Far Eastern University

Institute of Education
COURSE SYLLABUS
Vision of IE Mission of IE
The FEU Institute of Education develops teachers, educational managers and practitioners The Institute promotes quality outcomes-based, values-laden, progressive, collaborative,
who are locally and globally competitive, critical thinkers, life-long learners, digitally literate innovative and researched-based teacher education and training for practitioners in the
and effective communicators. Committed to the growth and well-being of learners from local, national and international educational systems, nurturing service- oriented, competent
diverse cultures and capacity levels, the Institute further instills into these teachers, and morally upright citizens.
academic managers and practitioners the values of Fortitude, Excellence, and Uprightness
at all times.
Educational Objectives Program Outcomes
To achieve this goal, the IE-GS seeks to develop research-oriented professional with an
articulated philosophy of education, committed to a life of service for the development of the In line with the University’s Vision and Mission, the Institute of Education-Undergraduate
country in general and learning communities in particular specifically: Studies seeks to develop students who will:
1. Effective teachers who are prepared to take on leadership roles in educational
institutions; Teach with passion
2. Curriculum planners and managers who contribute to the growth and improvement of the Apply relevant technologies
educational system in order to address the challenges of diverse cultures; Manifest an in-depth understanding of the chosen area of specialization
3. Language teachers updated in current trends and methods in teaching in multicultural Translate theory into practice
settings; Exemplify the core values of Fortitude, Excellence and Uprightness
4. Special education teachers capable of organizing and managing facilities for persons with Anchor lessons and instructional materials on institutional, local and international
disabilities; standards
5. Physical education managers equipped with advanced knowledge and skills in teaching Communicate effectively in oral and written forms
and administration of PE and sports programs; and Harness learners’ potentials
6. Creative and efficient educators who use competency and outcome-based standards and Exhibit critical thinking skills
other alternative modes of instruction delivery, equipped with skills in research, publications, Respond to the changing educational dynamics
and blended educational technology;
7. Globally-oriented teachers capable of establishing partnerships and linkages with fellow
educational leaders both local and international 
8. Service-oriented and environment-conscious educational practitioners who are committed
to establish optimum development of the community through community service guided by
the ethical practice of the teaching profession.

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 Far Eastern University
Institute of Education
Degree: Teacher Certificate Program

Course Title Principles of Teaching Course Code EDUC2N-LET

Credits 3 units Course Co-requisite
Course Description:
The course is designed to provide the students with the basic principles and concepts of effective teaching and learning. It
deals with subject-matter that explains the elements of teaching of which the learner is the most important aspect. The student in
this course will be taught the principles of learning with a focus on how to formulate behavioral goals and objectives to help
them direct learning. Likewise, it also deals with lesson on: selection and organization of what to teach (contents); how to teach
(methods and strategies); and how to asses and evaluate the result of teaching and learning (evaluation). Classroom management
principles are also included in the course.
Course Outcomes At the end of this course, the learner will be able to:
1. define teaching according to different contexts;
2. explain the factors affecting the cognitive development of children;
3. identify characteristics that make a good teacher;
4. discuss the different kinds of learning environment;
5. explain the elements of teaching and learning and their application to one’s own classroom;
6. discuss the principle of teaching;
7. explain the significance of properly constructed objectives;
8. determine the suitability of a learning activity;
9. distinguish among different approach method and technique
10. explain the significance of managing time in the classroom;
11. identify the significance of motivation in learning;
12. explain the significance of classroom management techniques.

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 LEARNING OUTCOMES
TIME METHODOLOG
At the end of the lesson, the TOPIC RESOURCES ASSESSMENT
FRAME Y
learner will be able to:
1. Adapt the significance of Orientation 1. Lecture 1. Student 1. Recitation
the 1. Mission, Vision of 2. Group learning Handbook 2. Multimedia
vision and mission of FEU FEU Activity 2. Course presentation/
and the Institute of 2. Mission, Vision of the 3. Think-pair Syllabus clip
Education Institute of Education share 3. Projector 3. Presentation
WEEK 1
2. Show understanding of the 3. FEU School Policies 4. Laptop Scoring rubrics
FEU school policies 4. Academic Integrity 4. Essay
3. Create classroom policies Policy
that are anchored to the 5. Classroom Policies
university policies 6. Course Orientation
1. define the word “principle” 1. Definition of the term 1. Lecture 1. Projectors 1. Group Activity:
and give its importance to “Principle” and its 2. Self-awareness 2. Laptop Graphic Organizers
teaching; Importance to Teaching Exercise: What is 2. Educational 2. Random student
2. describe the nature of the 2. The Learner as an your Learning References recitatio
learner, his/her powers/ Embodied Spirit Style? 3. Canvass: Post
faculties, multiple 3. The Powers/ Faculties 3.Small group Online Discussions
intelligence, learning styles of the Learner discussion 4. LET-type quiz
WEEK 2
3. discuss the implications of 4. Factors that Contribute 4. Individual work
the nature of the learner to the to the Differences among
teaching learning process Learners
4. Dunn and Dunn
Learning Style Model
5. Gardner’s Multiple
Intelligences Theory

