
and the significance of curriculum
and curriculum development in
the teacher’s classroom
5. Distinguished among approach, Meaning of Approach, Method and  Group participation in teaching  Scoring rubrics for group
method and technique Techniques approaches and methods activity participation and
presentations presentation
6. Described the teaching Teaching Approaches of the Subjects  Activity/Workshop by giving of  Rubrics for questions and
approaches of the K to 12 in K to 12 Curriculum questions and explanations explanations activity
2 Curriculum  In group of 5, research on  Submitted research paper
Curriculum Indigenization and on  Rubrics for interactive
7. Compared direct and indirect Different Methods of Teaching DepEd IP core Curriculum learning and open discussion
instruction with deductive and  Group output or research findings and critiquing
inductive methods of teaching report in class
 Students involvement in:
a. Interactive Learning
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b. Open Discussion and

critiquing
8. Showed how constructivist Features of Constructivist Teaching  Reflective Activity-list down  Submission of reflection
teaching is done by the use of classroom experiences about a paper
interactive, collaborative, Interactive Learning time you wanted to ask a question,
integrative and inquiry-based or share something or answer a  Grading rubrics for group
activities Collaborative Learning question but you did not participation
 Draw a lesson from your
Integrative Teaching-Learning experience  Graded Recitation
 Socialized discussion
Inquiry-Based Teaching  Students observe a class and in  Submission of class
3-4 small group discussions cite the observation sheets
instances of integrative teaching
and learning  Scoring rubrics for Skills
 In collaborative groups of five (5) Demonstration
members each, select a
competency/cluster of  Group Discussion and
competencies of your Presentation
specialization from the K to 12
Curriculum Guide where you can
do integrative teaching. Describe
how to do it in class.
9. Described how problem-based Problem-Based Learning  Group discussion on using  Grading rubrics for group
learning and project-based problem-based and project-based participation
learning are used as teaching- Project-Based Learning learning as teaching-learning
learning method method  Submission of Activity sheets

10. Formulated at least one sample  Formulate a problem-based and  Submission of observation
5 problem and one sample project project-based activity based on sheet
for problem-based and project- the K to 12 Curriculum Guide
based learning based on the K to
12 Curriculum Guide  Critiquing a sample
demonstration teaching using a
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11. Researched and critiqued on an problem-based and project-based

implemented problem-based learning
learning and project

12. Communicated ideas and

performed demonstration
teaching observing the factors to
consider in choosing method, as
well as, the characteristics of good
teaching method

