Course Development Plan

GE ETHICS

Table of Contents

Purpose:
 To demonstrate strategic planning, organization, and execution behind content
creation and distribution of Ethics subject.
 To visualize the structure of the goals, and the course objectives in this
program.
 To create what type of assessment intended in each topic and how to deliver
the content in an effective manner.

Part I: General Course Information

Part II: Course Level Objectives and Related Assessments

Part III: Course Schedule or Topical Outline

Part IV: Content Delivery Details

Part V: Interaction Plan

 Part I: General Course Information

Subject Title ETHICS

Subject
NONE
Code
G1: To emphasize the context and principles of ethical behavior in
Subject modern society at the level of individual, society, and in
Goals interaction with the environment and other shared resources.
G2: To demonstrate moral decisions using dominant moral
frameworks and applying a seven-step moral reasoning model
to analyze and solve moral dilemmas.
G3: To develop understanding and critical reflection on the ethical
moral judgment concerning the profession.

Part II: Course Objectives and Related Assessments

Course Objective (CO) Related Assessment(s)

How do you intend to assess the
“By the end of this course, students should be achievement of the objective at left?
able to…” (one CO per row) Indicate ALL assessment types that
may be connected to each CO at left.
Formative and Summative (Written
Work, Performance Task, Quarter
Assessment)
CO1 Differentiate moral and non-Moral problems.  Group/individual activity
 Seatwork/Quiz
 Graded Recitation
 Reflection
CO2 Describe what a moral experience is as it  Group/individual activity
happens in different levels of human  Seatwork/Quiz
existence.  Graded Recitation
 Reflection
CO3 Explain the influences of Filipino culture on  Group/individual activity
the way students look at moral experiences  Seatwork/Quiz
and solve moral dilemmas  Graded Recitation
 Essay
CO4 Describe the elements of moral development  Assignment
and moral experiences  Group/individual activity
 Graded recitation
CO5 Use ethical frameworks or principles to  Group/individual activity
analyze moral experiences  Oral Presentation
 Role Play
 Assignment
CO6 Create sound ethical moral judgments based  Assignment
on principles to analyze moral experiences  Group/individual activity
 Oral Presentation
CO7 Develop sensitivity to the common good
CO8 Understand and internalize the principles
of ethical behavior in modern society at
the level of person, society, and in
interaction with the environment and
other shared resources.
Part III: Topical Outline/Course Schedule
Topic Name
Basic Concepts of Ethics
What are dilemmas?
Culture in moral behavior
The Stages of Moral Development
The Filipino Way & The Universal Values
Feelings and moral decision-making
The Ethical requirement of reason and
impartiality
The Difference between Reason and Will
Frameworks and Principles behind our Moral
Disposition Frameworks
The Challenges of Pluralism and
Fundamentalism: The Search for Universal
Values
Part IV: Content Delivery
 Assignment
 Group/individual activity
 Oral Presentation
 Group/individual activity
 Seatwork/Quiz
 Oral Presentation
 Essay
Associated CO’s
Differentiate moral and non-Moral problems.
Describe what a moral experience is as it
happens in different levels of human
existence.
Describe the elements of moral development
and moral experiences
Explain the influences of Filipino culture on
the way students look at moral experiences
and solve moral dilemmas
Use ethical frameworks or principles to
analyze moral experiences
Create sound ethical moral judgments based
on principles to analyze moral experiences
Understand and internalize the principles of
ethical behavior in modern society at the
level of person, society, and in interaction
with the environment and other shared
resources.
Develop sensitivity to the common good
Understand and internalize the principles of
ethical behavior in modern society at the
level of person, society, and in interaction
with the environment and other shared
resources.
Course Delivery Mode  Asynchronous Online
 Synchronous Online
Primary Sources of Content  Textbook
 Online Lecture Note
 Journal Article
Primary Forms of Delivery  Presentations: PPT, Keynote
 Images: Diagrams, infographics,
maps, equations

Part V: Interaction Plan

 Teacher and students are equally active. This type of

interaction happens when an instructor delivers information
and act as the Facilitator of learning. It provides feedback or
Learner-Instructor
simply encourages or guides the learner. It also takes place
when a learner asks the instructor questions or
communicates with him or her regarding the course.
 Students are very active, teacher only receptive. This type
of interaction happens between two learners or among a
Learner-Learner group of learners studying the same course. This can
happen with or without the instructor. It allows student
collaboration and information sharing.
 Students are very active in their own way. This type
interaction takes place when students themselves obtain
information directly from learning materials. It happens
whenever they interact with the text or are deeply
Learner-Content
engrossed with the content. Once the students access
learning materials such as multimedia, ppt, lectures and
handouts, they should be able to consume it their own
way.
 Use Modular instruction as an alternative instructional
Students without design that uses developed instructional materials which
are based on the needs of the students. Students
any digital device at engaged themselves in learning concepts presented in the
home module. They developed a sense of responsibility in
accomplishing the tasks provided in the module.
 Use Modular instruction as an alternative instructional
Students without design that uses developed instructional materials which
are based on the needs of the students. Students
Internet connectivity engaged themselves in learning concepts presented in the
at home module. They developed a sense of responsibility in
accomplishing the tasks provided in the module.