WEEK 3 1. identify the characteristics 1. Varied Roles of a 1. Lecture 1. Laptop/ 1. Essay

that make a good teacher; Teacher 2. Reflective projector 2. Group
2. explain the significance of 2. Professional Attributes Questions 2. Markers/Pen presentation: Make a
the teacher having several of a Teacher (Univ. of 4. Group 3. Manila paper concept map of the
roles in the classroom; Houston-CoE, n.d) presentation 3. Educational Professional and
3. evaluate a teacher based on 3. Personal Qualities of a references Personal Attributes
his/her expected behaviors and Good Teacher of a Teacher
characteristics through a tool; 4. Effective Teachers by 3. Make as
4. relate the principles of Stronge assessment tool that

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 LEARNING OUTCOMES
TIME METHODOLOG
At the end of the lesson, the TOPIC RESOURCES ASSESSMENT
FRAME Y
learner will be able to:
teaching with actual classroom can evaluate a
situations. teacher
5. Debate: Which is
more important?
Professional or
Personal Attributes?
6. LET-type quiz
1. discuss the different kinds 1. Classroom as a 1. Lecture 1. Projectors 1. Group Output:
of learning environment; Learning Environment 2. Cooperative 2. Markers/Pen Classroom
2. specify the importance of 2. The Role of the Learning 3. Educational Layout/Classroom
having a good classroom, Teacher in the Learning References designing?Interactive
home, and community Environment 4. Journals Bulletin
environment; 3. Measuring Classroom 2. Canvass: Online
3. plan the ideal classroom Environment Discussion
WEEK 4 environment; 4. Implications and 3. Journal Research
4. identify ways by which Considerations on Classroom
parents and the community 5. Characteristics of the Environment:
can help foster a good learning Learning Environment 4. LET-type quiz
environment for the learners. 6. Home and Community
as a Learning
Environment
1. discuss the principles of 1. Principles of Learning 1. Lecture 1. Projectors 1. Round robin:
learning; 2. Thorndike’s Laws of 2. Open critique 2. Markers/Pen Group Presentation:
2. draw the implications of Learning Discussion 3. Educational Pictograph
WEEK 5 these principles to the 3. Cooperative References 2. Reflection Paper:
teaching-learning process* learning 4. Internet Since…I commit
sources to…
3. LET-type quiz
WEEK 6 PRELIMINARY EXAMINATION
WEEK 1. explain the objective- 1. Guiding Principles in 1. Lecture 1. Projectors 1. Oral Recitation
7-8 related principles and their Determining and 2. Think-Pair 2. Markers/Pen 2. Group output on
implications to teaching; Formulating Objectives Activity 3. Educational determining
2. distinguish among the three 2. Bloom’s Taxonomy of References objectives and
domains of learning objective; 4. Sample targeted domains of
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 LEARNING OUTCOMES
TIME
At the end of the lesson, the
FRAME
learner will be able to:
3. write SMART lesson
objectives in three domains
1. discuss the principles in the
selection and use of teaching
strategies
WEEK 9 2. state the implications of
these principles to the
teaching learning process
METHODOLOG
TOPIC RESOURCES ASSESSMENT
Y
Cognitive Domain Lesson Plans learning, improve if
3. Anderson’s Taxonomy necessary
of Cognitive Domain 3. Canvass: Online
discussion
4. Krathwohl’s 4. LET-type quiz
Taxonomy of Affective 5. Group assignment:
Domain Choose 3 subjects,
5. Anita Harlow’s one topic for each
Taxonomy of subject and write
Psychomotor Domain objectives that use
6. How to Write Lesson the three domains of
Objectives learning.
6. Assignment: A.
Determining the
parts of Lesson
objective
B. Identifying the
Targeted Domain
1. Guiding Principles in 1. Lecture 1. Projectors 1. Individual output:
the Selection and Use of 2. Cooperative 2. Markers/Pen Different graphic
Teaching Strategies Learning 3. Educational organizers
2. Brain-based strategies References 2. LET-type quiz