13. Discussed and presented by Introduction: The Nine (9) Categories  Group Reporting  Short written test
means of a graphic organizer and of Instructional Strategies  Socialized classroom discussion  Rubric assessment for:
a skeleton prose (ordinary  Group workshop a. Individual Performance-
outline) the nine categories of Creating Environment for Learning  Concept mapping/webbing based Tasks
researched-based, effective activities b. Group performance-
instructional strategies Helping Students Develop  Group presentation of chosen Tasks
Understanding method in the use of short video c. Presentation of outputs
14. Identified competence content clips and reports
and performance standards in the Nonlinguistic Representations  Critiquing
K to 12 Curriculum that can be
 Brief lesson planning based on K  Submitted lesson plan
attained by the use of selected Summarizing and Note-taking to 12 Curriculum Guide
6-7 relevant instructional activities
 Submit reports/outputs from:  Rubric assessment for:
Assigning Homework and Providing a. Research material
a. Research on DepEd Memo
15. Performed discussion and action Practice b. Survey results/outputs
No. 392, series 2010
research activities c. Metaphor paper
(Homework Policy)
Helping students extend and apply
b. Survey on the acceptability of
knowledge  Problem answered by:
giving homework and their
reasons a. Experiment
c. Research on homework b. Research
completion strategies and the c. Investigation
support programs by schools  Submission of an output
using graphic organizers
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16. Compared traditional and Traditional and Standards-Based
standards-based frameworks for Planning
planning instruction
Outcome-Based Education (OBE)
17. Identified the elements/learning and Understanding by Design (UbD)
of an instructional plan
The Understanding by Design (UbD)
18. Critiqued a lesson plan Framework
19. Applied basic guidelines in Important points in Planning and
developing a lesson plan Organizing Instruction
8 
Elements of a Lesson Plan/
Instructional Plan/ Learning Plan
Parts of a Lesson Plan (Common to
all samples)
Lesson Development in Direct
(Deductive) and Indirect (Inductive)
Instruction
Lesson Development for mastery and
Meaningful Learning
Revision No.01
d. Metaphors in any of the
competencies found in the K
to 12 Curriculum Guide
e. Example problem which can
be answered by an
experiment, research and/or
investigation based from the
K to 12 Curriculum Guide
 Reflect on “What happens if each  Rubric assessment for
teacher in the school will just a. Submitted reflection paper
teach without considering vision- b. Submitted research paper
mission statement of the school?” and findings
 Group Output/Activities-
Research on DepEd Order No.  Grading recitation and
42, series 2016, Policy participation to discussion
Guidelines on Daily Lesson using rubric score cards
Preparation for the K to 12 Basic
Education Program. Share the  Rubrics for submitted:
findings in class.
Socialized Classroom Discussion a. Venn Diagram
 Group Activity Participation in: b. Skeleton prose
a. Comparison of Traditional c. Lesson plans
and Standards-based
frameworks for planning
instruction using Venn
Diagram
b. Outlining (skeleton prose) of
lesson plan
c. Lesson plan critiquing
d. Lesson planning observing
inductive, deductive methods
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20. Explained the frameworks of Mother Tongue-Based Multilingual  Collaborative work- students  Level of Completion
Mother Tongue-Based Education (MTB-MLE) work on a table when mother identified through checklist
Multilingual Education teaching tongue is taught as a subject and
in the K to 12 Curriculum Ultimate Goals of MTB-MLE based when oral English and Filipino
on DepEd Framework of MTB-MLE are introduced
21. Performed discussion, action and  Oral discussion on MTB-MLE  Rubric assessment for graded
research activities in the teaching Learning Area Standard of MTB-  Group Activity-comparison on recitation
of MTB-MLE MLE and Key Stage Standard the grade level standards from K  Submission of table of
to Grade 3 comparison per group of the
Guiding Principles for Teaching and  In a group of five (5) members grade level standards
Learning in MTB-MLE each- read and summarize one  Submitted research outputs
research on MTB-MLE that on mother tongue use and
The Bridging Process supports the idea that the use of advantages
mother tongue is advantageous to
Why MTB-MLE? learners’ academic performance
and learning of a second language
22. Explained the conceptual The Teaching of Filipino Language  Research by team on Filipino sign  Submitted research outputs
9-10 framework for the teaching of language as Mother Tongue. on Filipino Sign Language
Filipino The Framework for the Teaching of What is it?
Filipino  In teams, work on the similarities  Presented in class the Venn
23. Examined the alignment of the and differences using Venn Diagram or other graphic
grade level standards to key stage The End Goal of Filipino in K to 12 Diagram (or exploring other organizers showing
standard, the stage standards to graphic organizers) between differences and similarities
the learning area standards and The Learning Area/ Program MTB-MLE and Filipino language
the learning area (program Standard and Key Stage Standard teaching
standards) to the end goals of
 Debate: Is a functionally literate  Submitted documented
Filipino language teaching The Filipino Grade Level Standards person (one goal of K to 12 the proceedings of the debate, as
same as a person who possesses well as, supporting
24. Explained the goals of the The Teaching of English in the K to basic literacy? documents of each team
teaching of English in the K to 12 12 Curriculum
 Research as a team-cultural  Submitted research outputs
Curriculum
literacy. Share the findings in on Curriculum Guide for
End Goals of English Language
class. English
25. Examined the spiral progression Teaching
of key stage standards and the
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grade level standards and their The Learning Area/ Program  Discussion- action and research
alignment to the goals of the Standard and Key Stage Standard of the K to 12 Curriculum Guide
teaching of Filipino for English
The English Grade Level Standards  Group Activity (3 members  Submitted scoring rubrics
26. Explained the conceptual each)-Develop a Scoring Rubric
framework for the teaching of Communicative Competence in determining level of
English Meaning communicative competence.
Compare Scoring Rubric in class.
27. Explained the meaning of Four Aspects of Communicative  Pair Activity- Research findings  Submitted group output on
communicative competence Competence on learning language and Brown’s Principle
matching it with Brown’s
28. Participated in the discussion, The Principles of Language Learning principles of language teaching
action and research activities on  Performance Tasks (by group)-  Scoring rubric for performed
communicative competence Approaches, Methods and Activities Assessment tasks on language tasks (presentation using
in Language Teaching teaching methods slide deck presentation) and
29. Traced the methodical history of graded recitation
language teaching

30. Developed an electric method of

language teaching

31. Performed discussion, action and

research activities in the various
approaches, methods and
activities in language teaching

32. Identified the appropriate method Goals and Scope of the Teaching and  Collaborative work- consolidate  Submitted consolidated
and techniques, activities for Learning AP drawings of the kind of citizen drawings and answers
competency/ies selected from the that the teaching of AP is
Araling Panlipunan Curriculum supposed to help develop and
11-12
Guide complete the table on the quality
and specific behaviors on the
33. Showed the alignment of the Intended Outcomes and Key Stage intended outcome of the teaching
intended outcomes, grade level Standards of AP
Reference No.: OMSC-Form-COL-13 Effectivity Date: November 20, 2018
standards and scope of teaching  Teach Activity- work on:
Araling Panlipunan a. Research Article II Section
13, the Declaration of the
34. Cited concrete application of the Guiding Principles in the Teaching of State
guiding principles in the teaching AP b. Article XIV of 1987
of Araling Panlipunan Constitution
c. DepEd Vision-Mission
35. Identified the appropriate method Methods and Techniques in the statements as to connections
and techniques form Teaching of AP with outcomes in AP
competencies selected from  Sharing experiences in teaching
Araling Panlipunan Curriculum Approaches in Teaching AP AP
Guide  Research on the teaching of
What is Experential Learning? social studies in other countries
in terms of how it is named,
comparison of goals (similarities
and differences with the
Philippines)
 Discussion on the AP Curriculum 
Guide
 Performance Tasks- Assessment
Tasks on AP teaching methods
36. Showed the alignment of the The Goals and Scope of EsP  Work in teams- research on:
intended outcomes, key stage a. Article II –the Declaration of
standards, grade level standards Intended Outcomes of EsP Policies of the State to which
and scope of teaching of provisions support teaching of 
Edukasyon sa Pagpapakatao Learning Area Standard of EsP ESP
b. Delor’s four 940 pillars of
13
37. Discussed the guiding principles EsP Key Stage Standards and Grade education and indicators of
in the teaching of Edukasyon sa Level Standards life skills as bases of teaching
Pagpapakatao of EsP
The Themes in EsP and Guiding c. Cite similarities and 
Principles differences on the teaching of
Revision No.01
 Scoring rubric for graded
recitation and presentation of
outputs
 Submitted Research materials
and slide deck presentation
Scoring rubric for graded
recitation on sharing of
experiences and class
discussions
 Submission of research
outputs and scoring rubrics for
sharing of findings in class
Submission of reflective paper
on Enhanced Basic Act of
2013 ( K to 12 Law) citing that
curriculum should be ‘culture-
sensitive’, ‘contextualized and
global’
Grading rubrics for activities
on action and research given
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38. Explained six (6) approaches for Approaches, methods and Techniques values education or its in the assessment tasks on the
the teaching of Edukasyon sa in the teaching of EsP equivalent in other countries teaching of EsP
Pagpapakatao d. Approach to the teaching of
EsP and the stand of the
39. Identified the appropriate method proponents of the approaches
and techniques form regarding the nature of value (
competency/ies selected from changing vs. unchanging;
Edukasyon sa Pagpapakatao subjective vs objective)
Curriculum Guide e. ACES approach in ESP and
the best approach for EsP
 Performed in teams the action,
research and assessment tasks on
the teaching of EsP
40. Discussed the intended outcomes, The Nature of Mathematics  Writing Activity- Would you  Scoring rubric for submitted
scope, guiding principles, consider the Mathematics written outputs
approaches and methods in The Goals, Standards and Scope in standards developmentally
teaching Mathematics Teaching Mathematics appropriate? Are there standards
for Grade 1 which are advanced
41. Described the nature of math and Guiding principles/Theories and for Grade 1 pupils or standards in
explained the goals of the Approaches and Methods in Teaching Grade 10? Which are supposed
teaching of Mathematics Mathematics to be in Grade 7?
 Group Work- select content and  Rubrics for group output and
42. Examined the alignment of performance standards where for research activity
14 learning outcomes to standards- accuracy, creativity, objectivity,
key stage, learning area-to the perseverance and productivity
goals of teaching Mathematics can be integrated.
 Research Activity-surf on  Submitted research material
43. Given examples on how values heuristic and algorithmic and reaction paper on surf
inherent in Mathematics can be methods of problem solving. article
integrated in the teaching of Show differences. Which is more  Graded recitation rubrics
Mathematics conceptual approach or more
constructivist?
44. Discussed the educational  Debate- Which is easier to use
theories, as well as, cited their concept attainment, concept
Reference No.: OMSC-Form-COL-13 Effectivity Date: November 20, 2018 Revision No.01