WEEK 10 1. determine the suitability of 1. Determining 1. Lecture 1. Laptop 1. Group Output:

a learning activity; Appropriate Learning 2. Collaborative 2. Educational a. Make a learning
2. prepare appropriate learning Activities Activities References activity for a selected
activities for a topic or lesson; 2. Determining lesson
3. select the correct Appropriate Instructional b. Make an
instructional materials Materials and Tools appropriate
necessary for the learning 3. Principles in the assessment tool for
activities; Selection of Instructional the lesson
4. plan the applicable 2. Individual Output

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 LEARNING OUTCOMES
TIME METHODOLOG
At the end of the lesson, the TOPIC RESOURCES ASSESSMENT
FRAME Y
learner will be able to:
instructional materials for the Materials 3. LET –type quiz
learning activities; 4. Assessments
5. determine the appropriate
evaluation instruments*
1. distinguish among different 1.Teaching Approach, 1. Lecture 1. Projectors 1. Oral Recitation
approach method and Strategy, Method and 2. Think-Pair- 2. Markers/Pen 2. LET-type Quiz
technique Technique Share 3. Educational 3. CANVASS online
2. determine when to use 2. Direct/Expository References discussion
WEEK 11
direct and indirect method of Approach 4. Interview a
instruction 3. Indirect/Exploratory student under each
3. state the advantages of the Approach mode of delivery
indirect method
WEEK 12 MIDTERM EXAMINATION
1. Identify the significance of 1. Motivation 1. Lecture 1. Laptop/ 1. LET-type quiz
motivation in learning; 2. Discussion 2. Collaborative Projectors 2. Canvass online
2. Name the different ways of 3. Effective Questioning Activity – What is 2. Markers/Pen discussion
motivating learners; 4. Bloom’s Taxonomy an Effective 3. Educational 3. Interview with
3. Explain the purpose of 5. Handling Learner’s Discussion? References FEU teachers – How
WEEK 13 discussion; Response 3. Video- do they motivate
4. Write the different kinds of watching/critiquing students?
questions; 4. Paper and Pencil
5. Suggest ways of handling Activity on Bloom’s
learner’s response Taxonomy

WEEK 14 1. Explain the significance of 1. Management of Time 1. Lecture 1. Projectors 1. Oral Recitation
managing time in the 2. Classroom Discipline 2. Think-Pair- 2. Markers/Pen 2. Essay – Plan of
classroom; 3. Physical Environment Share 3. Educational Action
2. Specify the ways to manage 4. Routines 3. Interview References 3. Class output –
time wisely in the classroom; The Classroom of
3. Identify ways by which the Future
discipline is established in the 4. Interview with a
classroom; seasoned teacher
4. Describe the physical
environment they envision in

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 LEARNING OUTCOMES
TIME METHODOLOG
At the end of the lesson, the TOPIC RESOURCES ASSESSMENT
FRAME Y
learner will be able to:
the future classroom;
5. Enumerate routines that are
necessary in the classroom
1. Explain the significance of 1. Management of Time 1. Lecture 1. Projectors 1. Oral Recitation
the classroom management 2. Management of 2. Video watching– 2. Markers/Pen 2. CANVASS-online
techniques; Instruction WWYD (What 3. Educational discussion
2. Determine the principles 3. Management of Would You Do? – References 3. Group Output
underlying the classroom Relationship Teachers Gone Bad Checklist
management techniques; 4. Management of 2. Collaborative 4. LET –type Quiz
3. Identify how classroom Discipline Activity
WEEK 15 situations can be improved 5. Management of
through the classroom Physical Environment
management techniques; 6. Management of
4. Create their own checklist Routine
as an assessment tool of their
utilization of the classroom
management techniques in
their future classroom
WEEK 16 FINAL EXAMINATION/ SUBMISSION OF REQUIREMENTS
WEEK CLASSROOM STIMULATION
17 and 18

FINAL PROJECT
Goal Produce a portfolio with the following:
Product  Interview
 Checklists
 Journal on Classroom Environment
 Lesson Plan
 Classroom of the Future
 Quizzes
 Essays
 Exams

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  Documentation of the Classroom Teaching Demonstration (application of Lesson Planning, Motivation, Teaching
Methods, Instructional Tools, Classroom Management, Classroom Environment, Assessment) Choose year level (Elem
or HS), subject and topic. Bring one child each as student.

References:

PRINTED SOURCES:
 De Ocampo-Acero, Victorina C. et. al (2015). Principles of Teaching. Rex Bookstore, Inc.
 Corpuz, Brenda B. and Salandanan, Gloria G. (2015). Principles of Teaching 1. Lorimar Publishing.

Computation of Grades
The Institute of Education follows the University Grading System presented on the right side.
Note:
 We follow the zero-based system, with 60% as the passing rate.
 Computation for quizzes and exams are as follows: Score÷ Total Items x 100

Steps in the Computation of Periodic Grades

STEP 1
Determine Class Standing (CS). Transmute every raw score earned in each criterion (e.g. quizzes, recitations, projects and
assignments). Use the Transmutation Table officially used by the Institute of Education.
For each criterion, add all those transmuted scores and divide the sum by the total number of criteria. This comprises the
Class Standing.

STEP 2 Determine the 2nd PG.

Determine Prelim Grade (PG). 2(CA)  PG
2nd PG =
3
2(CS )  Prelim Exam* STEP 4
Prelim Grade =
3 Determine Final Grade (FG).
Determine CS.
*Prelim Exam raw score should be transmuted. Determine CA.

STEP 3 2(CS )  Final Exam***

Determine 2nd Prelim Grade (2nd PG). CA =
3
Determine CS. ***Final Exam raw scores should be transmuted

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 Determine Class Average (CA).

2(CS )  2nd Prelim Exam** Determine the Final Grade

CA =
3 2(CA)  2ndPG
FG =
**2nd Prelim Exam raw score should be transmuted. 3

Evaluation and Grading System Grade Point Equivalent

Class Standing (C. S.) Transmuted Grade Decimal Equivalent Literal Equivalent
Class participation/Recitation – 30% 95 – 100 4.00 A
Quizzes – 50% 89 – 94 3.50 B+
Assignment/Homework/Research – 20% 83 – 88 3.00 B
Prelim Grade = [2(CS) + Prelim Exam]/3 77 – 82 2.50 C+
Class Average, C. A. = [2(CS) + Midterm Exam]/3 71 – 76 2.00 C
Midterm Grade = [2(CA) + Prelim Grade]/3 65 – 70 1.50 D+
CA = [2(CS) + Final Exam]/3 60 – 64 1.00 D
Final Grade = [2(CA) + Midterm Grade]/3 59 – below F

Academic Integrity Policy

FEU students are expected to demonstrate beliefs, attitudes, and behavior associated with academic honesty. Thus, they are not allowed to
engage in any act of academic dishonesty which comes largely in two forms: cheating and plagiarism. If students cheat or plagiarize their
work, they will be subjected to disciplinary actions as cheating and plagiarizing are both considered major offenses.
Cheating is broadly defined as getting unauthorized help on assignment, quiz or examination. The following are considered as acts of
cheating, and should therefore not be tolerated by the faculty:
 Copying from another student during a test or examination, with or without his/her knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or examination;
 Getting questions or answers from someone else who has already taken a test or examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student.
Another form of academic dishonesty is plagiarism. All FEU faculty and students are expected to turn in work that is a product of their own
efforts, study and research. Thus, copying work of others (in whole or in part) and claiming it as one’s own is considered an act of plagiarism.
A work is also plagiarized if the writer did not properly cite or acknowledge the sources or references for his/her work. One must remember

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 that plagiarism is defined not through intent but through the act itself. The following are considered acts of plagiarism:
 Repeating someone else’s words verbatim without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise documentation;
 Having one’s work done by someone else or having one’s work substantially revised by someone else.
POLICY ON NON-SOLICITATION OF FUNDS
All official fees of the University are collected through the Cash Department. Students should not pay any additional fees such as those for
tickets, entrance fees, transportation fees, hand-outs, readings, quizzes or tests to any faculty or staff member of the University.

Consultation Hours: 11:00 -12:00 NN

Prepared by: Reviewed by:

Dr. Arnel Bravo

Program Head, IE-GS

Approved by:

Dr.

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