implications on which the formation strategy or direct  Submitted supporting

teaching of Mathematics is instruction? Why? documents for both debating
anchored teams

45. Explained at least three guiding

principles in the teaching of
Mathematics

46. Illustrated spiral progression

approach in the teaching of
Mathematics with an example

47. Described the nature of Science The Framework of the teaching of  Reflection Writing Activity- Do I  Scoring rubric for submitted
and must have explained the goal Science which include goals, have to experiment before I can written output
of the teaching of Science standards, teaching approaches and draw conclusions?
methods  Group performance activity-  Rubrics for group presentation
48. Examined the alignment of compose a piggyback song
standards-grade level, key stage, expressing the wonderful world
learning area-to the goals of The Nature of Science and Goals of of Science
teaching Science Science Teaching  Research Activity-surf the net on  Submitted research material
the legal basis for the and rubric scoring cards for
49. Given examples on how values Theories, Approaches, Guiding strengthening of the teaching of findings reported
inherent in Science can be principles and Methods on Teaching Science in the country. Report
15 integrated in the teaching of Science the findings per group.
Science  Group work-Science teaching in  Graded recitation rubrics
K to 12 Curriculum Guide: select
50. Illustrated spiral progression content and performance
approach in teaching Science with standards where values inherent
an example in the teaching of natural
Sciences can be integrated
51. Discussed and must have cited the  In group of 5, cite and discuss the  Submitted supporting
implications of educational implications of educational documents for group outputs-
theories on which the teaching of theories anchored in the teaching slide deck presentations
Science is anchored
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of Science. Present in slide deck

52. Explained at least three guiding presentations.
principles in the teaching of  Performed in teams the action,  Graded recitation rubrics
Science research and assessment tasks on
teaching Science
53. Drawn examples of competencies
that can be taught with the
Science process skills

54. Stated the legal basis of the The Legal Basis of the Teaching of  Form groups of 5 members and do
teaching of Music and Arts Music and Arts the following:
a. Diagramming or mapping of  Scoring rubric for submitted
55. Discussed the intended outcomes The Goals/Intended Outcomes of checking alignment of the diagrams or maps
for the teaching of Music and Music and Arts standards in the teaching of
Arts, the scope, guiding music and art
principles, approaches and Standards for Music Teaching b. Probing the research on the  Rubrics for group
methods of teaching positive effects of music and presentations/sharing
Standards for Arts Teaching sharing the findings in class
56. Examined the alignment of goals,  Writing Activity
16 standards, and content in the Guiding Principles/Approach, a. List indicators of pride in  Submitted written materials
teaching of Music and Arts Methods of Teaching of Music and one’s cultural identity and rubric score cards for
Arts b. Share what different authors findings reported
say on the philosophical
Integrative and Multi-cultural foundations upon which
Approach standards and competencies
for music and art teaching are
based
 Performed in teams the action,  Graded recitation rubrics
research and assessment tasks on
teaching Music and Arts
57. Stated the legal basis of the The Legal Basis of the Teaching of  Form groups of 5 members and do
teaching of Physical Education Physical Education and Health the following:
17
and Health c. Diagramming or mapping of  Scoring rubric for submitted
checking alignment of the diagrams or maps
Reference No.: OMSC-Form-COL-13 Effectivity Date: November 20, 2018 Revision No.01

58. Discussed the intended outcomes The Goals/Intended Outcomes of standards in the teaching of
for the teaching of Physical Physical Education and Health Physical Education and
Education and Health, the scope, Health  Rubrics for group
guiding principles, approaches Standards for Physical Education d. Discuss the findings about presentations/sharing
and methods of teaching alignment among physical
Standards for Health fitness or health-related
59. Examined the alignment of goals, fitness or physical literacy as  Submitted written materials
standards, and content in the Guiding Principles/Approach, the end goal of teaching and rubric score cards for
teaching of Physical Education Methods of Teaching of Physical Physical Education findings reported
and Health Education and Health  Performed in teams the action,  Graded recitation rubrics
research and assessment tasks on
teaching Physical Education and
Health
60. Final demonstration teaching  Video presentation of Demo
Teaching for self and peer
18-21 critiquing
 Final Demo Teaching (instructor
evaluation)
SUGGESTED LEARNING RESOURCES:

Corpuz, Brenda B. et al. (2013). Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.
Corpuz, Brenda B. et al. (2006). Principles of Teaching 2. Quezon City: Lorimar Publishing, Inc.
Corpuz, Brenda B. and Gloria Salandanan. (2012). Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.
Bunga, Jaime B. et al. (2016). Principles of Teaching 2. Quezon City: Adriana Publishing Co., Inc.

OMSC flyer/Bulletin of Information

CTE Flyer/Bulletin of Information
Department of Education-K to 12 Curriculum Guide. (2016).
DepEd Order No. 73, series of 2013
Department Order No. 42, series of 2016

COURSE REQUIREMENTS a. Attendance

b. Portfolio
c. K to 12 Curriculum Guide (2016)
Reference No.: OMSC-Form-COL-13 Effectivity Date: November 20, 2018 Revision No.01

d. Compilation of Lesson Plans

e. Final demonstration teaching

Class Standing =50%

Mid-Term/Final Examination =40%
Project =10%
GRADING SYSTEM
100%

*Final Rating = Midterm (40%) + Final Term (60%)

Attendance
1. Students having seven (7) absences without valid reasons will be dropped from the class. Students are
required to present admit to class slip from the Office of Student Affairs and Services after being absent in
the previous meeting.
COURSE POLICIES 2. Three (3), not necessarily consecutive, tardiness without further notice is equivalent to one (1) absence.

Incomplete Grade:
1. Students who were not able to take the midterm/final examinations will receive an incomplete grade.
2. Incomplete grade should be complied within one year.

Prepared by: Noted: Approved:

AMIR M. VILLAS JENNY A. GARCIA, LPT

Part-time Instructor Program Head ELBERT C. EDANIOL, EdD
Vice President for Academic Affairs

JOANNE D. GOROSPE, EdD

Dean of College of Teacher Education